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/; http://lattes.cnpq.br/5115292993913733; https://orcid.org/; http://lattes.cnpq.br/; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; Civale, Leonardo; https://orcid.org/; http://lattes.cnpq.br/
The present research had as its object of study an analysis of the pedagogical conceptions of teachers regarding environmental education, for which it was decided to investigate through the man-nature relationship. To understand the conceptions that the t
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 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 generalização de padrões matemáticos com estudantes do ensino fundamental
(Universidade Federal do Espírito Santo, 2023-06-20) Campos, Mylena Simões; Gualandi, Jorge Henrique; https://orcid.org/0000-0002-0302-7650; http://lattes.cnpq.br/3386420572368441; https://orcid.org/0000-0002-0553-3450; http://lattes.cnpq.br/8825677608496114; Oliveira, Alana Nunes Pereira de; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Paiva, Maria Auxiliadora Vilela; https://orcid.org/0000-0003-2713-1345; http://lattes.cnpq.br/2158519313210506
The generalization of mathematical patterns is a possibility for the development of mathematical thinking, specifically algebraic thinking, in students at any level of education, as well as the potential for developing advanced mathematical thinking. From this perspective, this research aimed to answer the following question: In what way do elementary school students generalize mathematical patterns and develop algebraic thinking? To answer this question, the objective was to investigate how elementary school students generalize mathematical patterns and develop algebraic thinking. The theoretical framework encompassed discussions on the following topics: a) mathematical thinking, including discussions on advanced mathematical thinking; b) algebraic thinking; c) mathematical patterns; d) generalization of mathematical patterns and e) generalization strategies. Regarding the method, a qualitative research study of the case study type was conducted, involving a group of eight students from the 7th grade of a public school located in Marataízes-ES. Data was collected through: i) participant observation, in which the researcher observed the students solving tasks taken from their textbooks that involved the generalization of mathematical patterns; ii) the students’ notes, which were the tasks solved by them; iii) a conversation circle, where participants could comment and discuss how (or what) they thought in order to generalize the proposed patterns. The results showed that recursive counting strategies and the multiple of the difference with and without adjustment were chosen by the students to generalize the patterns, with the native language being the main means of representation. Furthermore, the presence of advanced mathematical thinking processes in the students' solutions is highlighted, confirming the idea that the generalization of mathematical patterns also concerns the development of advanced mathematical thinking.
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 importância da música na sociedade: um estudo da representação social sobre “música” dos alunos do projeto “tocando em frente”
(Universidade Federal do Espírito Santo, 2020-12-15) Almeida, Fernanda Sampaio de; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Maria Aparecida de; https://orcid.org/; http://lattes.cnpq.br/5115292993913733; Miranda, Camila Lima; https://orcid.org/; http://lattes.cnpq.br/
This research aimed to investigate the Social Representation of "music" among the participants of the music project "Tocando em Frente", from the city of Cachoeiro de Itapemirim, ES. Seeking to analyze the educational potential of the project, which bring
A influência da colonialidade no currículo de uma escola de ensino fundamental de Cachoeiro de Itapemirim/ES
(Universidade Federal do Espírito Santo, 2024-07-12) Tesch, Euza Alves de Souza; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Brandão, Helen Pessoa Moura; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Ribeiro, Flávia Nascimento ; https://orcid.org/; http://lattes.cnpq.br/; Vieira, Máglis ; https://orcid.org/; http://lattes.cnpq.br/; França, Marileide Gonçalves ; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
This research aims to analyze the relationship between coloniality and the curriculum in a primary school in Cachoeiro de Itapemirim/ES, seeking to map the resistance movements to this form of epistemological domination. The specific objectives were: a) to analyze the school’s Political Pedagogical Project with the aim of identifying the curricular conceptions embedded in the document; b) to investigate teachers’ understanding of the curriculum and coloniality; c) to discuss pedagogical practices that include Afro-Brazilian knowledge; and d) to analyze the curricular movements/practices that take place in the daily life of a municipal school. Therefore, the dissertation discusses how coloniality is present in the school’s daily life, through the lack of a decolonial curriculum that addresses historical issues related to the struggles of Black people and other groups to claim their place in society. To support the analysis of the theme of this research, we drew on