Doutorado em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17590

Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Agora exibindo 1 - 5 de 341

Contribuições da obra o diário de Anne Frank em quadrinhos para a formação do leitor responsivo
(Universidade Federal do Espírito Santo, 2025-08-13) Langoni, Ana Carolina; Co-orientador1; https://orcid.org/; Lattes; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; Lattes; 2º membro da banca; https://orcid.org/; Lattes; 3º membro da banca; https://orcid.org/; Lattes; 4º membro da banca; https://orcid.org/; Lattes
Based on the premise that reading, understood as a social and dialogic practice, can serve as a powerful instrument for the critical, aesthetic, and ethical formation of individuals, this research investigates the contributions of the graphic novel adaptation of The Diary of Anne Frank to the formation of the responsive reader. It considers the specificities of the hybrid language of comics and the pedagogical possibilities that arise when reading is intentionally mediated by teachers. Through bibliographic research and a qualitative analysis of the work, the study aims to understand how the adaptation of The Diary of Anne Frank into graphic novel format can contribute to the development of a responsive reader.The thesis defends the argument that a sensitive reading of the work—conducted with pedagogical mediation and attentive to its aesthetic and historical elements—can significantly contribute to the formation of the responsive reader. This concept, grounded in the philosophy of language of the Bakhtin Circle, refers to the reader who, when engaging with a text, reacts, interprets, takes a stance, and establishes connections between the content and their own social, cultural, and historical reality. The theoretical framework is based primarily on the concepts of dialogism and responsiveness, as developed by Bakhtin (1997), the concept of mediation from Vygotsky (2010), and the notion of semi-formation (Adorno, 2010), all articulated with historical-critical pedagogy (Saviani, 2011), which defends the school’s transformative role and the practice of reading as an emancipatory act. The thesis is structured in five chapters and proposes three axes of mediation for working with the graphic adaptation in the classroom: the dimension of Anne’s family and social relationships; the intertextuality with works of art; and the historical context of the narrative, connected to the ethical dilemmas experienced during the Holocaust. The study concludes that literary adaptations in comic format, such as the one analyzed, can be an effective strategy to foster students’ interest in literary reading— especially when combined with dialogical and reflective pedagogical practices. Moreover, it asserts that the teacher’s mediation is essential to transforming reading into a meaningful and formative aesthetic experience, capable of overcoming the distance many students show toward traditional literature. Finally, the thesis reaffirms the need to invest in public policies that ensure access to high-quality collections in schools, in critical teacher education, and in pedagogical practices that resonate with students’ repertoires—without losing sight of the commitment to the formation of autonomous individuals ethically engaged with social reality
Implementação do Programa Brasil Profissionalizado e Relações Intergovernamentais: um estudo em Mato Grosso do Sul
(Universidade Federal do Espírito Santo, 2024-01-01) Pazolini, Michele; Araújo, Gilda Cardoso de; https://orcid.org/0000-0002-3562 9779; http://lattes.cnpq.br/7184033522040803; https://orcid.org/0000-0002-7657-5420 ; http://lattes.cnpq.br/4288678704186449; Lima, Marcelo; https://orcid.org/0000-0002-7448-83 66 ; http://lattes.cnpq.br/6745822194240257; Copatti, Carina; https://orcid.org/0000-0003-0485-38 8X; http://lattes.cnpq.br/6743856187041578; Abrucio, Fernando Luiz; https://orcid.org/0000-0002-3883-99 15; http://lattes.cnpq.br/7585916430082392; Carvalho, Ricardo Emmanuel Ismael de ; https://orcid.org/0000-0003-3643-23 77; http://lattes.cnpq.br/7003206044726098
This thesis analyzes the implementation of the Programa Brasil Profissionalizado in the state of Mato Grosso do Sul, problematizing the intergovernmental relations (RIG) within the context of cooperative federalism. It is based on the premise that the articulation between the federal government and subnational entities is crucial for the effectiveness of federal programs in a federative country marked by regional inequalities and institutional asymmetries. The research adopts a qualitative approach, employing case study as its methodological strategy and documentary analysis as the main research technique, focusing on the implementation processes of three State Centers for Professional Education in the municipalities of Dourados, Naviraí, and Chapadão do Sul. The theoretical framework is grounded in the principles of federalism, intergovernmental relations, federative coordination, and policy implementation, understanding implementation as a process capable of triggering mechanisms that either reduce or exacerbate inequalities. The findings reveal that, in contrast to other federative units, the construction of school facilities was fully completed in Mato Grosso do Sul, highlighting the role of state-level management in horizontal coordination. However, the absence of structural measures to ensure the schools' operation limited the institutionalization of the policy: the implementation of educational activities was partial, restricted, or discontinued, and none of the units began offering integrated secondary education with vocational training, which was the main objective of the Programa Brasil Profissionalizado. Failures in technical and financial support from the federal government, along with the lack of articulation and integrated planning among the federated entities, revealed the incongruity between the policy of infrastructure expansion and the absence of an effective operational plan. It is concluded that fragmentation in RIG restricted the program’s reach and reinforced pre-existing inequalities, as the expansion of integrated secondary education with vocational training remained limited within the state education network.
Poéticas de infâncias: fabulações de crianças em currículosexperiências
(Universidade Federal do Espírito Santo, 2025-07-23) Piol, Andréa Scopel; Carvalho, Janete Magalhães; http://lattes.cnpq.br/4780081698750924 ; https://orcid.org/0000-0002-1118-0903; http://lattes.cnpq.br/0744138721341359; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-4964-8935; http://lattes.cnpq.br/3008422505347658 ; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Leite, César Donizetti Pereira; https://orcid.org/0000-0001-8889-750X; http://lattes.cnpq.br/6992448529240189 ; Perez, Carmen Lúcia Vidal; https://orcid.org/0000-0001-6943-4905; http://lattes.cnpq.br/0646181238100482
This is a thesis composition that presents itself as a possibility of thinking with childhoods, with children, with the signs of art in the experimentation of curricula that are strengthened in the movements of thoughts in a research-experience. The poetic and image-based productions of children are an invitation to think about a becoming-child that enters and plays in other spaces times in the sensitive making of curricular experiences. Children invent ways to escape attempts to control their bodies. Bodies that affect each other, that sensitize other bodies in the provocative encounter of thought, producing becomings in intensive movements. To this end, the research was developed with children in the initial years of elementary school in a public school in Aracruz, where the methodology of cartography was used. To record this research, children produced images, poetics, poetic paintings, thoughts and speeches, in childhood experiments with thought and artistic signs (literature and painting), creating aesthetic ways of life in the compositions of curricula and, thus, making other possibilities for the school emerge. Therefore, the thesis is defended that the encounter between the signs of art and the experience of thought enhances the curricula in children's fabrications, affirming inventive learning in public schools. Thus, it explores a curriculum that proposes encounters with invention. Poetic and imagetic curricula that play in the time of children's inventions in a composition that dialogues with Deleuze and Guattari, Deleuze and Parnet, Corazza, Kohan, Leite, Larrosa, Carvalho, and many others, through the power of affections. In this way, children, in their inherent processes of experiences and fabrications, invite the school to think about curricula, childhoods, other worlds, as attempts to provoke openings in the child's time, in the art of the sensitive. Thus, in the pulsating force of childhood, the thesis produces images of inventive curricula with children, who experiment with other modes of existence. Would these be movements that open up to the school-child, placing it in a becoming, in a becoming-child? