Mestrado em Ciências Sociais
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início: 2008
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).
Publicação no DOU 18 de março de 2019, seç. 1 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Url do curso: https://cienciassociais.ufes.br/pt-br/pos-graduacao/PGCS/detalhes-do-curso?id=53
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- ItemReconhecimento dos alunos surdos do ensino superior na UFES(Universidade Federal do Espírito Santo, 2025-08-14) Santos, Ariany dos; Machado, Igor Suzano; https://orcid.org/0000-0003-4843-9664; http://lattes.cnpq.br/3882899105315228 ; https://orcid.org/0009-0003-7223-2927; http://lattes.cnpq.br/8707984679623215 ; Losekann, Cristiana; https://orcid.org/0000-0002-9043-6099; http://lattes.cnpq.br/6484935860818055; Stumpf, Marianne Rossi; https://orcid.org/0000-0002-6349-1260In this research, our study premise is to investigate situations of disrespect regarding the recognition and provision of opportunities for deaf students in an inclusive manner, ensuring accessibility in higher education at the Federal University of Espírito Santo (UFES). Our foundation is primarily based on the guarantee of educational rights, aligned with the legal frameworks established in the 1988 Federal Constitution, in support of the inclusion of deaf students at UFES. One of the theoretical frameworks we draw upon is Axel Honneth’s “Theory of Recognition,” as discussed by Will Kymlicka and other philosophers, particularly in relation to the mutual understanding of deaf students. We explore how the act of educating these learners functions within academic settings and how our cultural traditions interpret and engage with the culture of these individuals. This includes examining the various forms of adaptation necessary to ensure genuine equity and respect for their differences and distinct cultures. The reflections we present allow us to identify the situations that deaf students have experienced, or continue to experience, throughout their educational journey at UFES. These insights help us to rethink how these individuals should be recognized, understood, and supported, as guaranteed by law, from an equity-based perspective. This encompasses their right to remain in academic spaces during their education and specialization. From this, we analyze whether the social and political conditions are genuinely prepared and committed to embracing and supporting this population. Despite being a minority, it is essential that deaf students are recognized linguistically and socially valued in a dignified way, thereby ensuring their academic rights are upheld.
- ItemO papel do professor na inclusão da pessoa com deficiência: uma análise crítica dos discursos normativo-educacionais no contexto brasileiro (1988–2022)(Universidade Federal do Espírito Santo, 2025-07-21) Costa, Isabela Rodrigues; Machado, Igor Suzano; https://orcid.org/0000-0003-4843-9664; http://lattes.cnpq.br/3882899105315228 ; https://orcid.org/0009-0008-1043-7595; http://lattes.cnpq.br/3262939058860108 ; Martins, Maro Lara; https://orcid.org/0000-0001-5898-6632; http://lattes.cnpq.br/6769360859491465; Lourenço, Joyce Louback; https://orcid.org/0000-0001-6891-4085; http://lattes.cnpq.br/5031782796726405Inclusion, conceived as a promise of social justice, has been mobilized by distinct discourses and practices, articulated with knowledge-power regimes that delimit, standardize, and produce specific modes of existence, demonstrating that the mechanisms that define who is "included" are not based solely on ethical or pedagogical ideals. This dissertation aims to analyze how, between 1988 and 2022, Brazilian normative discourses shaped the role of teachers in the process of inclusion of people with disabilities, investigating the underlying rationalities and the truth effects that sustain them. Discursive analyses confirmed that such discourses not only reflect but also reproduce historically constituted power relations. Even anchored in a rhetoric of emancipation and equity, they operate through logics of subjection that consolidate the school as a biopolitical device, positioning the teacher as the operator of this mechanism. This governmentality permeates teachers and students, called upon to perform instrumental functions aimed at standardization and productivity. However, the discourses are not homogeneous: fissures and dissonant statements – which value criticism, question normalization, or acknowledge the complexity of teaching and disability – reveal internal contradictions that strain the dominant logic. These gaps, though often absorbed, indicate areas of dispute and the possibility of other rationales in the educational field. Thus, it can be concluded that inclusion operates as a technology of governmentality, but carries symptoms of its own contradictions, and that the teacher, although questioned as an enforcer of the norm, is also called upon to critique and ethical mediation, opening space for the reinscription of teaching beyond managerial logic.