authors such as Ferraço (2011), Gallo (2013), Silva (2022), Quijano (2007; 2010), Walsh (2007, 2009, 2015), Mignolo (2005), and others. The choice of these theorists allows us to deepen our understanding of coloniality, encompassing its influence on Education, specifically in the school curriculum. In this research, we observed that discussions about Afro-Brazilian and Indigenous cultures are rare in schools, despite being an extremely relevant subject that impacts several aspects of students’ lives. To support this work, we adopted a qualitative research approach, specifically the cartographic intervention-research methodology. Thus, the analysis took place throughout the research, during data production, and in dialogue with theoretical interlocutors. The subjects involved in the research were 21 students from the 2nd-year morning class and 13 school teachers, including the school administrator and the pedagogues. For data production, we used tools such as observation, field notes, conversation networks, and document analysis. The analysis of the school’s Political Pedagogical Project indicated that this document needs to be revised for its functionality to be effective. However, we also observed the absence of curricular planning aimed at building decolonial practices, as well as some resistance movements that occur individually by teachers and students. The conversation networks revealed a diverse understanding of what the curriculum is, but there is a consensus among teachers that the curriculum must respect students’ realities and that there is always something that needs to be expanded. When analyzing the data produced in the conversation networks, we identified specific clues pointing to the intention of implementing a decolonial curriculum in the school. We also observed a desire among the teachers to implement a decolonial approach in the school, on the condition that it stems from collective planning and is developed at the beginning of the year. Moreover, during the research process, we mapped teaching movements opposing the imposition of the BNCC (Common National Curricular Base). The study, therefore, highlights the lack of implementation of Laws No. 10.639/03 and No. 11.645/08 in the participating public school, in the construction of new practices against a “whitened” curriculum. Thus, we observed the presence of racism in the school’s daily life, but some resistance movements are taking place, albeit sporadically. Finally, we verified the need for initial and continuing teacher education within an educational policy aimed at a decolonial curriculum
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 da gravidez precoce na adolescência: um estudo com estudantes do 8º ano do ensino básico
(Universidade Federal do Espírito Santo, 2023-12-01) Serafim, Renata Moraes; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; http://lattes.cnpq.br/1953187541761444; Carvalho, Maria Aparecida de; http://lattes.cnpq.br/5115292993913733; Miranda, Camila Lima
Adolescence is a short phase and the biological, physical and psychological changes that determine adult life occur. Pregnancy at this stage is the result of several factors that involve family, social, cultural and educational issues. This research aims to analyze how perceptions about teenage pregnancy are effective based on the participants' Social Representation. The literature review was composed using the integrative literature review method (RIL), by Ferenhof and Fernandes (2016), based on materials collected on search portals: periodicals Coordination for the Improvement of Higher Education Personnel (CAPES) , Scientific Electronic Library Online (SCIELO), Service of the U.S. National Library of Medicine (Pub-med). The theoretical and methodological framework adopted was Moscovici's Theory of Social Representations (1978), based on the Central Nucleus Theory. This is a qualitative research carried out in three public municipal schools in Conceição da Barra (ES), with 45 students in the eighth year of elementary school II. To collect data, we used a questionnaire constructed with open questions that sought the free evocation of words and others characterizing the public. The collected data were processed in the EVOCATION 2005 program. This sought to understand the central nucleus and the peripheral zone of those surveyed. Through the approximation of evocations of words obtained in the Vergès quadrant of the study, which is the possible central nucleus, we will have the terms irresponsibility, contraceptive methods and responsibility, which among the participants present themselves as words of greater importance, demonstrating the social representation of this group of respondents in relation to Teenage Pregnancy.
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/; http://lattes.cnpq.br/8782112208959493; https://orcid.org/; http://lattes.cnpq.br/; Victor, Sonia Lopes; https://orcid.org/; http://lattes.cnpq.br/2432786277131614; Weiss, Andreia; https://orcid.org/; 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
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/; http://lattes.cnpq.br/1101713319008913; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/; 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 co

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