Mestrado em Ensino na Educação Básica

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17609

Nível: Mestrado Acadêmico
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Agora exibindo 1 - 20 de 251

A (re)significação do erro no ensino de química orgânica numa perspectiva construtivista
(Universidade Federal do Espírito Santo, 2019-02-25) Carrijo, Ana Regina Dalmaschio; Mendes, Ana Nery Furlan; Senatore, Regina Célia Mendes; Megna, Vivian Cornelio
Traditionally in schools, the error has been a source of condemnation, flogging and punishment, a fact that can be translated as ignorance about the interpretive character of the processes of development of the student's intelligence and their levels of structuring. However, under the piagetian constructivist perspective, error in the educational scenario is transformed into a valuable pedagogical tool for the understanding of student learning, used to indicate the stage in which the student is, and consequently, to make decisions for subsequent activities. In order to reimpose the constructive error in the teaching of Chemistry, a study was elaborated on the error committed by the student during the process of construction of knowledge in Organic Chemistry. From this perspective, excels the educator’s importance to assume, in their daily lives, the conduct of observing and making mistakes observable by the student himself. It is not a question of simply pointing them out, but rather of carrying out a work of directing and encouraging the students' attempts for a legitimate reflection and consequent regulation of what had been constructed, so that this student reaches levels of ever greater intelligence.
A ação da pedagogia da alternância no ensino de educação ambiental
(Universidade Federal do Espírito Santo, 2019-04-17) Barbosa, Eliane Soares Santos; Sánchez, Damián Sánchez; Rocha, Sandra Mara Santana; Ferreira, Simone Raquel B.; Cristofoleti, Rita de Cássia
The Field Education movement, since its inception, has a commitment to the struggle for the emancipation of men and women. We understand that Field Education and Environmental Education, because they aim to emancipate the challenges of contemporary society, tend to contribute to the formation of the critical awareness of these subjects. Thus, in order to cooperate with the proposal of a critical and emancipatory education, this work investigated how the rural school constructs its environmental educational practice using the Alternance Pedagogy as teaching method. Next, we carry out documentary analysis with emphasis on the School's Political Pedagogical Project, Training Plans, Teaching Plans, Didactic Sequences and Pedagogical tools used in the Pedagogy of alternation such as: the notebook of reality, the accompanying notebook and research reality from the generating themes, in order to clarify how the school works on issues related to Environmental Education. The third stage of the research analyses the practice experienced by the students of the 9th year of elementary education in all educational moments. For the data collection observations were made during the development of theoretical and practical tasks in school and Community Time. In addition, interviews with teachers, students and parents/community representatives served as a source of data collection. The results show that the Três de Maio school, Peter Canary (Spirit Saint, Brazil) uses different strategies to work on the environmental dimension, since the environmental themes are present in the documentary records and are experienced by the students. The Alternation Pedagogy is a method that, in addition to establishing constant dialogue and promoting the rapprochement between the students and the field, strengthens the teaching of EE through the proposed topics deepened over the quarters.
