Mestrado Profissional em Educação
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- ItemAlfabetização Científica nos anos iniciais do ensino fundamental: o que professoras apontam sobre esta temática(Universidade Federal do Espírito Santo, 2026-02-2026) Jesus, Eduarda da Cruz de; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; https://orcid.org/0009-0008-6651-844X ; http://lattes.cnpq.br/7985320750940373; Trazzi, Patrícia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; Sá, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/077528535565458This dissertation is linked to the Professional Master's Program in Education at the Federal University of Espírito Santo and aims to investigate the pedagogical practices of teachers in the early years of elementary school in a public school in the municipality of Vila Velha/ES, in the teaching of Science, from the perspective of Scientific Literacy (SL). The study seeks to understand the teachers' conceptions about the practices carried out, as well as the potential and difficulties of teaching Science, based on the precepts of SL. The justification for this research lies in the observation, in the academic literature, that many teachers in the early years face challenges in teaching Science, frequently adopting traditional approaches, distant from the principles of Scientific Literacy; in addition, the pressure to prioritize other subjects, such as Portuguese Language and Mathematics, contributes to the marginalization of Science teaching in schools. This is also justified by my affinity for and fondness for teaching Science, which dates back to when I was taking university entrance exams and has continued to the present day, complemented by empirical observation of what is found in the literature and in my professional practice. The theoretical framework of this research seeks to establish a connection between the principles of Scientific Literacy, Paulo Freire's ideas, and how these principles can be articulated in teacher training, with the aim of promoting critical and reflective education. Scientific Literacy, by focusing on the formation of individuals capable of understanding and acting critically and consciously with the scientific world, directly dialogues with Freire's proposal, which advocates a liberating, critical, and emancipatory education in which the student is the protagonist of their learning. Thus, the theoretical framework intends to integrate Freire's vision of the importance of knowledge as a tool for social transformation with the need for a scientific education that allows students to question, understand, and transform the reality around them, and the role of the teacher and their professional training in this process. This research is presented in a qualitative approach, allowing for the valuing of the teachers' experiences. Data collection was carried out through reports transmitted via voice and/or text messages through an instant messaging application (WhatsApp), allowing teachers to share their pedagogical practices, difficulties, and conceptions. The data were examined through content analysis of the reports, guided by analytical categories developed by the researcher. The educational product generated from the research is a training workbook for teachers of the 1st to 5th grades of elementary school. The proposal was developed aiming at a possible contribution to the improvement of the pedagogical practice of teachers and consequently to the formation of more critical citizens, better prepared for social and environmental challenges
- ItemAlfabetização científica nos anos iniciais do ensino fundamental: o que professoras apontam sobre esta temática(Universidade Federal do Espírito Santo, 2026-02-26) Jesus, Eduarda da Cruz de; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; https://orcid.org/0009-0008-6651-844X; http://lattes.cnpq.br/7985320750940373; Trazzi, Patrícia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; Sá, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/0775285355654581Esta dissertação está vinculada ao Mestrado Profissional em Educação da Universidade Federal do Espírito Santo e tem como objetivo investigar as práticas pedagógicas de professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pública do município de Vila Velha/ES, no ensino de Ciências, sob a perspectiva da Alfabetização Científica (AC). O estudo busca compreender as concepções dos docentes sobre as práticas realizadas, bem como as potencialidades e dificuldades do ensino de Ciências, com base nos preceitos da AC. A justificativa para esta pesquisa reside na constatação, na literatura acadêmica, de que muitos professores dos anos iniciais enfrentam desafios no ensino de Ciências, frequentemente adotando abordagens tradicionais, distantes dos princípios da Alfabetização Científica, além disso, a pressão para priorizar outras disciplinas, como Língua Portuguesa e Matemática, contribui para a marginalização do ensino de Ciências nas escolas. Também se justifica pela minha aproximação e carinho pelo ensino de Ciências, que vêm desde os tempos em que prestava vestibulares e se estendeu até os dias atuais, que se complementa com a observação empírica do que é constatado na literatura, na minha prática profissional. O referencial teórico desta pesquisa busca estabelecer uma conexão entre os princípios da Alfabetização Científica, ideias de Paulo Freire e de que maneira estes princípios podem ser articulados à formação de professores, com o objetivo de promover uma educação crítica e reflexiva. A Alfabetização Científica, ao se preocupar com a formação de indivíduos capazes de compreender e atuar de maneira crítica e consciente com o mundo científico, dialoga diretamente com a proposta de Freire, que defende uma educação libertadora, crítica e emancipatória, em que o aluno é protagonista de seu aprendizado. Assim, o referencial teórico pretende integrar a visão de Freire sobre a importância do conhecimento como ferramenta de transformação social, à necessidade de uma educação científica que permita ao aluno questionar, compreender e transformar a realidade ao seu redor e o papel do professor e da sua formação profissional neste processo. Esta pesquisa se apresenta em uma via qualitativa, possibilitando a valorização das experiências das docentes. A coleta de dados foi realizada por meio de relatos transmitidos via mensagens de voz e/ou texto via aplicativo de mensagem instantânea (WhatsApp), permitindo que as professoras compartilhassem suas práticas pedagógicas, dificuldades e concepções. Os dados foram examinados a partir da análise de conteúdo dos relatos, orientados por categorias de análise elaboradas pela pesquisadora. O produto educacional gerado a partir da pesquisa é um caderno formativo para professores do 1º ao 5º ano do Ensino Fundamental. A proposta foi elaborada visando uma possível contribuição para a melhoria da prática pedagógica das professoras e consequentemente para a formação de cidadãos mais críticos e preparados para os desafios sociais e ambientais.
