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- ItemO novo ensino médio e a educação em tempo integral: uma análise crítica dos reflexos na permanência estudantil(Universidade Federal do Espírito Santo, 2025-09-19) Santos, Ronivaldo Prates dos; Brito, Rosemeire dos Santos; https://orcid.org/0000-0001-8064-5367; http://lattes.cnpq.br/3539192483058949; https://orcid.org/0009-0009-6835-3658; http://lattes.cnpq.br/5596950533022093; Oliveira, Eduardo Augusto Moscon de ; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; Lima, Michelle Fernandes; https://orcid.org/0000-0003-0896-4747; http://lattes.cnpq.br/3326773034222088This research analyzes the New High School (NEM) and its developments resulting from the implementation of Federal Law No. 13.415/2017, which instituted the reform of high school education and amended articles of the Law of Guidelines and Bases of Education (LDB - Law 9.394/96). It also considers the progressive provision of Full-Time Education (ETI) at a national level, encouraged by the National Education Plan (PNE - Law No. 13.005/2014), and at a local level (State Law No. 10.382/2015). The study focuses on the national context, Brazil, and the local context, the state of Espírito Santo, with an emphasis on the period from 2021 to 2023. However, it does not disregard the important findings of research and documents prior to or subsequent to the intended time frame. It takes a critical look at the New High School (NEM) and Full-Time Education (ETI), in the sense of an education that is appropriate to the students' realities, thus being democratic, inclusive and transformative. The reform of High School has gone through different periods of governments and even under opposition from scholars on the subject and also from high school students, it was established with few effective changes resulting from the counterproposals presented by these segments of society, with the institutional interests of the federal, state and private sector prevailing a priori. This study aims to research the implementation of the reform of the New High School (NEM) and Full-Time Education (ETI), in Brazil, under critical analysis of the impacts on student retention in these contexts. It is supported as a theoretical reference for deepening this theme in the contributions of research on the subject, listed through the bibliographic survey and also by the authors Mônica Ribeiro da Silva; Jaqueline Moll; Miguel González Arroyo. The methodology is developed using a qualitative approach, through bibliographic and documentary analysis. We hope that the results will not only help us understand how the contexts of the New High School (NEM) and Full-Time Education (ETI) affect student retention, but also point out effective and efficient ways to mitigate school dropout and guarantee the right to students' integral development.
- ItemOs ambientes educativos na ciranda do curso de licenciatura em educação do campo: (re) pensar a prática pedagógica com e a partir das crianças(Universidade Federal do Espírito Santo, 2025-08-26) Amaral, Josilene Sepulcro do Nascimento; Siller, Rosali Rauta; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625 ; https://orcid.org/0009-0005-2618-9299; http://lattes.cnpq.br/7474933759076470 ; Gerke, Janinha; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635 ; Kavalek, Débora Schimitt; https://orcid.org/0000-0002-9663-765X; http://lattes.cnpq.br/6262910510529338At the Degree Course in Rural Education (LEdoC), at the Goiabeiras Campus of the Federal University of Espírito Santo, most of the children arrive with their mothers, who are university students from rural areas. These children are welcomed at the LEdoC Ciranda, a space created through an outreach project. This space not only helps rural working-class mothers to stay in university, but it is also a non-formal educational space for welcoming, caring for, and educating children, focusing on interaction and play. How do the children interact and play with each other and with adults in the Ciranda’s educational space? What is the responsibility of the adults with these children? This research aims to understand how the educational environment of the LEdoC Ciranda encourages interactions and play between children and between children and adults. It is a qualitative case study carried out in the Ciranda space. The methods used include participant observation, interviews, informal conversations, notes in a field notebook, and photographs. The study is based on Childhood Sociology and the theoretical ideas of Caldart (2012), Freire (2005), Fernandes (2004), Corsaro (2011), Sarmento (2011), Ariès (1981), and Walsh (2011), especially in the field of critical interculturality and decolonial thinking. It is expected that the results will help strengthen the Ciranda as a non-formal educational space for children who come with their parents or other adults from the working class.The hope is that it becomes one of the university’s support policies for these people. As an educational product, a documentary video will be created showing the mothers from LEdoC and their children interacting with traditional toys and games. The video will be shared as a tool for teachers and students to use in their daily teaching and will be available on popular platforms and also as a physical material for FNDE/MEC.