A África no IFES : representações construídas por alunos e alunas do ensino médio a partir do ensino de história da África, no Instituto Federal de Educação do Espírito Santo - Nova Venécia e São Mateus
(Universidade Federal do Espírito Santo, 2016-09-27) Souza, Flávia Cândida do Nascimento de; Salim, Maria Alayde Alcantara; Oliveira, Ueber José de; Oliveira, Sandro Nandolpho de; Paiva, Jair Miranda de; Pizetta, Adelar João
A aritmética na escola primária do Espírito Santo na década de 1870 : percepções a partir da obra de Miguel Maria Jardim
(Universidade Federal do Espírito Santo, 2018-12-07) Feitosa, Rosiane Morais dos Santos; Siqueira Filho, Moyses Gonçalves; Salim, Maria Alayde Alcantara; Fassarella, Lúcio Souza; Santos, Ivanete Batista dos
Seeking to answer the question: How does Miguel Jardim‟s Elementary Arithmetic, adopted by the epsirito-santense primary instruction, would reflect contents and methods proposed by in the laws of 1870 decades? From such question, this current work aims to analyze Miguel Maria Jardim‟s booklet adopted by the espirito-santense primary instruction in the decades of 1870, considering the methods and contents proposed by this time current law. In order to accomplish that, [1] select the opuscules of arithmetic which go around the north of Espírito Santo state, from this law, led to the public instruction, and from the newspapers of the time, [2] examine biographical elements related to the author‟s arithmetic book, Miguel Maria Jardim; [3] identifies the arithmetic to teach advocated in the textbooks checked by teaching programs that were current in the delimited time. It is a qualitative research from a historical-documental nature fundamented in the Cultural History constructs such as: practice and representation, proposed by Roger Chartier (2002), and school culture, described by Dominique Julia (2001); besides the conceptions and the knowledge to teach and to be taught, proposed by Hofstetter and Schneuwly (2017).About the source used it is mentioned the Public Instructions Regulaments to the state of Espírito Santo, 1873 and 1877, Government‟s reports, Official mails, newspapers taking as a privilege the Miguel Maria Jardim‟s textbook “Elementar Arithmetic”. Document analyses show that this work had many editions and it was adopted in five Brazilian states: Rio de Janeiro, Bahia, Alagoas, Pará e Espírito Santo, being guaranteed in these states for almost 20 years. Structured according to the synthetic method, from 51 lessons which the work is organized, 32 specifically about the contents predicted in the espirito-santense primary school, in the decades of 1870 ( definitions, numerations; the 4 operations with complete numbers, proof of the nine, fractions(ordinary, improper and mixed); fractions simplification, division of characters, maximum common divisor , fraction reduction to the same denominator, fraction comparisons, the four operation involving fractions, denary fractions, denary number, reduce denary fraction to the ordinary,; convert ordinary fraction to the denary one, periodic decimation, the four operations involving the denary ones, complex numbers, the four operations with complex number).The content about the Denary measuring System, predicted in the time‟s law, is also contemplated in the work through 10 likings. The studied also showed, according to the current law, that the Jardim‟s 9 last elementar arithmetic lessons (proportion, reason, the simple 3 rules, the composed 3 rules, the interest rules, the discount rules, the companionship rule and the linking rule) don‟t reflect on the proposed contents to the primary school, but to contents destined to the normal school.
A AVALIAÇÃO DA MATEMÁTICA ESCOLAR: DOS EXAMES E TESTES AO PROGRAMA DE AVALIAÇAO DA EDUCAÇÃO BÁSICA DO ESPÍRITO SANTO (1889 – 2018)
(Universidade Federal do Espírito Santo, 2021-03-30) Lima, Rosiane Pereira; Filho, Moyses Goncalves Siqueira; https://orcid.org/0000000162754850; http://lattes.cnpq.br/5524106098506407; https://orcid.org/; http://lattes.cnpq.br/; Cardoso, Valdinei Cezar; https://orcid.org/000000016620862X; http://lattes.cnpq.br/3560165817659228; Oliveira, Ueber Jose de; https://orcid.org/0000000174048793; http://lattes.cnpq.br/4446167716354950; Gontijo, Cleyton Hercules; https://orcid.org/; http://lattes.cnpq.br/
A AVALIAÇÃO DA MATEMATICA ESCOLAR: DOS EXAMES E TESTES AO PROGRAMA DE AVALIAÇÃO DA EDUCAÇÃO BASICA DO ESPIRITO SANTO (1889 - 2018)
A constituição da rubrica álgebra em território capixaba (1843 – 1935)
(Universidade Federal do Espírito Santo, 2019-12-18) Mesquita, Hairley Figueira; Filho, Moyses Goncalves Siqueira; https://orcid.org/0000000162754850; http://lattes.cnpq.br/5524106098506407; https://orcid.org/0000-0002-1856-4686; http://lattes.cnpq.br/6631480992288604; Fassarella, Lucio Souza; https://orcid.org/0000000163398958; http://lattes.cnpq.br/5198314059044151; Siqueira, Karulliny Silverol; https://orcid.org/0000-0001-6017-5345; http://lattes.cnpq.br/4529260419941112
It seeks to answer the following investigative question: How was the constitution of the item Algebra in Espírito Santo territory, in the period from 1843 to 1935? Based on this questioning, its general objective is to investigate the process of constitution of the item Algebra in the capixaba public instruction in period between 1843 to 1935. This time frame is linked to the creation, for through Law nº 4, of July 24, 1843, of the first secondary school, besides to be a period marked by three major reforms: Moniz Freire (1892), Gomes Cardim (1908) and Atílio Vivaqcua (1928). Furthermore, [1] comprises, for government reports and official documents, the trajectory of the rubric Algebra in Espírito Santo lands; [2] Investigates the Mathematics present in norms of primary and secondary education; [3] Analyzes school tests of Mathematics carried out by the students who attended Escola Normal do State, in order to identify the algebraic knowledge to be taught taught in formation of the Espírito Santo teachers. It is a qualitative research, of documentary historical nature, based on some assumptions of History Cultural, such as representation, practice and appropriation, proposed by Roger Chartier (2002); Dominique Julia (2001), who considers school culture as historical object; strategies and tactics described, by Michel De Certeau (2009); André Chervel (1990), who reflects on the constitution of the disciplines schoolchildren; in addition to the knowledge to and to teach proposed by Hofstetter and Schneuwly (2017). It uses, as research sources, Regulations of the Public Instruction; Teaching Programs; Government Reports; Evidences Schoolchildren from a 1930s Normal School in Espírito Santo; Newspapers; Books Didactics, in particular, Elements of Algebra by Borges and Gomes Cardim. From the documentary analyzes it appears that the item Algebra was constituted in an incessant movement of changes and permanences. In times of empire, had been indicated only for secondary education and materialized crossed by different headings. In primary education, both in the period eight hundred as in Espírito Santo republicanism, it did not constitute itself as a matter of great importance. In the formation of the Espírito Santo teachers, consolidated in the republican period. It was also found that the state of Espírito Santo, in the 1930s, although he experienced the Movement of Escola Nova, was still linked to the principles of Traditional Pedagogy.
A CONSTRUÇÃO DA IDENTIDADE HISTÓRICO-CULTURAL NO ESPAÇO ESCOLAR: UMA EXPERIÊNCIA DE TRABALHO COM A DANÇA AFRO NO ENSINO DE EDUCAÇÃO FÍSICA
(Universidade Federal do Espírito Santo, 2020-04-24) Serafim, Lielle; Salim, Maria Alayde Alcantara; https://orcid.org/0000000341429244; http://lattes.cnpq.br/7413858625106947; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Sandro Nandolpho de; https://orcid.org/; http://lattes.cnpq.br/; Paiva, Jair Miranda de; https://orcid.org/0000000269863213; http://lattes.cnpq.br/4175011706310912
Afro dance has been present for a long time in the history of Espírito Santo and São Mateus until nowadays, composing an important feature in the affirmation of the identity of the black population of the region. However, it is clear that affirmative acti
A construção do conhecimento histórico e a materialidade das fontes: uma experiência com museu temporário
(Universidade Federal do Espírito Santo, 2022-03-23) Moschen, Franscielly Vago; Salim, Maria Alayde Alcantara; https://orcid.org/0000000341429244; http://lattes.cnpq.br/7413858625106947; https://orcid.org/0000-0003-4928-3892; http://lattes.cnpq.br/2895448749973287; Oliveira, Ueber José de; https://orcid.org/0000000174048793; http://lattes.cnpq.br/4446167716354950; Oliveira, Sandro Nandolpho de; http://lattes.cnpq.br/1469820656291807