- ItemFome de quê?: Diálogos com sujeitos da EJA de uma escola situada em região empobrecida de Vila Velha-ES(Universidade Federal do Espírito Santo, 2025-12-16) Souza, Suely Martiniano de; Simões, Renata Duarte; https://orcid.org/0000-0002-8378-2890. ; https://lattes.cnpq.br/1114035410099626; https://orcid.org/0009-0008-6132-3504; https://lattes.cnpq.br/2622746473556667; Silva, Dulcineia Campos; https://orcid.org/; https://buscatextual.cnpq.br; Lourenço, Suzany Goulart; https://orcid.org/0000-0002-4404-772X; https://lattes.cnpq.br/8212599454712113This dissertation is linked with the Professional Master’s Graduate Program in Education at the Federal University of Espírito Santo, under the research line Teaching and Management of Educational Processes. Its main objective is to establish dialogical processes with Adult Education (AE) students from a school located in a context of poverty and extreme poverty in the Terra Vermelha region, in the city of Vila Velha, Espírito Santo. The purpose is to reflect on possible approaches to addressing poverty and extreme poverty within the Portuguese Language school curriculum, grounded in the students’ own narratives and experiences. The investigation takes place in a vocational Adult Education (AE) — an evening high school — located in the outskirts of the city of Vila Velha, Espírito Santo. It involves young people and adults, all over 18 years of age, enrolled in this stage of schooling and predominantly affected by conditions of poverty. The research is theoretically grounded in studies in the fields of Adult Education (AE), poverty, and social inequality, especially those that dialogue with these intersections from a critical perspective. By adopting a critical-dialectical analytical perspective, this study draws on Arroyo (2005; 2017; 2018) and Paiva and Sales (2014) to examine the conditions of poverty and social vulnerability that shape the student population in this modality of education; on the works of Telles (1993), Yazbeck (2012), and Cararo (2015) to reflect on social policies and Adult Education (AE); and on the studies of Freire (2018; 2021) to problematize the condition of poverty and to discuss meaningful pedagogical practices, as well as pedagogical praxis within Adult Education (AE). This qualitative investigation employs the methodological approach of action research (Barbier, 2002), aiming at the collective participation of those involved in the study, as well as at enabling in the investigated reality. As procedures for data production, the study adopts dialogical processes carried out through conversation circles, as well as the verbal and non-verbal records produced throughout the meetings. Based on Gomes (2007) and Marcondes (2014), the data analysis relies on the theoretical-methodological perspectives of meaning interpretation and triangulation analysis. As results, the research showed that the trajectories of Adult Education (AE) students are marked by multidimensional poverty, individual accountability, gender inequality, and territorial insecurity. The dialogical processes revealed both material and symbolic forms of deprivation and enabled the collective construction of a critical reading of reality, strengthening practices of resistance, authorship, and the claiming of rights.
