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- ItemCrianças no movimento sem terra e a política como “rito de iniciação”(Universidade Federal do Espírito Santo, 2025-07-04) Auer, Franceila; Araújo, Vania Carvalho de; http://orcid.org/0000-0002-7678-1689; http://lattes.cnpq.br/4422269305808605; https://orcid.org/0000-0002-1913-854X; http://lattes.cnpq.br/; Oliveira, Edna Castro de; http://lattes.cnpq.br/1029441038069805; Voltarelli, Monique Aparecida; Fernandes, Natália; Almeida, Vanessa Sievers deBased on an ethnographic study conducted in the Histórias Vividas Settlement, located in the municipality of São Mateus/ES, this study employs observations, interviews, discussion circles, photographs, children’s drawings, and field notes, aiming to analyze whether children’s participation in the Landless Workers’ Movement (MST) constitutes a form of political confrontation experienced by them in the company of adults. At the intersection of Hannah Arendt’s philosophy and the reflections of the field of Sociology of Childhood, which have distinct epistemological paths, the study questions whether the experience of MST, in its present and/or past expression, may reveal a form of political participation by children. It presents, as inspiration, an episode discussed by the philosopher Hannah Arendt and the African-American author Ralph Ellison, which took place in the United States of America during the 1950s, after racial segregation in schools was declared unconstitutional, leading to black children attending an institution in Little Rock that had previously been attended by white students, causing an uproar in society. For Hannah Arendt, such a situation represented the exposure of children to a political problem that should be solved by adults. Ralph Ellison, on the other hand, pointed out that black children would go through an “initiation rite” from an early age, as a basic test of survival for life, which led Hannah Arendt to rethink her positioning. The study questions whether children involved in social movements are similarly exposed to political struggles alongside other generational groups. Contemporary fields of study, such as Sociology of Childhood, advocate for children’s participation in public life, although they do not explicitly define a concept of politics. The findings indicate that, in their own ways of interpreting the world, children share with adults a form of “action”, extracting politics from the intergenerational experience. By being initiated in politics, they are educated and engage in politics with the other generational categories, within their own rationalities and ways of understanding the world. The study concludes that there is a political confrontation of adults with children, without making them responsible for problems that precede their birth, nor throwing them alone and unprotected into the world, but from the perspective that recognizes them as participants in the struggle, considering them both in the present and future, and not separating them from a world in which they are expected to act and establish new beginnings.
- ItemVirtual exchange as a third space to decolonise english language teaching(Universidade Federal do Espírito Santo, 2024-12-06) Hildeblando Junior, Carlos Alberto; Chen, Yu-Hua; https://orcid.org/0000-0001-6938-3108; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000-0001-7983-2165; http://lattes.cnpq.br/1076562311962755; Orsini-Jones, Marina; http://lattes.cnpq.br/8509245072096410; https://orcid.org/0000-0002-3378-8784; http://lattes.cnpq.br/3557019539962127; Calvo, Luciana Cabrini Simões; https://orcid.org/0000-0001-8145-0588; http://lattes.cnpq.br/0355110877454862; Delboni, Tânia Mara Zanotti Guerra Frizzera; http://lattes.cnpq.br/3008422505347658; Wimpenny, Katherine; Sutton, DamianThe focus of this PhD thesis is to investigate the potential of Virtual Exchange as a Third Space to decolonise English Language Teaching, particularly in the identification, interrogation, and interruption of biases associated with native-speakerism. The expansion of English is entangled with colonial discourses that constitute power relations, discrimination and ideologies. Despite efforts to decolonise English teacher education, the ‘native’ English speaker fallacy still prevails in English Language Teaching programmes and contexts. This thesis starts from the assumption that Virtual Exchange enables liminal spaces where (future) English teachers can critically engage, interrogate, and examine their beliefs through global perspectives. The study uses a mixed method approach (Dörnyei, 2007), mostly qualitative, with an interpretive perspective to observe and document the meanings given to experiences in the Third Space. More specifically, it employs a combination of three qualitative research methods (autoethnography, netnography, and action research) to answer four research questions, namely: (1) how can Virtual Exchange support the identification of native speakerism ideology within ELT, (2) in what ways do beliefs about English among pre-service and in-service teacher education students reflect coloniality, (3) what role can Virtual Exchange play in interrogating and reshaping these beliefs, and (4) how does the locus of enunciation influence emotion (specifically anxiety) and affect participation in Virtual Exchange. Pre-and post-surveys, Padlet walls, focus groups with semi-structured interviews, and Microsoft Forms were used to collect data. The data were analysed using SPSS software and Thematic Analysis and interpreted through the lens of a decolonial perspective. The results of this study show that Virtual Exchange can indeed be a transformational Third Space for English Language Teacher Education and has the potential to decolonise dominant narratives and ideologies in English Language Teaching, even if it does not completely interrupt deep-seated beliefs/coloniality. In other words, Virtual Exchange affords Third Space for the purpose of taking a decolonial stand to curricular implementation and, as suggested by Souza and Duboc (2021) Identify-Interrogate-Interrupt coloniality. However, the recognition of the locus of enunciation and colonial legacies are fundamental for Virtual Exchange to become a Third Space.