El trabajo “La construcción del conocimiento histórico y la materialidad de las fuentes: una experiencia con un museo temporal” se centró en analizar cómo el uso de la materialidad de los objetos podría ayudar en la construcción del conocimiento histórico escolar. Con ese objetivo, se desarrolló un museo histórico temporal con alumnos de la Escuela Básica II, de la red pública del municipio de São Mateus/ES. El museo histórico temporal, constituido por una colección de fuentes históricas familiares, se convirtió en escenario para la construcción de conceptos históricos fundamentales para el aprendizaje de la historia escolar, con énfasis en las nociones de temporalidad (tiempo vivido/naturaleza, tiempo cronológico y tiempo histórico). A través del método de investigación acción - Tripp (2005), Franco (2005) y Barbier (2007) - y guiada por grandes autores de la ciencia histórica - Bloch (2001), Febvre (1953), Braudel (1969), Le Goff (2013) , Burke (1992), Ginzburg (1989) y Benjamin (1985) - y la enseñanza de la Historia - Schmidt (1999, 2004), Siman (2005), Scaldaferri (2008), Schmidt y Cainelli (2009), Bittencourt (2009) , Guimarães (2012), Oliveira (2005, 2010) y Miranda (2005, 2013), se analizó todo el proceso de elaboración del museo histórico temporal (físico y virtual) y, a partir de la aplicación de intervenciones didácticas, cómo la construcción de nociones temporales se llevó a cabo utilizando la materialidad como recurso didáctico. La conclusión a la que se llegó fue que la utilización de recursos concretos - documentos históricos transformados en materiales didácticos, como mediadores en la construcción de conceptos históricos abstractos, como las nociones de temporalidad, presentaron gran potencial como estrategia de enseñanza, en la medida en que los estudiantes participen de todo el proceso de elaboración conceptual y no recibe conceptos listos y terminados.
A contação de histórias como ferramenta pedagógica para construção de uma educação antirracista desde a infância
(Universidade Federal do Espírito Santo, 2022-12-15) Pacheco, Jefferson Duarte; Costa, Eliane Gonçalves da; http://lattes.cnpq.br/8903022966748790; http://lattes.cnpq.br/8873992538987042; Oliveira, Sandro Nandolpho de; http://lattes.cnpq.br/1469820656291807; Santos, Zaira Bomfante dos; https://orcid.org/0000000261628489; http://lattes.cnpq.br/4736245340980339
This research aims to analyze how much the Afrocentric storytelling can contribute to the construction of an anti-racist education from the childhood. For the theoretical basis of the research, we list the concepts that involve memory, performance and orality. As for memory, we dialogue with the studies of Paul Ricoeur (2007); about performance and orality, with the reflections of Paul Zumthor (2007); in terms of storytelling, oral tradition and the figure of the Griot, with Hampátê Bá (2010); regarding questions about ethnic-racial relations and racial education in childhood education, with Cavalleiro (2003). Through a participatory research, which involved the telling of the story Zacimba Gaba: the warrior princess for kindergarten children, we’ve formed round talks which favored the construction of a dialogic practice and it enabled the exercise of collective thinking. Our study contributes to other possibilities of reading and perceptions about storytelling to children, providing the construction ofa playful and affectionate environment to treat complex issues of society, such as: racism, discrimination and racial prejudice since childhood. In this way, storytelling also gains a character didactic, important for the construction of an anti-racist education that values the traditions, territories and ancestral knowledge already in Early Childhood Education.
A CONTRIBUIÇÃO DO TRABALHO COLABORATIVO DO PROFESSOR DA SALA DE RECURSOS MULTIFUNCIONAIS COM OS PROFESSORES DO ENSINO COMUM
(Universidade Federal do Espírito Santo, 2020-02-18) Rocha, Maria Rozane Cabral da; Cristofoleti, Rita de Cassia; https://orcid.org/0000000181802600; http://lattes.cnpq.br/7652852076064341; https://orcid.org/; http://lattes.cnpq.br/; Salim, Maria Alayde Alcantara; https://orcid.org/0000000341429244; http://lattes.cnpq.br/7413858625106947; Nunes, Isabel Matos; https://orcid.org/0000000191276384; http://lattes.cnpq.br/1434416276486446