- ItemO currículo da escola família agrícola de Olivânia como resistência e contra-hegemonia e inspiração para currículos em escolas urbanas(Universidade Federal do Espírito Santo, 2026-02-10) Lara, Andrey Rech de; Gerke, Janinha; https://orcid.org/0000-0002-6903-8125; https://lattes.cnpq.br/4245026471647635; https://orcid.org/0009-0001-8251-2899; https://lattes.cnpq.br/8032622582048550; Amaral, Débora Monteiro do; https://orcid.org/0000-0002-8397-864X; https://lattes.cnpq.br/8600829409961701; Caliari, Rogério Omar; https://orcid.org/0000-0003-4342-8392; https://lattes.cnpq.br/7842507822377428; Begnami, João Batista; https://orcid.org/0000-0002-3273-3028; https://lattes.cnpq.br/2560924423084250; Moreto, Charles; https://orcid.org/0000-0002-8799-7311; https://lattes.cnpq.br/1377906367679056This study investigates the curriculum and/or Training Plan of the Escola Família Agrícola (EFA) of Olivânia, located in the municipality of Anchieta-ES, Brazil, and organized according to the Pedagogy of Alternation (PA). The research adopts a qualitative approach grounded in the Historical-Dialectical Materialist methodology of Marx and Engels (2009) and Gramsci (1975, 2007), focusing on the observation of the class struggle present in curricular disputes within education. The study included bibliographic and documentary analysis of the legislation related to Rural Education and the Training Plan of the EFA of Olivânia as spaces of resistance to the hegemonic state curriculum, supported by Marxist references and by Saviani’s Historical-Critical Pedagogy (2005, 2015) and Duarte (2016, 2022). We highlight the specificity of the PA regarding its historical origin and its Didactic-Pedagogical Mediations (DPM), based on the works of Granereau (2023), Nosella (2014), Gerke de Jesus (2011, 2018), Caliari (2013), Benísio (2018), Begnami (2019), and Gerke (2023). Thus, the central objective of this research is to analyze which peasant knowledge and practices are present in the Training Plan of the EFA of Olivânia and how they may contribute to the organization of structured in urban schools from a counter-hegemonic perspective. The study includes a literature review on PA and its relationship with Rural Education as a process of resistance and a counterpoint to the market-oriented teaching present in some urban schools, as well as an empirical analysis based on participant observation and focus group organized through a semi-structured script and emphasized the experiences, objectives, and aspirations of students and education professionals. The results indicate that PA favors a collectively constructed curriculum that integrates community, family, and work-related knowledge with the systematized knowledge present in the Brazilian National Common Curricular Base and contributes to the organization of the DPM that make a difference in the formative process. In this sense, the link between theory and practice such as agricultural techniques, production systems, animal husbandry, knowledge about climate, among others can also contribute to urban realities, creating connections between the school and the subjects involved in the educational process.
- ItemO Museu Vivo Barra do Jucu como espaço formativo de cultura e educação: um estudo semiótico sobre os discursos, saberes e tradições(Universidade Federal do Espírito Santo, 2026-02-09) Coutinho, Samira da Silva; Magro, Adriana; https://orcid.org/0000-0002-3396-6632; https://lattes.cnpq.br/7471423621490631; https://orcid.org/0009-0003-0832-8668; https://lattes.cnpq.br/0455417232434378; Bitte, Regina Celi Frechiani; https://orcid.org/0000-0001-6819-3900; https://lattes.cnpq.br/8436866512999341; Silva, Geovanni Lima da; https://orcid.org/0000-0001-7528-1255; https://lattes.cnpq.br/6696517379927447The Museu Vivo Barra do Jucu as a formative space of culture and education: a semiotic study about discourses, knowledge, and traditions This research aims to elucidate the discourses present in the Museu Vivo Barra do Jucu, understanding it as a territorial museum whose materiality, cultural practices, and landscape constitute a living text. It is based on the hypothesis that space is constructed and discursively traversed by elements present in its spatiality, chromaticity, architecture, knowledge systems, traditions, and other components that make up the studied environment, which, when articulated, project narratives about aspects of Espírito Santo’s cultures. To achieve this objective, a qualitative and exploratory approach was adopted, combining cartography as a data-construction method with discursive and plastic semiotics as the analytical framework, aimed at identifying the meaning-making elements that compose the space. Epistemologically, the research draws on Desvallées and Mairesse and Mário de Souza Chagas, who discuss museums and their characteristics; on José Luiz Fiorin and Diana Luz Pessoa de Barros, who address discourse; and on Algirdas Julien Greimas, Eric Landowski, and Ana Claudia de Oliveira, who present methodological pathways grounded in semiotics. The corpus comprised documentary records, field visits, non-participant observation, photographic records, and institutional materials. In this context, the results show that the Museu Vivo Barra do Jucu organizes meanings around four central axes—environment, murals, congo, and territory—through which discourses on identity, memory, belonging, and tangible and intangible heritage emerge. It is therefore concluded that the museum operates as a formative and cultural space, producing and updating community narratives that reaffirm local traditions and knowledge as the foundation of Espírito Santo’s cultural heritage. As a final product, an educational resource was developed that recognizes the territory as a space for learning, cultural mediation, and the appreciation of the diversity so present in the Museu Vivo Barra do Jucu.