Mestrado Profissional em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17593

Nível: Mestrado Profissional
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Submissões Recentes

Agora exibindo 1 - 5 de 200
  • Nenhuma Miniatura disponível
    Item
    As múltiplas linguagens e subjetividades dos bebês nos currículos da educação infantil
    (Universidade Federal do Espírito Santo, 2025-05-20) Carvalho, Bianca Pereira; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868; https://orcid.org/0009-0000-7020-6299; http://lattes.cnpq.br/5695679467777823; Nunes, Kezia Rodrigues ; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Tebet, Gabriela Guarnieri de Campos; https://orcid.org/0000-0002-2786-5907; http://lattes.cnpq.br/5599239425689574; Prates, Maria Riziane Costa; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748
    This dissertation highlights the multiple languages and subjectivities of infants in early childhood education curricula. As a problematic field, it focuses on understanding how teachers articulate the multiple languages of infants with curricular production in five Municipal Early Childhood Education Centers (CMEI) in Vitória, Espírito Santo. It draws on the notions of networks of knowledge and meanings (Alves, 2001), as well as networks of conversations and complex actions (Carvalho, 2009), in order to highlight the experiences these professionals develop in the classroom with infants. It presents the following micro-intentionalities: 1. Mapping the concept of language in guiding documents for Early Childhood Education in the municipality of Vitória, Espírito Santo. In this sense, it focuses on mapping the municipality's curricular proposal and the PPP of one of the CMEIs, the locus of this research; 2. Understanding how teachers interpret the manifestations of infants' diverse languages and their relationship to curricular production in the daily school routine; 3. To problematize and expand the meanings of curricula and languages based on the relationship with teachers and babies aged 6 (six) months to 1 (one) year, based on the conception of childhood as experiences; 4. The fourth and final intention is the development of an educational product to be intended for and shared with basic education professionals during the training process, in this case, the Babel Box. Its bibliographical reference is based on post-critical theories, through studies by Kastrup (2009), Passos (2009), Escóssia (2009), Corazza (2019), Carvalho (2009), Rodrigues (2011), Gomes (2015), Alves (2001), Nunes (2019), Kohan (2005, 2007, 2015), Tebet (2013, 2015, 2018, 2019, 2021), Abramowicz (2018, 2019, 2021) and Stern (1992). Its methodological approach is based on the intellectual production of Deleuze and Guattari (1995), with the Philosophy of Difference, expanded by the concepts of Rhizome and Cartography, in articulation with research on everyday life, according to Alves (2012) and Ferraço (2008), producing data through the monitoring of subjectivation processes using as methodological instruments: conversations woven into he "Caixa de Babel" formative process, WhatsApp group, photographs, logbook. The research assumes, as an academic and social responsibility, the expansion of discussions on the use and integration of multiple languages into curricular practices, thus contributing to the ongoing training of teachers and new discussions related to the topic. It also promotes experiences that stimulate the development of multiple languages in infants
  • Nenhuma Miniatura disponível
    Item
    Práticas da escrita no ensino superior: desafios e possibilidades
    (Universidade Federal do Espírito Santo, 2025-03-10) Santos, Keila Carvalho Klipper dos; Nunes, Kezia Rodrigues; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285 ; https://orcid.org/0009-0002-9484-1910; http://lattes.cnpq.br/8014938540746692 ; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913 ; Becalli, Fernanda Zanetti; https://orcid.org/0000-0002-8628-6550; http://lattes.cnpq.br/2864535413247642
    The research highlighted as a theme the difficulties of higher education students in producing academic texts. The general objective was to analyze the relationship of students with the production of academic writing, in order to identify difficulties, obstacles, challenges and possibilities for findingpedagogicalpracticestovalueacademicwritingconnectedtotheirsenses of life and social expression. As specific objectives, it proposed: 1. to understand, in academic production, the difficulties of higher education students regarding written production; 2. to expand and compose with higher education students strategic curricular practices of academic writing that value their experiences; 3. to compose study material to minimize students' difficulties in producing written texts. The theoretical from work was supported by contributions from academic writing (Vieira and Faraco, 2022; Bakhtin, 1997, 2003; Motta-Roth, 2005) and by expanding daily inventive curricular practices (Certeau, 2014; Ferraço, 2007; 2003; Nunes and Neira, 2021; Sacristán, 2000, 2010). This was a qualitative study that adopted very day research as its methodology. Nineteen first-year students from the administration and law courses in 2024 participated in the search. The following instruments were used for data production: field diary, photographs, observations, conversations, and interviews. The method used daily formative practices, in mediation with students, to value academic writing connected to their senses of life and social, cultural, and professional expression. As for the results, there search implied: qualified academic training, with expansion of discussions, reflections and inspirations mediated by the fields of curriculum and academic writing; teaching pedagogic al practices with support from guidelines and strategies regarding academic writing, in e-book format; more confident and valued students regarding their academic writing processes and cultural and social uses.
