Mestrado em Ensino, Educação Básica e Formação de Professores

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17480

Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041

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A educação ambiental na microrregião do Caparaó (ES): estudo das concepções pedagógicas de professores dos municípios de Alegre e Guaçuí
(Universidade Federal do Espírito Santo, 2022-02-11) Paula, Viviane Tavares de; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0000-0002-8986-9524; http://lattes.cnpq.br/0112210052757553; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; Civale, Leonardo; https://orcid.org/0000-0003-0048-8336; http://lattes.cnpq.br/6084393659907979
The present research had as its object of study the analysis of the pedagogical conceptions of teachers regarding environmental education, claiming as a means of investigation the man-nature relationship. To understand the conceptions that teachers present, it was necessary to investigate how environmental education was inserted in the pedagogical field and how social and environmental issues are addressed by teachers. The study was based on the analysis of the characteristics and principles that emerge from the discourses of teachers regarding their environmental pedagogical conception. It was a proposal for a qualitative study that uses a semistructured interview as a data collection instrument. The individuals of investigation were the professors of the disciplines of Chemistry, Biology, History and Geography who work in the municipalities of Alegre and Guaçuí, located in the Microregion of Caparaó. The study of this material, in turn, took place through the analysis of these discourses, using the Bakhtinian perspective of language as a theoretical-methodological framework. By understanding the pedagogical conceptions of environmental education as ideological discourses, we organized the analysis of teachers discursive statements in the light of three political-pedagogical perspectives (or macro-trends), which are called the conservationist environmental education, the pragmatic environmental education and the critical environmental education. We can say, roughly, that the reproduction of the ecological discourse and the eco-capitalist discourse by the teachers reproduces an uncritical conception of environmental education, which was fundamentally reduced as a behavioral and individual values, which does not incorporate into its reflection the social relations that organize the production and the way of life in the capitalist system, according to which that happens the relationship between man and nature in the contemporary world. Thus, the discourses that predominate in environmental education act by imposing on the public the gaze of the hegemonic actors of this society, which, by the way, is an expression of interests that are hegemonic in the capitalist system. On the other hand, the vision that seeks to problematize the analysis of environmental education from the critique of the current way of life, by turning back to the transformation or even the rupture of this model of society, imposes itself as a counter-hegemonic tendency. In this way, the research aimed to contribute to the discussions of the theme in the Microregion of Caparaó, seeking to highlight its controversies in the school environment and the importance of working the debate on the human-nature relationship in a way connected with our immediate reality.
A educação ambiental sob o prisma da representação social de licenciados em cursos das ciências da natureza
(Universidade Federal do Espírito Santo, 2019-08-27) Freitas, Rafael Almeida de; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0001-9286-7610; http://lattes.cnpq.br/2494386306555208; Ferreira, Carolina Demetrio; https://orcid.org/0000-0002-1152-6791; http://lattes.cnpq.br/0105954451984447; Filho, Gilson Silva; https://orcid.org/0000000153131424; http://lattes.cnpq.br/1040363193594196
Life in society and the rational capacity of the human being contributed to the organization of a scenario of reflections on the needs that the environment of which we are part of, requires. Through meetings, events and the formulation of public policies, the concern with the environment was inserted into the context of Education, in a field called “Environmental Education”. Despite the proposals and guidelines on the subject, their assimilation by society is influenced by the experiences of each person and the context to which they belong, changing the appropriation and representation of Environmental Education, giving it different characteristics that result from the formative trajectory of each individual. The objective of this research was to investigate Environmental Education through the Social Representation of undergraduates in Natural Sciences courses (Chemistry, Physics and Biological Sciences). The Theory of Social Representations was adopted as a theoretical methodological framework, which led to the collection and analysis of data obtained through the application of questionnaires to students entering the mentioned courses, at the Federal University of Espírito Santo - Alegre. The results point to the existence of a social group among the undergraduates, which is structured in four terms that make up the Central Nucleus. The Social Representation of the undergraduates includes elements that resemble the different conceptions/strands of Environmental Education and are related to the formative trajectory of the social group components. The group's social representation is structured around the terms “preservation”, “pollution”, “awareness” and “recycling”, which characterize, organize and structure the group's representation in relation to environmental education. It was also observed that there is evidence that make it possible to connect the Teaching of Natural Sciences and Environmental Education, based on the ideas pointed out by the undergraduates, reaffirming and reinforcing potential discussions involving Scientific Education and Environmental Education.
A educação das relações étnico-raciais no currículo de uma escola quilombola no município de Guaçuí-ES.