- ItemConselho Nacional de Educação: da organicidade da educação nacional ao isomorfismo educacional global(Universidade Federal do Espírito Santo, 2025-07-01) Negreiros, Heitor Lopes; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0001-9394-1907; http://lattes.cnpq.br/0144415848678374; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Cury, Carlos Roberto Jamil; https://orcid.org/0000-0001-5555-6602; http://lattes.cnpq.br/2686596980826238; Jacomini, Márcia Aparecida; https://orcid.org/0000-0001-9603-9732; http://lattes.cnpq.br/4864013782006939This thesis aims to analyze, within a historical process (1842–1994), the role of Brazil’s National Education Councils and, in a more recent period (1996–2016), the networks of sociability that were established within the National Education Council (CNE). It seeks to understand how these networks contribute to the formulation of educational policies that have become increasingly isomorphic at the global level. The research adopts a qualitative approach and is based on critical-documentary analysis. Drawing on Braudel’s (1965) notion of the “dialectics of duration,” the historical contextualization made it possible to comprehend the central role of the CNE in shaping key Brazilian educational policies throughout its trajectory. The sources analyzed include the CNE members’ Lattes CVs, academic publications, available interviews, opinion articles, press reports, meeting minutes, and official opinions issued by the Council. The historical trajectory reveals that, between 1842 and 1994, the CNE (under various names) played a central role in the structuring of national education, navigating through both authoritarian and democratic regimes and engaging with different educational paradigms—thus contributing to the consolidation of education as a primary institution in Brazil. From 1996 to 2002, the CNE came under strong influence from multilateral organizations, steering Brazilian education toward a globally-oriented educational isomorphism, despite the presence of political and academic resistance within the institution. Between 2003 and 2010, the dynamics of isomorphism shifted, marked by the involvement of multilateral actors in policies promoting inclusion and diversity, as well as the growing influence of corporate philanthropic foundations. From 2011 to 2016, the CNE’s ties with multilateral organizations deepened further, as evidenced by the sociability networks of its members, their academic output, official opinions, and meeting records. These elements point to the strengthening of global educational isomorphism in Brazil—one that, although responsive to contemporary demands, retains an underlying logic of convergence. Based on David P. Baker’s theory (2014), this study understands that the diffusion of global educational models does not operate solely as external imposition but also reflects the internal logic of education as an autonomous institution of modernity. Accordingly, the CNE, while traversed by external isomorphic pressures, also reveals the institutional strength of education to re inscribe—globally and from within—its own normative contours regarding what should be taught, by whom, to whom, and for what purposes
- ItemA "pessoa humana" com distrofia muscular congênita e sua "mãe autêntica" em contexto educacional e domiciliar: um estudo fenomenológico em Edith Stein(Universidade Federal do Espírito Santo, 2025-05-06) Cosmo, Jolimar; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; https://orcid.org/0000-0002-0798-1126; http://lattes.cnpq.br/2307883284097621; Victor, Sonia Lopes; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; Peretti, Clécia; https://orcid.org/0000-0003-2062-0883; http://lattes.cnpq.br/9379858395652461; Mendes, Everaldo dos Santos; https://orcid.org/0000-0002-0245-4167; http://lattes.cnpq.br/6102492484900096The research is situated within the field of Special Education and Inclusive Processes and seeks to investigate, from a phenomenological-existential perspective, what it is and how it is to be the “human person” Castiel, a young man with congenital muscular dystrophy (CMD), in both educational and home-based pedagogical support (HPS) contexts, alongside his “authentic mother” Catarina. This inquiry motivated a comprehensive description of the being-in-the-world of this subject with his mother, highlighting their educational, intersubjective, and existential experiences. The general objective of this study is to comprehensively describe what it is and how it is to be the “human person” Castiel, a young “being-in-the-world” with CMD in educational and home contexts, almost always accompanied by his “authentic mother” Catarina. Specifically, the objectives are: to describe what it is and how it is to be Castiel (with his mother Catarina), a “human person” with CMD, revealing his formative experiences and his subjectivity, intersubjectivity, and interiority; to identify national, state, and municipal special education policies that influenced the formation, inclusion, and ways of being of Castiel and his mother, especially in the schooling process and home-based support, through a descriptive approach; and to produce an empathetic phenomenological-existential analysis, inspired by Edith Stein, of Castiel’s “human personhood” (with his mother) as