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- ItemUma fenomenologia cinematográfica das altas habilidades ou superdotação : compreensões sobre a produção imagética do cinema comercial estadunidense(Universidade Federal do Espírito Santo, 2025-03-12) Cesar, Paola Cecília Duarte; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; https://orcid.org/0009-0005-0155-4763; http://lattes.cnpq.br/8084051859163307; Pinel, Hiran ; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; Medeiros, Jucélia Linhares Granemann de ; https://orcid.org/0000-0002-3470-8723; http://lattes.cnpq.br/6325691838659744This dissertation aims to conduct a phenomenological study on the imagery produced by U.S. commercial cinema regarding individuals with High Abilities or Giftedness (HA/G). The research question is: What imagery has U.S. commercial cinema produced between 1991 and 2019 about individuals with HA/G? Data collection methods include documentary analysis and sense version. The theoretical foundation applies Carl Rogers' concept of empathic listening and Yolanda Cintrão Forghieri's concepts of existential engagement and reflective distancing. The literature review addresses the historical and political aspects of individuals with HA/G and examines the state of knowledge on the subject from 2019 to 2023, drawing from the digital library of theses and dissertations. The research findings indicate that the prevalence of logical-mathematical intelligence in U.S. films during the selected period (1991–2017) reflects both cultural priorities and the commercial and narrative imperatives of the film industry. This representation is not an isolated phenomenon but rather a reflection of a complex dynamic of interactions involving culture, economy, and power. In its final considerations, the study highlights that while emphasizing logical-mathematical intelligence aligns with the interests of the cultural industry and reinforces stereotypes about genius, the exploration of emotional dimensions and the challenges faced by these individuals contributes to a more complex and humanized view, demystifying the myth of self-sufficiency
- ItemAção mediada em uma aula investigativa sobre microrganismos junto a um grupo de alunos da 3º série do ensino médio de uma escola pública do município de São Mateus/ES(Universidade Federal do Espírito Santo, 2025-03-19) Oliveira, Yuri Bassi de; Trazzi, Patrícia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; https://orcid.org/0000-0002-9076-8018; http://lattes.cnpq.br/5590692258246830; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; Zanetti Neto, Giovani; ; http://lattes.cnpq.br/2040429017342187The theme of this research involves the discursive interactions between myself (teacher and researcher), a biology teacher, and a group of high school students from a public school in São Mateus, Espírito Santo, during an investigative class on microbiology. The objective of this research is to analyze the mediation carried out between the teacher, the researcher/author, and the students during the development of the Investigative Teaching Sequence on Microorganisms. The theoretical framework is based on the inquiry-based approach to science teaching and Wertsch’s historical cultural theory, called “mediated action.” The methodology adopted is qualitative, collaborative, and exploratory. Through the collaborative development and application of the investigative teaching sequence, the interaction between the agents was analyzed using instruments such as observation, field diary, questionnaires, and audio recordings of the interactions during the activities. The analyses were based on the principles of inquiry-based teaching and mediated action as the unit of analysis. The results indicated that intentional social interaction between students and teachers during investigative classes on microorganisms promoted a collaborative environment in which students could share ideas, discuss concepts and clarify doubts, enriching collective understanding. This process helped students develop social and communication skills essential for the construction of scientific knowledge. The research shows us that, through qualified and dialogical pedagogical mediation, it is possible to build an investigative activity in the teaching of Biology. As a result, a Teaching Guide was created with the aim of guiding, inspiring and encouraging other teachers to implement classes with an investigative approach