(Universidade Federal do Espírito Santo, 2020-11-04) Nogueira, Liliane Rosa; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/; http://lattes.cnpq.br/; Forde, Gustavo Henrique Araujo; https://orcid.org/; http://lattes.cnpq.br/; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; Costa, Candida Soares da; https://orcid.org/; http://lattes.cnpq.br/
This study aimed to analyze the process of implementing Law No. 10,639 / 03 in the curriculum of the Municipal Elementary School José Antônio de Carvalho , which serves students from the Quilombola Córrego do Sossego Community, located in the District of
A educação das relações étnico-raciais no ensino de História em uma escola no Sul do Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2023-09-14) Bernardes, João Paulo Ribeiro; França, Marileide Gonçalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000-0001-8818-5641; http://lattes.cnpq.br/4327329807986969; Forde, Gustavo Henrique Araujo; Felipe, Delton Aparecido; Martins, Raisa Maria de Arruda; http://lattes.cnpq.br/0330124122903433
Twenty years after the promulgation of the Law n° 10.639/03, which amended the Law of Directives and Bases of National Education n° 9.394 de 1996, and established the mandatory teaching of Afro-Brazilian and African History and Culture, it is necessary to analyze the progress made and the challenges in face of the constitution of antiracist practices developed during this period. In this way, this research aims to investigate the processes of implantation and implementation of Law n° 10.639/03 in History Teaching in a state school in the municipality of Alegre, in the state of Espírito Santo. For the theoretical basis of our work, we are backed by the contributions of Gomes (2005, 2007, 2012), Munanga (1994, 2003, 2005, 2020), Almeida (2015, 2021) and Gonçalves e Silva (2000) in order to elaborate discussions about racial relations and the education of black people in Brazil, while from Sacristán (2000, 2013), Tomaz Tadeu da Silva (1999), Bernardino-Costa (2002, 2009, 2015), Ballestrin (2013), Bittencourt (2008, 2018), Felipe (2020, 2021) and Adichie (2019) we reflected on what is understood by curriculum, History Teaching, and teaching practices from a decolonial perspective. For this purpose, we developed qualitative and case study research. For the production of data, we chose documentary consultation, the observation, the semi-structured interview and a field diary. For data analysis, we opted for content analysis in an attempt to understand the social meanings present in the educational practices developed by the subjects in the school context. It was possible to observe that, 20 years after its enactment, Law 10.639/03 is implemented in the curriculum of the State Department of Education, in the general guidelines of the curricular proposal and in some contents foreseen for the History Teaching, but in a superficial way. With the implantation of the curriculum of competencies and skills proposed by the BNCC, the education of excellence is replaced by the education of sufficiency, which has led to a fragility in the implementation of Law n° 10.639/03 at school. In addition, we noticed that the dynamics of external assessments undermined the implementation of Law n° 10.639/03 by diluting the education of ethnic-racial relations (ERER) in the introduction of European History content. With regard to the PPP is concerned, we realize that the Law is present in the document, however only one Integrative Project was focused on Erer, out of a total of five. Furthermore, this project was based on the four pillars of education (learning to be, to live together, to know and to do), which contributed to the superficiality of the implementation of the Law. Regarding the knowledge about Erer on the part of History teachers and managers, we observed that only one teacher had knowledge about the Law. The other participants had minimal or stereotyped knowledge of the legislation analyzed. With regard to the process of implementation of the legislation in history teaching practices, we identified difficulties of teachers in getting involved with Erer. However, we also glimpsed possibilities for this materialization to occur from other narratives and actions that seek to break with the Eurocentric discourse, starting from the constitution of practices in the decolonial perspective. In addition, we noticed the presence of racist practices in social relations in the school environment masked as jokes, but we also identified school practices that influenced the construction of the identity of black students in a positive way, through the appreciation of Afro-Brazilian and African history and culture.
A escolarização de estudantes surdos e com deficiência auditiva na Pérola do Caparaó
(Universidade Federal do Espírito Santo, 2025-08-01) Nascimento, Franceane de Paula Figueredo do; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0002-9157-0422; http://lattes.cnpq.br/8153144216241554; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Zaidan, Júnia Cláudia Santana de Mattos; https://orcid.org/0000-0003-1857-3432; http://lattes.cnpq.br/7242947260879171; Viana, Flávia Roldan; https://orcid.org/0000-0002-7289-4512; http://lattes.cnpq.br/4756646407294958
This dissertation aimed to uncover and problematize the process of educating deaf and hard of hearing students in the municipality of Guaçuí, Espírito Santo, in light of Special Education regulations from an inclusive perspective. The specific objectives included: researching the regulations and documents that guide the organization of education for deaf and hard of hearing students in the municipality of Guaçuí; identifying whether Libras teachers and educational interpreters have the training to work with this population and how this training impacts their pedagogical practice; analyzing the practices of the interviewed Libras teachers and educational interpreters in order to understand the pedagogical relationships established in the schooling process for deaf and hard of hearing students; and understanding the communication strategies used in the interaction between educators and deaf and hard of hearing students in the school environment, with the mediation of a Libras educational interpreter. This qualitative case study was based on the theoretical frameworks of Vygotsky's historical-cultural theory, particularly the concept of mediation and defectology, and Bakhtin's dialogic perspective, which recognizes language as an essential element for the construction of meaning and knowledge. Data collection involved bibliographic and documentary research, observations in classrooms and in Specialized Educational Services (SEAs), semi-structured interviews with teachers of regular classes enrolled with deaf or hard-of-hearing students, the SEAs teacher in the Multifunctional Resource Rooms (SRM), the pedagogical coordinator, the principal, educators, Libras educational interpreters, a Libras instructor, and the municipal coordinator of special education, in addition to the use of a field diary. The results reveal institutional advances, such as the creation of local policies focused on inclusion and the preparation of a call for applications for Libras instructors, demonstrating an ongoing institutional effort. These are important, albeit initial, steps toward consolidating an educational policy more sensitive to the specific needs of the deaf community. However, weaknesses persist, such as the influence of neoliberal guidelines that reduce the educational process to goals and indicators in the Jardim Caparaó School's Institutional Development Plan; a lack of fully implemented policies; a lack of specific budgetary guidelines for bilingual education; gaps in continuing education; confusion regarding the roles of professionals working with deaf and hard-of-hearing students; and, worryingly, the absence of Libras instructors in the school's daily routine, which directly undermines the educational process and the linguistic development of deaf students. A disconnect between legislation and daily practice was also evident, marked by technical, training, and administrative challenges. Despite these limitations, the ethical and committed work of the professionals involved stands out, whose daily resistance is a driving force for inclusion. Therefore, it is essential to increase investment in public policies, specific continuing education, and inclusive pedagogical practices that address the historical silences imposed on the deaf community. This reaffirms research as an instrument of critical reflection and hope in building an education that is a human right.
