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- ItemEducação surdos para além do Congresso de Milão: verdades que (dis)cursam a partir um olhar sobre Congresso de Bruxelas (1883)(Universidade Federal do Espírito Santo, 2024-08-13) Olmo, Katiuscia Gomes Barbosa; Machado, Lucyenne Matos da Costa Vieira; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; https://orcid.org/0000-0002-0281-6359; http://lattes.cnpq.br/; Sobrinho, Reginaldo Célio; https://orcid.org/0000-0002-4209-2391; http://lattes.cnpq.br/8290558218053006; Witchs, Pedro Henrique ; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138; Lage, Aline Lime da Silviera; https://orcid.org/0000-0001-7786-5529; Lattes; Lazzarin, Márcia Lise Lunardi; https://orcid.org/0000-0003-4831-129X; http://lattes.cnpq.br/1361785565182358This work is a PhD thesis in education in the line Education and Inclusive Processes in the Graduate Program in Education of Ufes. The synthesis question that will guide the research is: How could the movement of the look on the knowledge in the education of deaf, constituted as "truths", sedimenting history? And, as a general objective: Problematize the institution of a truth taking them in their historicity. This movement started from the Brussels Congress as an event that agitates the history of deaf education as an exercise in rereading, from the atmosphere of nineteenth century speeches and practices. We have as specific objectives to develop an archaeogenealogical work in order to contextualize a research that breathes stories and moves truths, in an exercise in search of plural ways, other narratives and production of the history on deaf education, through an archaeogenealogical analysis inspired by Foucault. It is from this analysis that one perceives the relations of force that cross the discourses that assemble the historical scenario. Also analyze the Deaf Education from the documents about the Congress of Brussels with a discursive series, as well as questioning the discursive continuities of pedagogical practices in the movement of congresses from a visit to 1883, that is, to the Congress of Brussels, the minutes of the Third International Congress for the Improvement of the Fate of Deaf-Mute. We use the concepts-tools of Foucault "archive" and "truth", with the aim of making the speeches and truths produced and echoed on the education of deaf people tremble. It is about starting from little known and available materials in the Portuguese language, referring to a repertoire that presents new possibilities on history that refuses to remain the same. Thus, characters and speeches present us a new/ old panorama on events that de-familiarize our knowledge, provoking other ways of looking at the history of deaf education from new/ old documents-monuments that forge stories. Therefore, I defend the thesis that it is necessary to surpass the Milan Congress (1880) in its discursive sacralization in the education of the deaf because in history "freedom is fruitful", allowing the emergence of the new, of stories and other truths that echo the liberté amid the sterility of settled discourses
- ItemGritaram-me pretinha! Escrevivências das brincadeiras africanas em conexão com a autodeclaração racial na escola: vidas das crianças negras importam!(Universidade Federal do Espírito Santo, 2025-07-14) Carvalho, Heloisa Ivone da Silva de; Barros, Maria Elizabeth Barros de; https://orcid.org/; http://lattes.cnpq.br/1908967025244386 ; https://orcid.org/0000-0001-7855-4853; http://lattes.cnpq.br/5267312657321338; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; André, Sônia; https://orcid.org/0000-0001-5080-7556; http://lattes.cnpq.br/3014429272184487 ; Teodoro, Cristina; https://orcid.org/0000-0002-0850-4014; http://lattes.cnpq.br/5964022546771095This doctoral research did not arise from a derivation of theoretical or hierarchical categories; it stems from stories, memories, experiences, and recollections of the collective past of a Black woman teacher, from the unfolding of writing perspectives. It aims to investigate how the process of ethnic-racial self-declaration impacts the lives of children in the different contexts of a full-time elementary school, considering ethnic-racial issues, poverty, and social inequalities—that is, the experiences and (re)existences of self-declaring their races/colors. The methodological approach is a commitment to writing experiences in dialogue with Evaristo, in the context of Afroperspectivity. The investigative, self-reflective, and reflective style is supported by theoretical frameworks from different fields of knowledge, such as philosophy, sociology, history, psychology, and the arts, used as theoretical support for (re)positioning in multiple dialogues with education. In a movement to (re)visit the stories, memories, schooling, and lives of Black children in Brazil and other countries, we engage with photographs, images, memories, and fragments, engaging in dialogue with community residents and families involved in the self-declaration process of children in the early years. There are still few theoretical and epistemological studies that address the processes of ethnic-racial declaration or classification of children, but it is important to understand racialized discourses and the possible paths to overcoming racism and discrimination present in everyday school life. There is an urgent need to advance this topic in the field of research to continually strengthen anti-racist academic production. Regarding the field research conducted in 2023 and 2024, the connections with games, drawings, and toys of African origin highlighted racial declaration and selfdeclaration as a path permeated by rites of passage, territories of sensibilities, and ancestries, shaped by marks, affections, and traces arising from experiences at school and in the family. In other words, children, when declaring themselves Black or white, learn not only to make room for what arrives, but also to be a port and space for childhood events and movements, as a necessary opening for self-knowledge, for others, and for their self-esteem, in a dialogical movement of multiple ethnic-racial relations, especially political participation in deciding how to self-declare.