- ItemEconomia compartilhada : as relações de confiança entre desconhecidos no Airbnb(Universidade Federal do Espírito Santo, 2024-12-19) Brito, Gustavo Coutinho; Dadalto, Maria Cristina ; https://orcid.org/0000-0002-7925-3929; http://lattes.cnpq.br/1720560349495010; https://orcid.org/0009-0006-8890-9594; http://lattes.cnpq.br/0948941167058835; Mazzei, Victor Reis; https://orcid.org/0000-0003-0520-7580; http://lattes.cnpq.br/3624226389119309; Dall'Orto, Felipe Campo; https://orcid.org/0000-0002-5455-9577; http://lattes.cnpq.br/2689031898722922The aim of this work is to identify how relationships of trust between strangers are produced on the AirBnb accommodation platform, as well as to analyze the influence of interaction in the evaluation systems between guests and hosts for the collective construction and benefit of both. Commercial relations between companies and consumers have undergone a major transformation in recent years. New forms of consumption are beginning to flourish and change the course of the economy, influenced by technological advances and their specific models of organization in society, which enable more horizontal exchanges and conceive different ways of connecting and helping each other. It's a new cultural dynamic, driven by a need for consumption that is said to be more conscious and sustainable, with behaviors and actions that indicate an increasing tendency to opt for access rather than ownership of things, acting directly to break with traditional business models and providing major commercial implications. And it is precisely this valuing of experience over accumulation that has brought a new meaning to the act of consuming. The so-called “collaborative consumption”, which underpins the sharing economy model, has become a way of life and is based on the exchange of services and assets between individuals who, with the support of digital - as a result of these practices, people have started to share cars, accommodation, food, technology and many other services. In order to thrive, however, collaborative consumption business models require a high degree of trust, one of the pillars of digital business and a crucial element for the marketing process in the virtual environment. It is a relationship that, in most cases, takes place through the exchange between strangers, who help each other through their interactions, creating connections that can be transformative. In this sense, this study will investigate the factors that govern the relationship of trust between AirBnb users and that stimulate social experiences on the platform, as well as their obstacles in the implementation of measures and decision-making
- ItemSaberes tradicionais e acadêmicos: um estudo de memórias e trajetórias de lideranças de umbanda(Universidade Federal do Espírito Santo, 2024-10-01) Fernandes, Elio Pereira; Oliveira, Osvaldo Martins de; https://orcid.org/0000-0003-4697-6722; Goltara, Diogo Bonadiman; Costa Filho, AdervalThis dissertation is the result of research with Umbanda terreiros located in the metropolitan region of Greater Vitória/ES, developed by the Transatlantic Africanities Project: history, culture and Afro-Brazilian memories at the Federal University of Espírito Santo (UFES). In this work I present the trajectories of some leaders from the municipalities of Vila Velha and Cariacica. The objective was to carry out studies on the relationship between traditional and academic knowledge based on the memories and trajectories of leaders of Umbanda religious communities. The problem researched and analyzed was based on the following concern: does traditional knowledge dialogue with the university in the production of knowledge? And does academic knowledge contribute to the work of traditional terreiros communities? In the basis of this project, I highlight theories about memory, trajectory, knowledge, people, body, territory and crossroads, using as ethnographic data the empirical narratives of leaders of Umbanda terreiros, tents and temples. In dialogues with the leaders of the sacred territories, I was able to verify that narratives, rites and house names are forms of re-existence and creation of the memory of these characters, who are in the religious field and who were deified in Afro Brazilian cosmology. The leaders' trajectories demonstrate the relevance of traditional knowledge acquired from entities and elders, related to caring for nature, healing with herbs and other elements of the environment. The dissertation also analyzed educational training, racism and religious intolerance suffered by leaders and members of the terreiros researched.
- Item“A gente entrou com uma política pública, isso não quer dizer que a gente não pertença, a gente vai tomar posse, é nosso!” – a política de ações afirmativas nos programas de pós-graduação da UFES: corpos negros, interseccionalidades e diferenças(Universidade Federal do Espírito Santo, 2024-09-04) Santos, Laiane Gomes; Trindade, Luana Ribeiro da; Silva, Sandro José da; Paiva, Jacyara Silva de; Santos, Sérgio Pereira dosEsta investigación se justifica por la gran brecha en el campo de la investigación sobre las políticas de acción afirmativa en los programas de posgrado brasileños y la falta de datos sobre esta política en la Universidad Federal de Espírito Santo, lugar de esta investigación. El objeto del estudio fue el análisis y la evaluación de la política afirmativa de los programas de posgrado (PPGs) de la UFES. Partiendo de la cuestión de cómo es ser un cuerpo negro interseccionado por otros marcadores sociales de diferencia en los estudios de posgrado, y qué significa para esos cuerpos la implementación de acciones afirmativas en este nivel de enseñanza, nuestro principal objetivo fue analizar la política afirmativa y sus impactos desde el ingreso de los estudiantes beneficiários de cuotas hasta su permanencia en los estudios de posgrado. La interseccionalidad fue la herramienta utilizada para analizar los datos empíricos recogidos en esta investigación, y es entendida por nosotros como una herramienta y sensibilidad analítica. Esta investigación es exploratoria, cuantitativa-cualitativa y utiliza como métodos de abordaje la Epistemología Negra Feminista y la Escrevivência. Esperamos que esta investigación pueda contribuir a la discusión sobre políticas afirmativas en los posgrados brasileños y a combatir la desigualdad que aún existe en el acceso a este nivel de enseñanza, haciéndolo más democrático, diverso, acogedor y, sobre todo: ¡para que un día el posgrado sea un espacio equitativo donde todos los cuerpos puedan estar!