A formação de professores em modelagem Matemática: Contribuições para a reflexão da prática profissional”
(Universidade Federal do Espírito Santo, 2023-07-26) Lozorio, Andressa Côco; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0000-0002-6411-9583; http://lattes.cnpq.br/4913252934075927; Oliveira, Alana Nunes Pereira de; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Gualandi, Jorge Henrique; https://orcid.org/0000-0002-0302-7650; http://lattes.cnpq.br/3386420572368441; Lorenzoni, Luciano Lessa; https://orcid.org/0000-0003-4859-7750; http://lattes.cnpq.br/7959495705859101
This text presents research based on Mathematical Modeling, based on the assumptions of Critical Mathematics Education. The work falls within the field of continuing training for teachers who teach Mathematics in the final years of Elementary School. The study aimed to analyze how a continuing education course, focusing on Mathematical Modeling, could give new meaning to the teaching practices of a group of Mathematics teachers in the city of Castelo-ES. The course of the research methodology included a qualitative approach. The focus group technique was the approach chosen with the support of a question guide and field diary. Regarding the theme, audio and video recording instruments were used for the eight training meetings with the focus group. The analysis of this material took place through the transcription of the speeches and observations of the teachers who structured the corpus of work, based on the theory of Content Analysis proposed by Bardin in which categories emerged relating to initial training and Modeling, its insertion into practice of teaching, as well as its correlation with teaching, the possibility of contextualization with reality and the redefinition of teaching practice that does not compromise compliance with the school curriculum and demands well-designed planning so that the programmatic contents are fulfilled by stimulating or mediating knowledge and literacy under the social understanding of Mathematics. The results of the continuing education course showed that of the nine participating teachers, only two knew and used Mathematical Modeling as a teaching practice. What they wanted when participating in the training was to resolve their curiosity about the topic and practical examples of how to teach Mathematics in the classroom, since the usual methodology is not attractive to students due to the use of expository classes and solving exercises. Thus, it was possible to infer that the continuing education course contributed to reflection on the different methodologies adopted in its classes, finding in Mathematical Modeling a methodological alternative that can provide an improvement in the teaching and learning process of Mathematics with more dynamic and meaningful classes. However, teachers were stuck with the content-based approach, which was an obstacle to the implementation of the socio-critical perspective via continued training.
A formação para a educação inclusiva nos projetos pedagógicos curriculares dos cursos de licenciatura da UFES/Alegre - ES
(Universidade Federal do Espírito Santo, 2019-09-23) Cossate, Fernanda Sobreira; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-5022-8810; http://lattes.cnpq.br/6889363865472384; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
As a rule, the process of exclusion in school practice was a reality that after the declaration of human rights in 1948 became questionable and repudiated. Throughout this historic milestone, several agreements were signed, to which Brazil is a signatory, among them the Salamanca declaration. These agreements aimed to provide north that could guide the formation of the inclusive education paradigm in the different countries of the world. Many authors have sought to study and understand the differences and describe how the process of exclusion occurs from those who, because they are different, suffer the epistemicide of their ideas and knowledge in the face of the knowledge of those who have economic and social power in a society, in which diversity must be launched beyond visibility. In invisibility lies everything that represents the different in a society deeply marked by the search for cultural homogeneity to the detriment of other epistemologies. In this context arise authors of critical and post-critical theoretical approaches to the idea of school curriculum, whose theoretical frameworks are Paulo Freire, Giroux and Laclau, respectively and work the idea of emancipation, important in the process of changes of the political and social system and especially In the context of education, they profoundly influence the constitution of a curriculum capable of embracing the various social demands represented by human diversity. In this context, this paper is a case study of the four undergraduate courses of the Federal University of Espírito Santo, Unit of Alegre- ES and aims to analyze how the curricular structure of the undergraduate courses contribute to teacher education from the perspective of inclusive education.To this end, a documental analysis of the pedagogical political projects of these courses was carried out and their adaptation to the national curriculum guidelines that guide each degree. In addition, two focus groups were held with faculty members of the Structuring Teacher Nucleus (NDE) of each. of the courses to identify which political and pedagogical aspects have been influencing the teachers formation regarding the aspects of the inclusive education. The data from this research indicate that there is the adequacy of the PPC's analyzed to the national curriculum guidelines that guide the undergraduate courses studied, as well as the strong technical aspect of the courses which corroborates the historical data regarding teacher education in Brazil, which It still has a focus on bachelor degree to the detriment of undergraduate degrees, which at first becomes an aggravating factor of teacher education focused on inclusive education. At the same time, when the legislation of the courses is adequate, regarding the infrastructure, pedagogical support to the coordinators and teachers and the political articulation between Municipal Public Administration and Federal University still need improvement. However, the potential of highly qualified faculty courses constitutes a great opportunity for the development of the theme.