The research presented here delevoped a study on the educational practice involving the collaborative work of a teachers of the Multifunctional Resources room with two common classroom teachers and two students with autism spectrum disorder enrolled im a
A cultura popular e o diálogo com a escola na Vila de Itaúnas, Conceição da Barra/ES
(Universidade Federal do Espírito Santo, 2023-05-24) Silva, Claudia Alves; Salim, Maria Alayde Alcantara; https://orcid.org/0000000341429244; http://lattes.cnpq.br/7413858625106947; https://orcid.org/0009-0000-3915-5796; http://lattes.cnpq.br/1350814245970948; Givigi, Ana Cristina Nascimento; https://orcid.org/0000-0001-7036-0499; http://lattes.cnpq.br/8347424438274569; Nunes, Isabel Matos; https://orcid.org/0000000191276384; http://lattes.cnpq.br/1434416276486446
El presente estudio investigó la cultura popular y el diálogo con la escuela en la aldea de Itaúnas, Conceição da Barra ES. Se enfocó especialmente en los grupos culturales existentes en la aldea, sus manifestaciones y el respeto por la cultura local, aspecto que sin duda es de relevancia en cuanto a aprendizajes y prácticas pedagógicas en un contexto escolar. La metodología siguió los presupuestos del enfoque cualitativo etnográfico, según Ludke y André (1986), utilizando técnicas de entrevista, observación y grupo focal. Las reflexiones teóricas fueron guiadas por los estudios de Clifford Geertz (1985), Michel de Certeau (1982), Roger Chartier (1990, 1995) y Peter Burke (2004), en el abordaje de conceptos relacionados con la cultura y las prácticas culturales. En la encuesta sobre estudios sobre la cultura local, se destacaron los trabajos de Hermógenes Lima da Fonseca (1980), Guilherme Santos Neves (2008) y Maciel de Aguiar (1995). De acuerdo con el resultado del estudio, fue posible identificar que existe un diálogo entre la cultura popular y la escuela.. En la investigación con los estudiantes se verificó que existe interés en relación a la diversidad cultural propuesta en las actividades pedagógicas, estableciendo un diálogo con los grupos culturales existentes en la vereda y la escuela, con el objetivo de potenciar y fortalecer la cultura popular.
A educação ambiental no currículo da Escola Família Agrícola
(Universidade Federal do Espírito Santo, 2018-03-28) Barbosa, Ana Paula Carvalho; Rocha, Sandra Mara Santana; Costa, Eliane Gonçalves da; Teixeira, Marcos da Cunha
The theoretical bases pointed out for the discussion in this work are under the vision of Environmental Education, transforming and emancipatory, since it corresponds to a form of learning that breaks conventional forms of teaching, transcends the spaces of the classroom and transforms the community and the family environment in teaching and learning spaces based on local specificities. The objective of this dissertation was to investigate how environmental education is addressed in the curriculum of the Bley Agricultural Family School in São Gabriel da Palha, Espírito Santo. The methodology used consisted of a qualitative research developed in three phases. The first phase analyzed how EA is addressed in the formal curriculum of the Bley Agricultural Family School, through analysis of the Institutional Development Plan, Course Plan, Institutional Self-Assessment Program and the Renewal Process of the technical course Integrated in Agropecuária. The second phase consisted in evaluating the practical approach of Environmental Education in the lived curriculum, which is constituted by student activities, both in school time and community time, since this school is governed by the teaching modality of Alternation. For the data collection in this second moment were realized observations of the day to day of the students in the time-school. The third moment consisted of analysis of the activities of the time-community through the notebook of the reality of the students. The results show the environmental question present in a transdisciplinary way in the students' daily life at the Bley Agricultural Family School. Since the direct relationship between the school and the community, because it is located in the rural environment and for developing educational practices related to this environment, favors through agroecology an arrangement of knowledge that leverages the transversality of environmental education. Contributing to the emancipatory social and environmental development of students.