- ItemProduções identitárias da juventude camponesa nas experiências das escolas famílias agrícolas: traçando saberes e poéticas pelo Sul e pelo Norte do Espírito Santo(Universidade Federal do Espírito Santo, 2025-09-12) Bianchi, Raíza da Silva; Gerke, Janinha; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635 ; https://orcid.org/0009-0000-9119-5947; http://lattes.cnpq.br/6362584873914101 ; Nosella, Paolo; https://orcid.org/0000-0001-6272-9073; http://lattes.cnpq.br/7159165045266256 ; Moreto, Charles; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056 ; Amaral, Débora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701 ; Bitte, Regina Celi Frechiani; https://orcid.org/0000-0001-6819-3900; http://lattes.cnpq.br/8436866512999341This dissertation aimed, drawing on the experiences and trajectories of rural youth, to understand and/or recognize the identity development of these students, constructed through their education at the Agricultural Family Schools (EFAs) in Jaguaré and Belo Monte, in Mimoso do Sul, both in the state of Espírito Santo. Considering the organic nature of the temporalities and spatialities of school, community/work, and territory—and traversing the historicity of Popular Education,(Brandão, 1981, 2017; Freire, 1967, 1996, 2005), Rural Education (Molina, 2012; Caldart, 2012; Arroyo, 1999, 2007, 2012), and the Pedagogy of Alternation (Nosella, 1988, 2013, 2017; Gerke, 2011, 2019, 2022; Granereau, 2020),—the work sought, in the narratives arising from their formative, life, and work experiences, the knowledge and poetics of identity. The methodology used was narratives of life situations and life stories, inviting students to engage in dialogue through the creation of Freirean pedagogical letters addressing the peasant identity and/or identities of young people who develop within the relationship between school, community-work, territory, and affections. The dissertation finds that Rural Education has become a fertile ground for counter-hegemonic pedagogies. The results highlight the recognition and appreciation of educational practices and their pedagogical distinctiveness, which are present in the daily lives and knowledge of students, revealing effective alignment of belonging and active participation in the school context. However, some gaps emerge in the research, such as the weaknesses in the work category and in the knowledge and history that precede EFA.
- ItemFinanciamento da educação e valorização docente: uma análise da aplicação da Lei nº 11.738/2008, no contexto do Fundeb permanente, em Municípios do Espírito Santo – ES(Universidade Federal do Espírito Santo, 2025-09-26) Gomes, Leonardo Rocha; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/0000-0002-4391-3788; http://lattes.cnpq.br/3156148353544686 ; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655 ; Pinto, José Marcelino de Rezende; https://orcid.org/0000-0001-8355-2561; http://lattes.cnpq.br/5378091923063923The research, entitled "Education Financing and Teacher Appreciation: An Analysis of the Application of Law No. 11,738/2008, in the Context of the Permanent Fundeb, in Municipalities of Espírito Santo - ES" aims to analyze the effectiveness of Law No. 11.738/2008 within the set of public policies for the appreciation of the teaching profession, in light of Law No. 14,113/2020, which established the Permanent Fundeb. The research covers three municipalities in Espírito Santo: Serra, Linhares, and Muniz Freire and adopts a qualitative approach, based on documentary analysis, according to Laurence Bardin's principles of content analysis. It begins with the following guiding question: To what extent has the application of Law No. 11,738/2008, after the approval of the Permanent Fundeb, ensured adequate education financing and teacher appreciation in the municipalities of Serra, Linhares, and Muniz Freire in Espírito Santo? This issue addresses the following specific objectives: examining the implementation of Law No. 11.738/2008 in these municipalities; investigating education financing, considering regional inequalities and municipal typology; analyzing the effectiveness of the teacher appreciation policy based on aspects such as workload, career path, compensation, and municipal financing; and proposing training for municipal leaders and technical teams, aiming to improve the implementation of this legislation within the context of the permanent Fundeb. It also includes the analysis of legal documents, technical notes, and publications from organizations working in the field of education financing, in order to understand the nuances and challenges of teacher appreciation policies, promoting awareness among managers regarding the importance of ensuring adequate working conditions and fair compensation for teaching professionals. As an educational product, the report reports the development of continuing education aimed at strengthening management practices of the resources under Law No. 11.738/2008, to contribute to the appreciation of the teaching profession and the improvement of public education in the municipalities of Espírito Santo. The results reveal the importance of recognizing that the availability of financial resources can impact the efficiency of public authorities. However, mere access to these resources does not guarantee the appreciation of teaching professionals. The research, therefore, informs the discussion on the appreciation of teaching work and the effectiveness of public policies related to education financing.
- ItemO projeto político-pedagógico como instrumento de gestão democrática das escolas dos anos iniciais do ensino fundamental da rede municipal de ensino de Vila Velha/ES(Universidade Federal do Espírito Santo, 2025-08-29) Trindade, Pâmela Barboza; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967 ; http://lattes.cnpq.br/3246701331584528; https://orcid.org/0009-0008-5810-2057; http://lattes.cnpq.br/2148377818002391; Nunes, Kezia Rodrigues; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285; Rodrigues, Rodrigo Ferreira; https://orcid.org/0000-0001-7831-4219; http://lattes.cnpq.br/0554156708783564The study addresses the Political-Pedagogical Project (PPP) as an instrument of democratic management, investigating the challenges and possibilities related to its development and implementation in Elementary School I institutions of the Municipal Education Network of Vila Velha (ES). The specific objectives are to analyze the potential of the PPP as a tool for democratic management; understand, from the perspective of the management team, the role of the PPP as a process of democratic construction and consolidation; analyze the guidance process for the preparation and verification of the PPP within the Municipal Department of Education of Vila Velha; and develop a guiding proposal that makes the PPP a living document within and from the schools. The theoretical framework is based on Libâneo, Paro, Gadotti, and Veiga, who discuss democratic management and the social function of the PPP. The research adopts a qualitative and descriptive approach, characterized as a case study, with data collected through interviews and questionnaires applied to principals, coordinators, and pedagogical staff. The results highlight the need for continuous training and institutional support to strengthen democratic management and ensure the effectiveness of the PPP in public schools.