A gestão de educação especial e a formação continuada da rede municipal de ensino de Marataízes/ES: a pesquisa-ação em foco
(Universidade Federal do Espírito Santo, 2019-09-03) Silva, Nazareth Vidal da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-8499-5089; http://lattes.cnpq.br/5614440888121268; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Alves, Edson Pantaleao; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871
The purpose of this work is to assess education professionals’ continuous formation and its connections with the modality special education under the school inclusion per spective. It seeks to understand special-education management, using critic collabo ration in the constitution of movements for continuous formation with/for professionals of the municipal public education system of Marataízes, ES, Brazil, under the school inclusion perspective. Theoretical contributions were the supposals of Communicative Action Theory, by German philosopher and sociologist Jürgen Habermas, using the epistemologic-methodologic perspective of critic-collaborative research-action, depart ing from critic-collaborative self-reflection principles. Participants were Municipal Edu cation Board staff, principals, pedagogues, ordinary-class teachers, special-education teachers, and university researchers. Study-reflection groups (the formation-assess ment group ‘Special Education Course under the Marataízes Inclusion Perspective’ and the ‘Marataízes Assessment and Research Group on Inclusive School Education’) were constituted as data-production’s main strategy; participant observation was also used, with field-diary registration, and audiotapes, later transcribed. Data were orga nized after content analysis. Analysis and interpretation are based on dialogue with theoretic-methodologic reference, besides other authors contributing for the discus sions around the themes crossing this work. Outcomes are linked to movements insti tuted for the continuous formation of education professionals, out of public managers’ actions, in partnership and collaboration with university. Thus, it is observed in the instituted formation movements that their participants see themselves as experiencing some maturation moment, belonging to and implicated in the transformation process, with perspective and concept changes about the way of doing continuous formation, and there is willingness to proceed.
A política de educação especial de Venda Nova do Imigrante – ES no contexto da educação infantil: desafios e possibilidades
(Universidade Federal do Espírito Santo, 2024-07-12) Gonçalves, Cinthia do Carmo; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; França, Marileide Gonçalves; Nunes, Isabel Matos; Effgen, Ariadna Pereira Siqueira
This study aimed to unveil and problematize the process of implementing public policies for special education in a public preschool in the municipality of Venda Nova do Imigrante, ES. To this end, we defined the following specific objectives: to characterize the policies and actions developed by the Municipal Education Department of Venda Nova do Imigrante, ES, to ensure the right to access, permanence, and learning for children who are the target audience of special education in early childhood education; to identify the accessibility and resources available for the effective implementation of public inclusion policies for special education target audience (PAEE) children in the researched school; and to analyze the materialization of educational policies directed at children with disabilities in the researched school. The theoretical foundation is based on the assumptions of historical-dialectical materialism, which underpins historical-cultural psychology and historical-critical pedagogy. This approach allowed us to understand the development of humanity and the social function of the school. The research is characterized as qualitative in nature, following a case study methodology. For data collection, we conducted a bibliographic review, document consultation, and semi-structured interviews with the coordinators responsible for the Pedagogical Coordination of Specialized Educational Assistance and Early Childhood Education of Venda Nova do Imigrante, ES, teachers of regular classrooms who have PAEE students enrolled in their classes, the Specialized Educational Assistance (AEE) teacher in the Multifunctional Resource Room (SRM), the pedagogue and director of EMEI Manacás, and maintained a field diary throughout the field research. The results highlight the municipality's efforts to establish quality education for children with disabilities. However, there is an evident presence of neoliberalism in the organization of municipal documents that guide municipal education in general. Additionally, the lack of intersectoral dialogue hinders collaborative work. We argue that to advance the implementation of inclusive education in the context of early childhood education, it is necessary to reflect on and reorganize continuous training policies, promote greater autonomy for schools and teachers, and improve communication and coordination between sectors and professionals. Implementing special education policy in early childhood education involves adopting a dynamic and collaborative view of the teaching and learning processes for children with disabilities.