A educação ambiental no entorno do Parque Estadual de Itaúnas : desafios no enfrentamento das questões socioambientais
(Universidade Federal do Espírito Santo, 2016-03-17) Santos, Geysa Mota dos; Prado, Gustavo Machado; Silva, Erica Duarte; Santos, Franklin Noel dos; Mancini, Karina Carvalho; Teixeira, Marcos da Cunha
The general objective of this research was to evaluate the actions of Environmental Education (EE) put into practice in communities surrounding Itaúnas State Park – PEI, Conceição da Barra-ES. The following studies were specifically conducted: (1) collection and characterization of environmental education actions carried out by schools and private and public institutions; (2) residents' views on range of environmental education activities offered (formal and not-formal). Based on exploratory research, actions and programs of environmental education developed in Itaúnas region, inside schools and focused on the population in general were gathered. Participants from four communities took part in the research: 19 residents, 11 teachers and 10 students (elementary and high school) from three institutions. Data on the community perception of EA offering (formal and not-formal) was collected through semi-structured interviews, and the records of actions performed were obtained by means of interviews with public managers and documental analysis. Data collection was made from November, 2014 to July, 2015. Research showed that the process of documenting, registering and filing EE activities has not been efficient, since only 5 projects records could be found, what made it impossible to analyse properly the characteristics of activities done. On the other hand, after the interviews different socio-environmental problems that have been faced by EE emerged, as well as the agents responsible for the actions. In general, research found out that EE in course in the communities around PEI, both formal and not-formal, has been characterized by specific activities. Moreover, is was noticeable the dissatisfaction of communities with the actual offering of long-lasting projects which respond to local socio-environmental demands. The results show the path followed by EE in the surroundings of PEI and will stimulate discussions about its role in the communities on the borders of Conservation Unities.
A educação ambiental nos discursos de professores da rede pública do Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2017-03-06) Rocon, Natalia Pin; Prado, Gustavo Machado; Locatelli, Andrea Brandão; Teixeira, Marcos da Cunha
The research is located in the field of Education, focusing on Environmental Education (EA) in the final years of Elementary School at State School "Pio XII" in São Mateus, State of Espírito Santo. It aims to describe how EE is inserted in the Basic Curriculum of all State Schools in Espírito Santo State (CBEE/ES) and how it is inserted in the Political-Pedagogical Project (PPP) of at State School "Pio XII" in São Mateus. This research also analyzes teachers perception about the subject and investigate if and how it is approached in the educators pedagogical practice. The theoretical framework presents historical, legal, and conceptual aspects about EE, as well as providing fundamentals about EE in formal education. It is a qualitative research and adopts as data collection technique the documentary analysis and the performance of semi-structured interviews. CBEE / ES and PPP were analyzed and 14 (fourteen) teachers from different subjects were interviewed. Results show that most teachers see and practice EE in a way that is more focused on the natural environment, without a special focus on its relation with social, economic, cultural, political, and other issues. However, they also reveal that most of the teachers know the importance of perceiving and working EE in each subject in a critical way, but teachers showed signs of some obstacles to achieving this purpose. In the same way, CBEE/ES and PPP demonstrate the need for a combination of teacher's efforts and Public Power, supporting educators to understand and be conscious about the evolution of the theme. The dissertation did not deplete the investigations on all the peculiarities about the theme. It can be the subject of further researches in the area, even, for example, to look for possible solutions to the questions above mentioned.
A EDUCAÇÃO DE FREUD E A EDUCAÇÃO EM FREUD: Um diálogo
(Universidade Federal do Espírito Santo, 2021-06-28) Silva, Alessandra Lopes da; Senatore, Regina Celia Mendes; https://orcid.org/0000000282870522; http://lattes.cnpq.br/6922732789822669; https://orcid.org/0000-0001-8772-413X; http://lattes.cnpq.br/9636666097218463; Ferrari, Alice Melo Pessotti; https://orcid.org/0000-0001-7510-059X; http://lattes.cnpq.br/3740489975000697; Cristofoleti, Rita de Cassia; https://orcid.org/0000000181802600; http://lattes.cnpq.br/7652852076064341
The present dissertation shows how education appears in Freud's work, therefore following the trajectory of his thinking during psychoanalytic investigation. In order to expand the psychoanalytic work beyond the clinic, this academic work raised contributions and reflections for fields of knowledge such as psychoanalysis and education. In this sense, the epistemology left by Freud provides us with the observation of his clinical practice theoretical constructs capable of understanding the uniqueness and the psychic mechanisms that guide the object choices of each subject. During the course trodden, Freudian conceptions about the constitution and functioning of the psychic system described by Freud were highlighted, elaborations that helped us to understand how education influences psychic processes and personality formation. The subject is constituted in contact with the other, this research guided us to the works in which Freud takes a look at the constitution of civilization and is attentive that to meet the civilizing purposes the subject would be condemned to renounce the instinctual desires. In this way, the author denounces the abuses of a moralizing education and the amnesia that every adult acquires and that is why he continues in the educational process, attending to narcissistic ideals in the education of children. This fact made the author yearn for a psychoanalytically oriented education. Still, we were led to understand the aggressiveness in Freud and we understand that this was interpreted by the author as necessary instincts for the subject to put himself in an active position, although later he will face the clash with the controlling forces of the superego. Finally, the impossible is presented to demonstrate Freud's disillusionment with the possibility of a total of successes when the professions mediated by the word enter the scene. However, this disillusionment is far from exhausting discussions about the approach of psychoanalysis to education, rather, it serves as food for new reflections to come.
