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- 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.
- ItemPráticas culturais do congo e o fortalecimento das identidades negras na educação de jovens e adultos(Universidade Federal do Espírito Santo, 2025-08-20) Trindade, Mariza Rosa Santana Pereira; Andrade, Patricia Gomes Rufino; https://orcid.org/0009-0004-6454-6560; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0006-4276-0405; http://lattes.cnpq.br/2077432388138062; Guimarães, Aissa Afonso; https://orcid.org/0000-0001-9626-4606; http://lattes.cnpq.br/5450445723454857; Carvalho, Carlos Fablan; https://orcid.org/0000-0003-4111-6053; http://lattes.cnpq.br/7733792703003043This dissertation sought to analyze how the cultural practices of the Congo Festival of Nova Almeida can be used as catalysts in discussions about ethnic-racial relations, from the perspective of Law 10.639, applied to Youth and Adult Education. The research field is composed of the State Schools of the district of Nova Almeida in Serra. Every year, between January 18th, 19th and 20th, the Congo Festival of Nova Almeida takes place in the municipality of Serra-ES. The celebrations that involve this practice strongly mark the territorial recognition of this community. The theoretical bases for this study are based on considerations of authors such as Milton Santos (2007) and Henri Lefebvre (2006) and Haesbaert (2004) based on their concepts of Territory and Social Space; Nilma Lino Gomes (2000), Henrique Cunha Junior (2018), Lélia Gonzáles (1984), Miguel Gonzáles Arroyo (2005), Kabenguele Munanga (1999-2024), Grada Kilomba; (2019) and Frantz Fanon (1999) with their contributions to anti-racist education. Methodologically, a qualitative approach research was carried out, using the focus group technique, whose data production included participant observation and interviews based on a script and photographic records with open questions. It is expected that this research effort will culminate in the learning of Afro-Brazilian History in Serra and anti-racist practices, elaboration of an educational product that, added to other practices that have been constructed from the application of Law 10.639, strengthens black identities in EJA, valuing the feeling of belonging and pride.
- ItemAs 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/8511004621683748This 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
- ItemPráticas 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/2864535413247642The 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.
- ItemUm 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/3772370031124473This 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.