A política de inovação educação conectada: um estudo de caso em uma escola da rede municipal de Cachoeiro de Itapemirim-ES
(Universidade Federal do Espírito Santo, 2024-07-04) Izo, Suellen Lopes; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Bregonci, Aline de Menezes; https://orcid.org/; http://lattes.cnpq.br/; Pinheiro, Maria Deuceny da Silva Lopes Bravo; https://orcid.org/; http://lattes.cnpq.br/
This study scrutinizes the implementation of the Connected Education Innovation Program (PIEC) as an education public policy in a school in Cachoeiro de ItapemirimES. The Connected Education Innovation Program was developed in 2017 with the intention of expanding connectivity access in public schools across the country. To understand the implementation of this program as a public policy in the school environment, this research examines how its implementation has been structured in the context of a school in the municipality of Cachoeiro de Itapemirim-ES. The study is based on the analyses provided by Frigotto (1999, 2005, 2010), Gentili (1996), Harvey (2005), Saviani (2004, 2008), among others, regarding the relationship between public education and neoliberalism. A qualitative approach was employed to develop a case study, aiming to understand an educational public policy that emphasizes the promotion of technology in public schools. For data production, we used document analysis, field diary, and semi-structured interviews. The data were analyzed using the data triangulation technique, supported by the theoretical frameworks utilized to understand the research problem. The study demonstrated that the implementation of PIEC had the support of the business sector and was guided by capitalist logic, indicating, therefore, that the financial resources allotted to PIEC are insufficient for the maintenance of this policy in public schools.
A representação social de alunos do ensino médio sobre aulas de química vista a partir de redes complexas
(Universidade Federal do Espírito Santo, 2024-07-23) Costa, Wesley Andrade; Vogel, Marcos; https://orcid.org/0000-0003-2883-6320; Carvalho, Maria Aparecida de; Miranda, Camila Lima
The objective of this work is to identify the social representations of high school students regarding the inductive term “Chemistry class”. It is essential that the school is a place that encourages critical thinking, however, there is disagreement about the true function of the school. The teaching of Chemistry plays an important role in this construction of critical thinking, a good understanding of the content in the discipline contributes to the formation of a critical perception in relation to the knowledge that exists in everyday life. Quality training must adequately provide knowledge so that high school students can participate effectively in social and professional life. This research was based on the Theory of Social Representations in the structural approach of the central nucleus, with complementary support from the Theory of Complex Networks. The research participants were students aged 15 to 19 at the Federal Institute of Espírito Santo on the Ibatiba Campus. All participants were considered a social network, which corroborates the analysis of complex semantic networks. With the results in hand, the data was triangulated between the prototypical analysis, centrality and metrics of the complex network and the content analysis, which helped us identify the central elements of social representation (RS) and their meanings for the group studied. The triangulation process allowed us to conclude that “Chemistry classes” produce a SR with serious effects in relation to the emotions of the students studied. It can be seen that the school investigated is a school focused on scientific knowledge and not just social acceptance, however, we realized that reception should be provided to remedy the lack of learning in previous moments. The SR that students share about Chemistry classes is that it is a complex subject and the content is difficult to understand. The complex networks approach to data analysis proved to be effective, serving as a complementary indicator in identifying the knowledge constructed and shared by students.
A Representação Social sobre a Educação Física Escolar
(Universidade Federal do Espírito Santo, 2021-12-16) Marinho, Ediane de Melo Maia; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0002-8179-6279; http://lattes.cnpq.br/9093045071423696; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489
In the contemporary theories of knowledge, the body and body education have always performed a secondary role and from the 1960s the body gets a new social status, through the western culture. At the beginning of the 19th century the School Physical Education appeared, which maintained an intrinsic relationship with the parameter of physical aptitude and by the 1980s a critical analysis of this relationship emerged. The goal of the study is to investigate the understanding of the School Physical Education from the Social Representation of the Physical Education professors and it is theoretically and methodologically oriented at the Social Representation Theory, relying on the Central Core Theory. It is characterized as a research with a qualitative approach and the questionnaire was used as a method of collecting information. For the analysis, computational programs, EVOCATION 2005 and the IRAMUTEQ were used, which performed the prototypical analysis and the similarity analysis, and the content analysis was carried out in discursive questions of the questionnaire. Possible terms belonging to the Central Nucleus of Social Representation were found: health, leisure and sport. With the content analysis, understandings of the discipline were observed, which were categorized as “Generalist”, “Targeted and contextualized” and “Specific to technical aspects”. It is concluded that Physical Education is being understood and taught in schools by Physical Education teachers, based on the possible terms of the identified Central Core, and when analyzing the discursive responses, most of them fit into the generalist category, which highlights the teacher's difficulty in understanding the specificity of their discipline in a contextualized way within the school environment.