A educação pública primária espírito-santense : vestígios da matemática na formação de professores no período de 1892 a 1960
(Universidade Federal do Espírito Santo, 2015-12-19) Pezzin, Ana Cláudia; Siqueira Filho, Moyses Gonçalves; Cesana, Andressa; Valente, Wagner Rodrigues; Fassarella, Lúcio Souza
This research analyses the training process of primary school teachers in Espirito Santo State, in the period 1892-1960. It aims at understanding how math instruction happened in training courses offered, in general, by Normal Schools (high schools which train students to be basic education teachers). It uses Cultural History, in Chartier's perspective, to clarify the history of education in the State mentioned above, considering the elements inherent to this movement, such as teaching methods, school evaluation and teachers' actions. The period of time researched is tied to an age of important modifications to Education in Espírito Santo: in 1892, the first Normal School was founded in the State; in 1908, emphasis is placed on Gomes Cardim Reform, by Professor Carlos Alberto Gomes Cardim (an educator from São Paulo State). In the transition from the 60's to the 70's, Normal Shchools were replaced by Teaching Courses, what made teacher training start a new time on its path. In order to comprehend how the ideas which ended up in that reform emerged, it was necessary to understand education since the time Brazil was an Empire (19th century), what made it possible to set a context. Then, a search was carried out to verify the reorganization of education started with the establishment of a republic in Brazil. The source of research includes national and regional (Espírito Santo) official legislation in the field of education, reports sent to the government by Instruction Secretaries and/or School Inspectors, written exams taken by students from two normal schools located in Espírito Santo in the 1930s, the periodical named “Revista de Educação” and teaching manuals, publications which were accessible to Espírito Santo's teachers. It presents some Math Instruction Programs, providing counterpoints between Normal Teaching and Primary Teaching, the teaching methods adopted at that time and distinctions drawn between students according to their gender. In relation to the teaching of Mathematics, it identifies that rigor and mathematical concepts were priorities and that there were no worries about interdisciplinarity among mathematical branches. It verifies that the guiding principle of teaching training for elementary teachers from Espírito Santo was not “what to teach”, but “how to teach”, what made discussions related to Teaching Methodology extend for many years in the State. It indicates that Espírito Santo followed educational measures which were previously adopted in São Paulo, considered as a reference in educational renewing for many Brazilian States. However, Espírito Santo faces economical and political difficulties in achieving the objective of training teachers according to the “modernization” aimed by Public Education.