- ItemA constituição do mercado editorial no Brasil e o financiamento da educação pelo viés do livro didático(Universidade Federal do Espírito Santo, 2025-07-18) Zeferino, Wagner Rodrigues; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-3653-0973; http://lattes.cnpq.br/0148479278762474; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Ventorim, Silvana; http://lattes.cnpq.br/1442579234138944; Frossard, Matheus Lima; https://orcid.org/0000-0002-2273-7535; http://lattes.cnpq.br/6537580255030355; Morgado, Fabiane Frota da Rocha; https://orcid.org/0000-0002-3969-9029; http://lattes.cnpq.br/1988074625618984This thesis investigates the formation of a political culture in public-private relations, specifically in the Brazilian educational field, through the lens of textbooks. Based on the hypothesis that Brazilian public education legitimizes a high transfer of public resources to private companies, based on the narrative of a supposedly greater efficiency of the private sector, the study aims to analyze and understand the dynamics and capillarity of this process. The research adopts a qualitative and exploratory approach, with a multi-methodological character, grounded in Ginzburg's (1989) evidentiary paradigm and Bloch's (2001) critical-documentary analysis. It mobilizes concepts of political culture (Berstein, 1998; 2009) and privatization (Adrião, 2009, 2015; Ball & Youdell, 2007), using as sources educational legislation, statistical data from the National Development Fund (FNDE) from 2010 to 2022, and promotional materials from publishing groups and educational companies. The results reveal a marked concentration in the educational publishing market, where publishers such as Moderna (Prisa/Santillana Group), FTD (Marista Group), and those of the Cogna Group (Ática, Saraiva, Scipione) largely dominate participation in the National Book and Teaching Material Program (PNLD). This dominance is sustained by strategies that go beyond book sales, including the offering of comprehensive educational solutions, such as learning systems, digital platforms, and teacher training. These solutions are often promoted through cause-based advertising that associates their products with improved external assessment indexes (SAEB, ENEM). The financial analysis confirms the substantial transfer of public capital to these companies, with the five largest publishers concentrating the majority of the billions of reais invested, including increased profits during the COVID-19 pandemic. The conclusion is that the PNLD acts as a structuring factor in the perpetuation of a political culture of public funding for the private sector. By delegating the implementation and production of teaching materials, the State assumes the role of regulator and financier, which places pressure on the guarantee of pedagogical quality in the face of commercial interests. In this context, textbooks transcend their pedagogical function and become part of a complex interplay of economic and political interests, where market logic often overrides the pursuit of equitable and high-quality public education. This study contributes to the debate on the privatization of basic education in Brazil, highlighting the urgency of preserving its public nature and encouraging future research on the implications of this dynamic for teacher autonomy and pedagogical diversity.
- ItemVibrações do corpo-escola: as fabulações das crianças em redes de criação coletiva(Universidade Federal do Espírito Santo, 2025-06-30) Zouain, Ana Cláudia Santiago; Carvalho, Janete Magalhães; https://orcid.org/0000-0001-9906-2911; http://lattes.cnpq.br/4780081698750924; https://orcid.org/0000-0003-0388-7551; http://lattes.cnpq.br/3645239766829503; Silva, Sandra Kretli; https://orcid.org/0000-0001-9800-6192; http://lattes.cnpq.br/0611688078195189; Côco, Valdete; https://orcid.org/0000-0002-5027-1306; http://lattes.cnpq.br/7335579662236147; Vidal Pérez, Carmen Lúcia; https://orcid.org/0000-0001-6943-4905; http://lattes.cnpq.br/0646181238100482; Leite, César Donizetti Pereira; https://orcid.org/0000-0001-8889-750XThis thesis is an invitation to embark on the vibrations of the school-body through the nomadic wanderings of children and teachers. In this movement, we evoke shared experiments in daily encounters as collective creations. Therefore, we defend the thesis that children's fables vibrate thought, in the understanding of school as a place of multiple lives, in collective networks of affection. Our bet unfolds in the tension of other images of childhood, curriculum, learning and teaching, by affirming an early childhood education of the sensitive, where representation and cognitive practices are necessary, however, not sufficient to compose the educational process, which is strengthened in the coalescence of the plane of immanence and the plane of consistency, driving divergent, predicted and unforeseen, but not dichotomous, constantly occurring flows. The research was carried out in a municipal early childhood education center in Vitória, Espírito Santo. It brings, as a theoretical-methodological contribution, sentimental cartography with conversation networks, dialoguing with the Philosophy of Difference. Thus, it makes use of concepts developed by Deleuze, Guattari, Bergson, Lapoujade, Rolnik and other thinkers. It understands that, with collective experiments, networks of multiplicities intensify in the composition of a school as a place of life in expansive communality
- 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.