  • Nenhuma Miniatura disponível
    Item
    Um olhar sobre a oralidade: reflexões sobre a perspectiva dialógica no ensino de língua portuguesa
    (Universidade Federal do Espírito Santo, 2025-08-01) Cândido, Amanda Campos; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913 ; https://orcid.org/0009-0009-6094-1359; http://lattes.cnpq.br/2355037026741649 ; Cristofoleti, Rita de Cássia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Castro, Mayelli Caldas de; https://orcid.org/0000-0003-3283-6833; http://lattes.cnpq.br/3772370031124473
    This study focused on the work with orality and the production of oral discursive genres in the context of the final years of elementary school. The objective was to analyze which concepts support the practices of Portuguese Language teachers in the final years of the Municipal Network of Cariacica - Espírito Santo (ES), in order to understand the approach to working with orality and identify possibilities, obstacles and challenges associated with these practices. Aiming at understanding and analyzing the data produced, a conception of language anchored in the enunciative discursive perspective was mobilized, especially from the contributions of Mikhail Bakhtin and his Circle. In the field of teaching orality, the study dialogued with the studies of Fávero, Andrade and Aquino (2014), Marcuschi (2001, 2008) and Travaglia (2017), which offer important theoretical and methodological support for working with oral genres in the school context. It also started from the understanding that enunciation is, by nature, argumentation. Furthermore, the contributions of Azevedo et al. (2023) and Goulart (2007) were used. This is a qualitative, exploratory research conducted on two fronts: documentary consultation and application of an online questionnaire. Through the documentary consultation, a mismatch was observed between the conception of enunciative-discursive language defended by the documents and its practical application, marked by the logic of competencies and skills. Based on the questionnaires applied, it was identified that teachers recognize the importance of orality, but face challenges, such as lack of time, resources, indiscipline and low student participation. Despite this, there are efforts to expand language practices, although grammatical approaches still predominate. The study made it possible to develop a didactic plan that composes the educational product of this research. Thus, the material, which will be validated by teachers from the Municipal Network of Cariacica, arises from the need to align pedagogical proposals with concrete practices, the challenges faced and the expectations of teachers. With a focus on strengthening the teaching of oral skills in the classroom, the proposal was intended to be flexible and adaptable, being constructed from real or simulated/fictionalized situations, connected to the experiences and sociocultural contexts of students.