A utilização da variação social gírias no ensino da língua inglesa na educação básica
(Universidade Federal do Espírito Santo, 2024-08-30) Nascimento, Larissa Souza; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; Martins, Raisa Maria de Arruda; Santos, Kelly Barros; http://lattes.cnpq.br/
The research aimed to investigate students’ perceptions of the use of slang in the context of English language teaching and learning. The theme aimed to include linguistic variation (slang) as a teaching and learning resource, in order to analyze whether this proposal was configured in a more attractive and meaningful format from the point of view of students immersed in the subject under discussion. In this way, the literature that underpins this study concerns the theoretical-methodological assumptions of sociolinguistics as well as the context of foreign language teaching and learning. This is a qualitative investigation, which was formalized through field research. The elements were produced through a discussion group (trigged by the semi-structured interview technique) and the introduction of a pedagogical workshop. An audio recorder was used as a tool for collecting information, and the recordings were later transcribed. The analysis resulting from the processes described was carried out using the content analysis method. In view of this, it is believed that the use of slang is effective because this linguistic variation usually makes up the daily vocabulary of young people, when used in the mother tongue, while at the same time enabling affinity and interest in the foreign language under discussion, since the presence of correlations between informal expressions in the Portuguese and English languages is perceived and, therefore, results in contextualized classes that have meaning and are meaningful to learners in the context of English language classes. The analyzed results showed that the pedagogical workshop, linked to the contextualization of the process with the use of slang as a methodology in language classes, resulted in linguistic education, which dialogues with the communicational reality of the research subjects.
A utilização do método peer instruction em aulas de matemática no ensino médio
(Universidade Federal do Espírito Santo, 2019-08-28) Ravera, Tercio Costalonga; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/0000-0003-0672-1098; http://lattes.cnpq.br/; Fernandes, Tharso Dominisini; https://orcid.org/; http://lattes.cnpq.br/0261398635068045; Werner, Elias Terra; https://orcid.org/0000-0001-7781-4342; http://lattes.cnpq.br/3268068963656927
Students' difficulties in learning math subjects are notorious for many teachers in the field. In order to reduce these difficulties, researchers have developed teaching proposals that help the teacher to make the content more attractive to learners, promoting debates, dialogues and class participation. However, based on research that reveals the rate of students with problems learning mathematics, we can see that. The volume of publications in the area is low in relation to the need for research. Therefore, this research was carried out with the active methodology Peer Instruction, coming from the area of Physics teaching and little known in Brazilian journals for the process of teaching and learning in Mathematics. Thus, the objective of this research was to use and evaluate the active methodology Instruction by Colleagues, applying it in the contents of the first grade of high school, aiming to analyze its contribution to the process of teaching and learning in Mathematics, as well as its viability. and use in the classroom. The research was carried out at the President Getulio Vargas State School of Elementary and High School, located in Cachoeiro de Itapemirim, with first grade students and were worked with percentage content and simple interest, bringing positive results that suggest new method implementations.
Aprendizagem e afetividade na relação professor/aluno sob a perspectiva da formação dos professores que atuam na educação infantil
(Universidade Federal do Espírito Santo, 2022-02-18) Cunha, Michele Ceccato; Souza, Luceli de; https://orcid.org/0000-0001-7121-9059; http://lattes.cnpq.br/8782112208959493; https://orcid.org/0000-0002-5706-3702; http://lattes.cnpq.br/5927204725971741; Victor, Sonia Lopes; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; Weiss, Andréia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
Learning in early childhood education has specificities that are relevant to pedagogical practice, both in the teacher/student relationship, and in the teacher education. Brazilian legislation redirected the focus at children, emphasizing the integrality of their education and learning in their sociocultural context, as well as valuing the subject of childhood in its motor, affective and sociocultural dimensions. From this perspective, the objective of the research was to investigate the constitution of affectivity in the teacher/student relationship in early childhood education, and in the teacher education. Vygotsky’s theoretical teaching and learning assumptions, aimed at studying the teacher/student relationship, guided this investigation. The methodology used is a qualitative approach, of the case study type, with the standardized interview as a data collection instrument. The interview was planned to investigate the conceptions of child learning and their development in early childhood education teachers, as well as teachers’ understanding of affectivity, and the teacher/student relationship. Nine early childhood education teachers from a school in the city of Cachoeiro de Itapemirim/ES participated in this research. Data analysis identified three categories that demonstrated the view of the studied group on the conceptual perception of affection and the relation between teacher and student: freedom of expression and thought; collective conscience and daily teaching. The results show that teachers use a variety of terms to refer to affection and to the bond between teacher and student, thus recognizing that the affective component is relevant for learning and for the teacher/student relationship. However, they do this without this recognition being supported by affectivity as studied by Vygotsky or even by any other theorist. Thus, devoid of any relevant theoretical foundation, the teaching practice of these nine professors with regard to affectivity was shown to be built only from experience and notions acquired over time. Finally, the research found the need for reflection on teacher academic instruction for early childhood education, focusing on affectivity and on specific elements to the knowledge of the child’s learning process, in order to contribute to a teaching practice capable of satisfying the requirements of the integral education of the child.
