Mestrado Profissional em Educação

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

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Agora exibindo 1 - 5 de 190

Nuances 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 Cardoso
The 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
Programa “educar pra valer”: efeitos das tentativas de controle e monitorização do trabalho das professoras e dos currículos no município de Vila Velha/ES
(Universidade Federal do Espírito Santo, 2025-02-25) Meireles, Priscilla Costa; Silva, Sandra Kretli da; https://orcid.org/0000-0001-9800-6192; http://lattes.cnpq.br/0611688078195189; Delboni, Tânia Mara Zanotti Guerra Frizzera; Esteban, Maria Teresa
The dissertation aims to follow the statements and inventive curricular movements of Elementary School I teachers, which are intertwined with the structuring objectives of regulating and controlling curricula and the work of teachers in Basic Education in the municipality of Vila Velha/ES with the “Educar pra Valer” Program. In order to enunciate the power that exists in the daily lives of teachers, in their desire to move the life that pulses in the school, the problematization rests on the effects of the attempts to control and monitor the work of teachers and curricula that reverberate between the immobilizing policies and curricular and evaluative pedagogical proposals of the “Educar pra Valer” program, used by the Municipal Department of Education of Vila Velha (Semed), as well as mapping the insurgencies that escape amid the attempts to homogenize the actions and knowledge of teachers and curricula in the daily school routines. Deleuze, Carvalho, Esteban, Silva and Deboni are theoretical contributions woven into the forces and encounters that permeate and compose everyday school life. These everyday lives are understood as powerful spaces of invention and (re)creation, from a perspective that opens up to the multiplicities and singularities of the movements that permeate teachers, curricula and everyday life. Deleuze invites us to think about the forces and resistances in everyday life from the rhizome, the lines of flight and the power of creation; Carvalho, Silva and Delboni enhance the ways of being and being of teachers, amidst the attempts to regulate and standardize inventive movements; Esteban articulates himself in problematizing standardized assessment methods and educational policies as control devices, while at the same time seeking ruptures and reinventions in everyday school life. Based on Rolnik, this study presents a cartography of the arrangements made with bodies, in their continuous movements of collective creation, of clashes between the forces that permeate the production of reality, in the daily lives that affect us and of which we are a part. Our focus is on the daily school lives as a space for creation, on the strength of the collective that crosses the dominant forces and, with the inventive teaching and curricular movements, deforms the attempts at standardization to create modes of existence
Brincar com materiais não estruturados: usos na educação infantil
(Universidade Federal do Espírito Santo, 2025-12-19) Sales, Jenniffer Ribeiro; Nunes, Kezia Rodrigues; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285; https://orcid.org/0009-0004-6368-4291; http://lattes.cnpq.br/6678339304354388; Prates, Maria Riziane; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868
The research highlights as a theme: the central role of playing as a powerful learning content in early Childhood Education, using unstructured materials as a resource. The general objective is to understand how unstructured materials can enhance play and learning in early Childhood Education. It proposes the following specific objectives: a) to know what has been produced in dissertations and theses about the contributions of playing and the use of unstructured materials and their uses in early Childhood Education; b) expand contributions to curricular practices with unstructured materials in a public school in Viana/ES; c) discuss and problematize the effects of the use of unstructured materials on children's play and learning; d) systematize as an educational product an e-book with experiences and pedagogical work with unstructured materials in early Childhood Education. Theoretical framework: it is supported by the contributions of playing for children (Kishimoto, 2003; Wajskop, 2012), regarding the child's relationship with nature and the appreciation of unstructured materials (Fochi, 2023; Horn; Barbosa, 2022; Tiriba 2023), and in the expansion of everyday inventive curricular practices (Certeau, 2014; Ferraço, 2003, 2005; 2007, 2016, 2021;Garcia, 2015; Macedo et al 2011; Nunes; Neira, 2021; Oliveira, 2005, Sacristán 2001, Silva, 2023). The study is qualitative and adopts as methodology: research into everyday school life. A teacher and a class of 20 children from daycare in the first half of 2024 participate in the research. As instruments for data production, it uses field diary records, photographs, observations and conversations. The method uses everyday practices in mediation with children and teachers, with the creation of playful contexts with unstructured material, to enhance creation, interaction and creative production in childhood. Regarding the results: it is expected that the research will involve: qualified academic training with expansion of knowledge and experiences that contribute to teaching authority; teaching pedagogical practices attentive to the possibilities with unstructured material; children happier and more valued in their processes of learning, playing, creating and living, beyond the excess of sterile consumption
Educação básica e extensão universitária: conexões para o desenvolvimento profissional docente
(Universidade Federal do Espírito Santo, 2025-03-12) Kohler, Marinéia; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X; Nunes, Kezia Rodrigues; Mesquita, Edineide Jezine
This research investigates university extension at the Federal University of Espírito Santo (Ufes) as a possibility for continuing education and the professional development of basic education teachers. The guiding question of the study is: how can university extension in a public university strengthen the processes of continuing education in the context of the professional development of basic education teachers? The central objective is to understand how the university extension programs offered by the Federal University of Espírito Santo contribute to the continuing education processes of basic education teachers and their professional development. The theoretical framework adopted in this research is based on studies that critically discuss aspects related to teachers' continuing education and university extension, with emphasis on the contributions of Freire (1985, 1996), García (1999), Giroux (1997), Jezine (2006), Lima (2001), and Pimenta (2000, 2006). The research follows a qualitative approach, combining bibliographic and field research, involving two groups: Ufes professors who coordinate extension activities focused on continuing education and basic education teachers who have participated in these initiatives. Data collection was conducted through electronically applied semi-structured questionnaires, and data interpretation followed Bardin’s (2011) content analysis technique. As main results and conclusions, the study indicates that university extension can strengthen teachers' continuing education processes, acting as a mediating dimension between university and school, especially in reinforcing the theory practice unity and encouraging the reconstruction of teaching practices. Among the challenges in this context, the study highlights the need for greater institutional support, increased financial resources, and greater political recognition of extension activities
Encontros com crianças e imagens cinematográficas: a expansão dos movimentos de invenções curriculares
(Universidade Federal do Espírito Santo, 2024-12-05) Lovatte, Geiza Turial de Almeida; Silva, Sandra Kretli da; https://orcid.org/0000-0003-0107-8726; Delboni, Tania; Oliveira, Danilo Araújo de
This research explores the strength of encounters between children and cinematographic images within the school context. Its main objective is to map the curricular movements that emerge from these encounters. Specifically, it aims to trace the intensities of these encounters and the children’s fabulations; to problematize the processes of curricular deterritorialization and reterritorialization; and to present the educational product, the scrapescritos, created from these encounters with short films. The theoretical framework draws on the philosophy of Gilles Deleuze and Félix Guattari, whose approach provides a conceptual structure for experiencing learning and curriculum in a non-linear and inventive way. The research evokes Deleuze’s approach to affect and percept, emphasizing these elements in the experience and using cinematographic images as thought triggers. Methodologically, it employs the cartographic method, which seeks to follow processes and investigate productions, focusing on trajectories rather than representing a fixed object. The use of conversational networks is proposed as spaces for collective knowledge production, experimenting with the rhizomatic curriculum as an alternative to the traditional curriculum. The research suggests that the knowledge, actions, and affects that emerge from children’s encounters with cinematographic images enable a break with dogmatic thinking. In this movement, children create new images of curriculum, learning, school, and the world. The results indicate that cinematographic images are forces capable of creating new possibilities, expanding the power of the collective, and affirming a life that does not fit within standardized curricula.

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