A escola e os processos de construção da identidade negra : um estudo sobre a escola Pio XII em São Mateus, ES
(Universidade Federal do Espírito Santo, 2018-03-23) Silva, Rosimar de Oliveira; Salim, Maria Alayde Alcantara; Forde, Gustavo Henrique Araujo; Costa, Eliane Gonçalves da
A Física das Estrelas: A Astronomia e a Astrofísica como Caminhos para Ensinar Física Moderna e Contemporânea na Educação Básica
(Universidade Federal do Espírito Santo, 2020-03-16) Pereira, Wenderson Macao; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; https://orcid.org/; http://lattes.cnpq.br/; Cristofoleti, Rita de Cassia; https://orcid.org/0000000181802600; http://lattes.cnpq.br/7652852076064341; Kavalek, Debora Schmitt; https://orcid.org/; http://lattes.cnpq.br/
This research proposes to carry out a critical analysis on the appropriation of concepts of Modern and Contemporary Physics in a class of the 2nd Grade of High School of a public school in the city of São Gabriel da Palha-ES, in which we use as paths for
A física em espaços não formais de ensino : uma proposta de divulgação científica na cidade de São Mateus norte do Espírito Santo
(Universidade Federal do Espírito Santo, 2018-06-11) Bravo, Igor Donizete Nunes; Pereira, Rodrigo Dias; Pereira, Márcia Regina Santana; Alvarenga, Flávio Gimenes; Camiletti, Giuseppi Gava
The present study discusses the proposal of a scientific, itinerant and interactive exhibition in a space of non formal education of the city of São Mateus, in the north of the State of Espírito Santo. The exhibition titled "What is this wave?" It is configured as an activity of scientific dissemination in a non-formal educational space. The whole project, from conception to construction, was developed based on the concept of waves and sound. For its elaboration, eight experimental modules and banners were constructed that, together, compose the design of the exhibition and guarantee the narrative of the same one. Starting with the concept of transverse wave, longitudinal, reflection, standing wave, resonance, Chladni figure, open tubes and finished with the closed tube wave concept. To ensure the exposure message, eight monitors were trained to mediate exposure and help the audience understand the exposure message. During the exhibition in the chosen non-formal space, it was observed the interaction of the public with the experimental modules, monitors and other visitors. As a result, he verified the presence of mental, auditory, interactive and dialogued interactions. In addition to these modalities of observed interactions, it was perceived that the exhibition generated many dialogues and interventions with the public that visited it. Still in relation to the public, it was observed through the guestbook that the exhibition received visits from people from different neighborhoods of the cities and also from the cities. In conclusion, the exhibition fulfilled its role of clearly transmitting themes of waves to the public. The work proved to be highly positive for the continuation of scientific dissemination activities in non-formal educational spaces. It also revealed points that need to be restructured to get better quality in future exposures.
A formação continuada e o fazer cotidiano da alfabetização nos anos iniciais do Ensino Fundamental em São Mateus/ES, no período de 2013 a 2022
(Universidade Federal do Espírito Santo, 2023-08-23) Faustino, Plenda de Jesus; Locatelli, Andrea Brandao; https://orcid.org/0000000173050787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0009-0006-8707-8143; http://lattes.cnpq.br/3300133569332805; Brasil, Elizabeth Detone Faustini; http://lattes.cnpq.br/7902369154196006; Santos, Franklin Noel dos; https://orcid.org/0000000153441027; http://lattes.cnpq.br/2437036625902034
Continuing training is an important element in the professional career of teachers, as it contributes to the re/construction and mobilization of knowledge, in addition to enhancing teaching pedagogical practice. The dissertation aimed to understand the ongoing training offered by the municipal network of São Mateus, ES, its implications for the daily lives of literacy teachers and the perceptions of the pedagogical monitoring carried out by the Municipal Department of Education, from 2013 to 2022. The theoretical contributions that supported and enriched the text has the predominance of knowledge, expressions and understandings of teacher training, according to the authors Tardif (2019), Gauthier (2013) and Foerste (2005), as well as the contributions of Souza (2015) in the narratives of professionals and We rely on Soares (2020) with its implications for the literacy process. This is a qualitative research, where the protagonists were the working group composed of 10 literacy teachers, who with their narratives through questionnaires, interviews and reports of experiences enhanced the dialogues about Continuing Education in their personal and professional trajectory. . The results indicated that the continued training provided to teachers in the Literacy Cycle in recent years contributed to changing the daily practice of some teachers in an attitudinal and didactic way. These professionals were formed throughout the training movements based on interactions with other peers and narratives of everyday experiences. Despite all the mobilization of continuing education in the municipal network, it was found that some students finish this school stage, 3rd year, without consolidating all the necessary skills, pointing out that in addition to the participation of teachers in continuing education, this professional needs be impacted by what is offered in them and that the mobilization of the knowledge learned requires time. Furthermore, other elements external to education significantly interfere with the success of student learning.

Navegar

Navegando Mestrado em Ensino na Educação Básica por Título

Resultados por página

Opções de Ordenação