As contribuições da pesquisa-ação para a elaboração de políticas de formação continuada na perspectiva da inclusão escolar
(Universidade Federal do Espírito Santo, 2019-09-03) Bento, Maria Jose Carvalho; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0001-5877-2925; http://lattes.cnpq.br/4567169453120494; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Caetano, Eldimar de Souza; https://orcid.org/; http://lattes.cnpq.br/7244218417441069; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751
This study’s aim is to analyze the contributions of critical-collaborative research-action in the construction of a continuous formation for education professionals, considering the inclusion of Special-Education target-public students in the Municipal Education System of Marataízes, ES, Brazil. This study is grounded on Jürgen Habermas’ Communicative Theory’s supposals as it seeks to sustain the methodological, epistemological and theoretical perspectives adopted. The critical-collaborative research-action is constituted after methodological and epistemological supposals, having the researcher-participant relationship as a principle for the production of knowledge through mutual understanding and sensitive hearing. It involves as its participants the research-group coordinator (Grufopees/CNPq-Ufes), two graduate students, one undergraduate student (with a scientific-initiation fellowship), and three Municipal Education Board officials from Marataízes. For data generation, strategies and instruments such as reflection-study groups, focal group, municipal files mapping, planning meetings and population statistical analysis are used, registering them in reports, voice-recording transcription, and field diaries. It indicates as result the necessity of assistance policies for Special-Education target-public with continuous formation for Education-System professionals. It evidences the research-action contributions in the processes experienced between researchers-academicians and researched-officials, mainly in the posture change from professionals, who became researchers, and in the composition of groups as a study-reflection dynamics, with elaboration of public policies. Furthermore, it signals the strength of critic-collaborative research-action in formative processes as another kind of knowledge-production rationality, no longer positivistic, but communicative, making thus possible the construction of continuous-formation policies under the inclusive schooling perspective by means of critical self-reflection.
As produções textuais dos sujeitos de uma comunidade quilombola - identidade, pertencimento, cultura e ideologia: o diálogo com as práticas discursivas
(Universidade Federal do Espírito Santo, 2019-09-30) Thebas, Adriana de Medeiros Marcolano; Alcantara, Regina Godinho de; https://orcid.org/000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; https://orcid.org/0000-0001-9064-9265; http://lattes.cnpq.br/4942421761889454; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135; http://lattes.cnpq.br/
This research directs the look at oral textual productions and writings of students belonging to a quilombola community. Its main objective is to identify whether social, historical, cultural and ideological issues that permeate/permeate the quilombola community, from which the subjects come from, materialize in their texts and how(s) reveal themselves and are seen (or not) by the regular school in which they are enrolled. The research brings as theoretical reference the assumptions of Mikhail Bakhtin (1999, 2003, 2011) and Volóchinov (2017), with regard to a discursive perspective of language; the references of Geraldi (2006), Marcuschi (2008) among other theorists who conducted studies on oral and written production of discursive genres in school contexts and the discursive representations constructed in this production; as well as the contributions of Andrade (2018), Candau (2004), Oliveira (2005), Munanga (1994), in view of the need to think the quilombola community as a territory that covers the physical part (the earth) and the symbolic dimension (memories, rituals and knowledge); and Gnerre (1994), with regard to understanding the language as a cultural heritage that involves power relations. This is a qualitative research, which brings as methodological design the case study, using the documentary consultation and the focus group as research procedures. We also use the field diary as a data production instrument. The analytical corpus of this study is composed of written textual productions produced by these subjects, which were analyzed by a dialogical-discursive bias. The research has as its field of investigation a Municipal School of Basic Education, located in a district of Cachoeiro de Itapemirim / ES, as well as the Quilombola Monte Alegre Community, located in this same municipality. The target audience of the research is a group of students from said school, residing in the Quilombola Monte Alegre Community. The production of research data occurred from June 2018 to July 2019, both in the school and in the quilombola community. Research shows that bakhtinian perspective of language enables us to reflect on the formation of the subject, in view of the elements that constitute their identity and their relations with diversity in society, therefore becoming essential to appreciation of different cultures in order to strengthen the fight against prejudice and discrimination. Through the activities developed and the analysis of the subjects' textual productions, we find that students, when they have to say and why say, that is, when they are presented with a production situation, produce texts that go beyond the objective to perform a school activity, since, in their discourses, they constitute themselves as subjects of their saying and, in addition, bring to these productions social, historical, cultural and ideological issues that permeate them. Throughout our study, we found that the researched school does not invest in the production of texts of these subjects, perhaps because it does not believe that they are able to produce them. And, by doing so, that is, by betting on a traditional practice focused on the teaching of normative grammar, ends up neglecting both the processes of building the identity of this community, already socially vulnerable by its own condition socio-historical, such as the development of the critical consciousness of students, necessary for them to understand the social contradictions that permeate their contexts of lives. We also conclude that the school surveyed, by presenting an alleged neutrality regarding the education of ethnic racial relations, ends up invising the subjects coming from the quilombola community and who study there, as well as their life contexts.