- ItemSaberes e práticas dos professores de história sobre a cultura pomerana(Universidade Federal do Espírito Santo, 2025-02-26) Santos, Clóvis Mariano dos; Bitte, Regina Celi Frechiani ; https://orcid.org/0000-0001-6819-3900; http://lattes.cnpq.br/8436866512999341; https://orcid.org/0009-0009-2816-2443; http://lattes.cnpq.br/6397259171485221; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Santos, Sônia Maria dos ; https://orcid.org/0000-0003-3972-1449; http://lattes.cnpq.br/9281057859793276This research aims to understand and explore, through the narratives of history teachers from the municipal public network of Santa Maria de Jetibá/ES, the knowledge they mobilize to address Pomeranian culture in the classroom. It also seeks to understand the motivating factors that led the Pomeranians to leave their homeland, as well as the historical context of their arrival and settlement in Brazilian lands. The study aims to identify the knowledge mobilized by history teachers to enhance Pomeranian culture and its connection to identity construction. Additionally, it seeks to identify, in the narratives of Pomeranian immigrant subjects, their memories regarding their culture in public and private spaces, alongside the production of a documentary about Pomeranian culture in school contexts. To achieve our research objectives, we base our study on the theoretical and methodological premises of Oral History through the works of Meihy and Passos (1996), Alberti (2004), and Portelli (2010). In discussing professional knowledge, we engage with Tardif (2014), Tardiff and Lassard (2012), and Monteiro (2007). We also analyze identity issues based on the studies of Bauman (2005), Hall (2006), and Silva (2014)
- ItemUma fenomenologia cinematográfica das altas habilidades ou superdotação: compreensões sobre a produção imagética do cinema comercial estadunidense(Universidade Federal do Espírito Santo, 2025-03-12) Cesar, Paola Cecília Duarte; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; Pinel, Hiran; Medeiros, Jucelia Linhares Granemann deThis dissertation aims to conduct a phenomenological study on the imagery produced by U.S. commercial cinema regarding individuals with High Abilities or Giftedness (HA/G). The research question is: What imagery has U.S. commercial cinema produced between 1991 and 2019 about individuals with HA/G? Data collection methods include documentary analysis and sense version. The theoretical foundation applies Carl Rogers' concept of empathic listening and Yolanda Cintrão Forghieri's concepts of existential engagement and reflective distancing. The literature review addresses the historical and political aspects of individuals with HA/G and examines the state of knowledge on the subject from 2019 to 2023, drawing from the digital library of theses and dissertations. The research findings indicate that the prevalence of logical-mathematical intelligence in U.S. films during the selected period (1991–2017) reflects both cultural priorities and the commercial and narrative imperatives of the film industry. This representation is not an isolated phenomenon but rather a reflection of a complex dynamic of interactions involving culture, economy, and power. In its final considerations, the study highlights that while emphasizing logical-mathematical intelligence aligns with the interests of the cultural industry and reinforces stereotypes about genius, the exploration of emotional dimensions and the challenges faced by these individuals contributes to a more complex and humanized view, demystifying the myth of self-sufficiency.
- ItemNuances do financiamento público na educação bilíngue de surdos no município de Guaçuí(Universidade Federal do Espírito Santo, 2025-03-18) Borges, Paula Debossan; Costa Júnior, Euluze Rodrigues da; https://orcid.org/0000-0002-1448-4099; http://lattes.cnpq.br/7139754637047241; Célio Sobrinho, Reginaldo; França, Marileide Gonçalves; Teixeira, Keila CardosoThe construction of an understanding of Bilingual Education for the Deaf occurs in a procedural manner and involves Special Education managers and the deaf community, in a network of interdependencies in which the actions of one influence and are influenced by others. The main objective of this study is to analyze the public funding of Bilingual Education for the Deaf in the municipality of Guaçuí - ES. It is based on the constructs of Figurational Sociology, especially the concept of power in the weaving of the established-outsiders figuration developed by sociologist Norbert Elias (2000). Methodologically, it adopts notions of a case study, of a qualitative nature, and chooses document analysis and conversation circles as procedures for data collection and production. It analyzes documents such as the Multi-Year Plan (PPA), the Budget Guidelines Law (LDO), the Annual Budget Law (LOA), municipal guidelines for the period 2021 to 2024, and the transcript of the discussion held with managers of the Municipal Secretariat of Guaçuí and those responsible for local Special Education. It highlights the complexity of financing Bilingual Education for the Deaf, highlighting the lack of specific resources for this modality, since resources are allocated in the Special Education budget according to the demands and decisions of managers. It emphasizes the need for transparency in financing and suggests the creation of a detailed system for data collection and analysis, aiming at creating specific financing for Bilingual Education for the Deaf in the future. It points out the importance of an integrated approach between management, financial resources, and educational practices, and emphasizes that managers need to get closer to the deaf community to better understand their needs, shape effective actions, and promote inclusive and democratic education