  • Nenhuma Miniatura disponível
    Item
    Um retrato da violência (auto)provocada entre estudantes de uma escola pública de ensino fundamental do município de Guarapari-ES
    (Universidade Federal do Espírito Santo, 2025-03-26) Simas, Shuana Louzada Cypriano; Bassani, Elizabete ; https://orcid.org/0000-0002-1243-2244; http://lattes.cnpq.br/6963604132826532; https://orcid.org/0009-0004-2264-9457; http://lattes.cnpq.br/1022158088895526; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; Gerke, Janinha ; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635; Araújo, Márcia Moreira de; https://orcid.org/0000-0002-1286-4848; http://lattes.cnpq.br/4740895047404343; Garcia, Marcos Roberto Vieira; http://lattes.cnpq.br/3911188481669270
    Recent studies have shown a significant increase in records of self-inflicted violence in Brazil. The complexity of this phenomenon, together with the vulnerability of a substantial portion of the population, highlights the need to understand its determinants and their interrelations with school life. This dissertation addresses the issue as a multifactorial phenomenon rooted in the oppressive and unequal dynamics of society. The central objective of the study was to identify the profile of students enrolled in 2022 who exhibited self-inflicted violent behavior in a public elementary school in the municipality of Guarapari, Espírito Santo, as well as to analyze the legislation in force at the federal, state, and municipal levels. Based on a critical perspective and supported by authors such as Maria Helena Souza Patto, Maria Cecília de Souza Minayo, Maria Aparecida Affonso Moysés, Cecília Azevedo Lima Collares, Theodor W. Adorno, and Ivan Illich, the research adopted a qualitative-quantitative approach and the bibliographic and documentary methods. As an educational product, a guiding manual for educators was developed, addressing self-inflicted violence through an inclusive and non-medicalizing perspective. The findings indicated that most of the 17 participating students were Black or Brown adolescent girls, aged between 13 and 14, residing in favelas, thus evidencing the intersection of gender, race, and social class. The study revealed structural inequalities, social exclusion, and both intrafamilial and institutional violence associated with self-inflicted violent behavior. Furthermore, it emphasized the medicalization of suffering and the shifting of responsibilities to medical and social assistance services, reaffirming the need for schools to act as spaces of inclusion, care, and social transformation. As a contribution, the research understands self-inflicted violence as a reflection of structural inequalities, offering critical support for the development of public policies that ensure dignified working conditions for educators and a welcoming, transformative environment for students
  • Nenhuma Miniatura disponível
    Item
    O trabalho colaborativo na escola como ferramenta desmedicalizante
    (Universidade Federal do Espírito Santo, 2025-04-11) Costa, Mirian Esteiner; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; https://orcid.org/0009-0004-5001-3237; http://lattes.cnpq.br/3385623977727443; Bassani, Elizabete; https://orcid.org/0000-0002-1243-2244; http://lattes.cnpq.br/6963604132826532; Prates, Maria Riziane Costa ; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748
    This research seeks to analyze the collaborative work between the Specialized Educational Assistance (AEE) teacher and the regular classroom teacher from a demedicalizing perspective. The research intertwines collaborative work and medicalization. Thus, we relied on theoretical references that helped us understand the concept of medicalization: Collares and Moysés (1996), Caliman (2016), Illich (1975), Bassani (2018); and collaborative work: Capellini (2005), Zanata (2005), Mendes, Vilaronga and Zerbato (2022). We understand that the collaborative work carried out by the ESL teacher in the classroom is crossed by medicalizing discourses and the lack of knowledge on the subject means that their practices and outlooks contribute to the medicalization of teachers at school. Collaborative work is one of the ways in which these discourses are highlighted and can be problematized, with suggestions for a set of de-medicalizing practices aimed at transformation. We adopted a cartographic approach to carry out a qualitative case study. We chose field diaries and interviews as data production tools and, as far as the participants are concerned: the Management team (principal and supervisor), teachers of the 1st to 5th grade classes, teachers of specific areas, six special education students, the guardians of the six students and the Specialized Educational Assistance teacher (the on-site researcher) and data interpretation using Gill's Discourse Analysis (2002). The results indicated that Collaborative Work is a promising path towards demedicalization, benefiting all students and helping to guarantee access to learning, especially for students who are the target of Special Education. However, for this practice to be effective, it is essential to rethink the working conditions of teachers in Brazilian schools. It is also essential to understand that medicalization goes beyond the confines of the classroom and is deeply intertwined with social, economic and political issues. Ensuring adequate working conditions for teachers is also a way of contributing to the process of de-medicalization. In addition to the dissertation, we present an educational product, a children's literature book, extracted from the medicalizing discourses originating in the school environment and which could contribute to teacher training on demedicalizing practices between the ESL teacher and the ordinary classroom teacher