Aspectos formativos de um subprojeto do PIBID-UFES: um olhar na formação inicial de professores de Química
(Universidade Federal do Espírito Santo, 2020-11-06) Machado, Hedylady Santiago; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0003-1953-1779; http://lattes.cnpq.br/1710819631090673 ; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; Moura, Paulo Rogerio Garcez de; https://orcid.org/0000-0002-6893-3873; http://lattes.cnpq.br/9815585530252572
This work has as its theme an initial formation of Chemistry teachers in the scope of a subproject of the PIBID of UFES, Campus Alegre. The objective aimed to analyze how the formative experiences of four Chemistry graduates, scholarship holders of the DI, participating in this subproject between the years 2013 to 2018, a period in which autobiographical productions were adopted as a training activity for participating students. For this, Narrative Interviews were conducted with two graduated men and two graduated women, based on the theoretical and methodological contribution of Jovchelovich and Bauer (2002). The dialogue with some theoretical references such as Cunha (1997), Pineau (2006), Josso (2007), Souza (2006; 2007) and Delory-Momberger (2014), contributed to the understanding of the Biographical Approach and “Life Stories” in research-formation of teachers. The dialogue with the authors Pimenta (1999); André (2012); Nóvoa (2017), Schnetzler (2000), Rosa and Schnetzler (2003), Silva and Schnetzler (2005), contributed to the construction of the theoretical framework on teacher training [in Chemistry]. Content analysis based on the assumptions of Bardin (2006) contributed as a methodological framework for the research. Thus, from the reading and analysis of the EN's, it was possible to build fifteen thematic axes and their respective subaxes, which synthesize part of the subproject's formative process, materialized from the reflection on the aspects of the training experiences that the scholarship holders of ID proved to be more important in their teacher training in the subproject. The experiences of reading and discussing scientific texts were fundamental to enable moments of discussion about the teaching profession in Chemistry, showing that the subproject worked on teacher training for the construction of knowledge about teaching as a profession, and the materialization of the licensee's training from the theory-practice relationship. However, the analysis of the reflections axis on the teaching profession showed conceptions of teaching related to vocation, and also to a profession that needs professional training to be exercised, understanding the need to develop a more specific job in the training of graduates, aiming at the deconstruction of concepts that interfere in the institutionalization of teaching as a profession. The paths adopted in the subproject contribute to the initial training of Chemistry teachers, from the formative experiences in the context of the GT 10 meetings at the University and in the context of the Basic Education Schools, being guided by constant discussion and reflection in the weekly meetings of the subproject.
Atividades de educação ambiental na educação de jovens e adultos do centro prisional feminino de Cachoeiro de Itapemirim-ES
(Universidade Federal do Espírito Santo, 2024-06-07) Costa, Denize Gomes Duarte; Abreu, Vanessa Holanda Righetti de ; http://orcid.org/0000-0002-2989-3151; http://lattes.cnpq.br/4665452925539605; Peçanha, Anderson Lopes ; https://orcid.org/0000-0001-8029-0092; http://lattes.cnpq.br/6011630397289924; https://orcid.org/0000-0002-2918-614X; http://lattes.cnpq.br/6676741997685663; Meira, Ana Cláudia Hebling ; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Araújo Junior, Aramis Cortes de ; https://orcid.org/0000-0002-4273-2758; http://lattes.cnpq.br/8921763377930836
Environmental education becomes effective only when it encourages individuals to develop a critical perspective on environmental issues. In this process, the teacher acts as an active mediator, enabling opportunities for students to engage with knowledge about problems affecting the environment. This study aimed to analyze the contributions of environmental education activities, using educational games, films, and documentaries, to the teaching and learning of the following subjects: greenhouse effect, global warming, climate change, environmental balance, and socio-environmental responsibility, in the final grades (7th and 8th) of the second segment of Youth and Adult Education (EJA), at the Women's Prison Center (CPFCI) in Cachoeiro do Itapemirim-ES. It was a qualitative research of an applied nature, configured as action research, employing exploratory methods. The target audience was the students of CPFCI, who are part of the State Elementary School “Professora Inah Werneck.” Data collection occurred in three ways: through participant observation, questionnaires, and discussions in conversation circles. The data produced were analyzed in accordance with the frameword of Barbier (2004) and Prodanov and Freitas (2013). The results demonstrated that the methodology used is efficient in advancing teaching and learning when well-planned and grounded in concepts and the application of activities in a relaxed and active manner, involving students in all stages of its implementation. In conclusion, it can be said that the educational resources used were highly effective and can be utilized by other researchers, as they stimulated the students’ interest in the applied content, leading them to participate effectively and engagingly at all times, thereby ensuring the assimilation of the material covered
Avaliação em larga escala e o trabalho docente: o ENEM em uma escola da rede pública estadual capixaba
(Universidade Federal do Espírito Santo, 2020-10-01) Sotta, Marcela Constantino; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
This dissertation aimed to analyze the relationship/articulation between Enem and the work of teachers who work in high school at the State School of Elementary and High School Jerônimo Monteiro , located in the south of Espírito Santo. It takes as a the

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