a being-in-the-world with CMD. The study is grounded in Edith Stein’s phenomenology (1891-1942), discussing concepts such as human person, authentic mother, empathy, intersubjectivity, subjectivity, interiority, and formation. It also engages with references in special and inclusive education, analyzing the relationship between the person with CMD, educational spaces, and HPS. This is a qualitative study with a phenomenological-existential approach. Data production instruments included interviews, field diary entries, photographs, documents, and social media interactions with Castiel, Catarina, and teachers involved in his educational journey, along with an analysis of school, HPS, and home care records. Data interpretation followed a comprehensive hermeneutic, seeking to unveil Castiel’s modes of being-in-the-world. The analysis of narratives and experiences indicates that Castiel experiences education as a space of resistance, freedom, and meaning-making, despite the limitations and possibilities imposed by CMD. His “authentic mother” Catarina emerges as a central figure mediating this process, embodying a being-for-the-other in a relationship of empathy, care, formation, and dedication to Castiel. The findings reinforce the importance of public policies for education, HPS, and teacher training for effective inclusive practices. The research contributes to understanding the “human person” with CMD in their educational journey and home-based support, highlighting the need for an empathetic and phenomenological perspective in inclusive education
- ItemOs tubarões do capital nos mares da educação capixaba: vinte anos da atuação movimento empresarial Espírito Santo em Ação (2003-2023)(Universidade Federal do Espírito Santo, 2025-06-26) Frois, Israel David de Oliveira; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; https://orcid.org/0000-0003-3529-6297; http://lattes.cnpq.br/1692304398450693; Lima, Marcelo; https://orcid.org/0000-0002-7448-8366; http://lattes.cnpq.br/6745822194240257; Mello, Gustavo Moura de Cavalcanti; https://orcid.org/0000-0002-4281-995X; http://lattes.cnpq.br/8149571973918042; Martins, André Silva; http://lattes.cnpq.br/0792955379609832; Martins, Érika Moreira; http://lattes.cnpq.br/4573445092986587This study investigates the role that the Espírito Santo em Ação Business Movement (Meesa) has played in the field of educational policies in Espírito Santo, and to what extent Meesa reflects the organizational logic of national and international business movements in education. Based on the theoretical framework of Antonio Gramsci, the aim is to analyze Meesa's educational project, as well as its role in shaping educational policies in Espírito Santo, in order to understand the meaning of its formulations for public education, its modus operandi, its connections with other organizations, and the role of its organic intellectuals in building and shaping bourgeois hegemony in the educational field of the state. The analysis reveals Meesa's strong presence in the political-economic direction of the state, mainly through the Espírito Santo Development Plans (ES 2025, ES 2030, and ES 500 Years). The movement has managed to combine various organizational facets, articulating business political-economic representation, veiled by the rhetoric of social responsibility and the common good, with the explicit goal of intervening in multiple areas of public policy. In doing so, it has tended to expand bourgeois hegemony as a collective organic intellectual, since it produces and disseminates ideas and works to build class unity and strategy. Over its 20 years of operation, Meesa has achieved increasing levels of influence in education through three main phases: the first (2003–2013), marked by initial corporate-oriented proposals that linked the appropriation of public funds to workforce training defined in the ES 2025 Plan and updated in ES 2030; the second (2014–2018), defined by the consolidation of its formulations through articulation and mediation with the state apparatus to implement the pedagogical and business management model of the Instituto de Corresponsabilidade pela Educação (ICE) in the state public network (Programa Escola Viva) and the municipal network of Vitória; and the third (2019–2023), characterized by the dissemination, reproduction, and implementation of its proposals in the municipal education systems of Espírito Santo. Throughout this process, the growing capillarity of the movement is evident, made possible by the associations within the Business Network and the structuring of its internal team, which came to include precariously hired consultants to lead the plan for expanding Full-Time Schools in the municipalities. At this stage, its concept of full-time education is revealed as a pseudo-integrality—a unilateral formative approach aligned with the interests of the dominant class, devoid of any intention of human cultural enrichment. The greatest challenge in the educational field in Espírito Santo is to understand the strategies, tactics, and class-based connections of business formulations, to identify, dispute, and occupy the trenches, and to prepare and wield theoretical-practical tools to engage in political struggle against the bourgeois hegemony that permeates the entire social fabric.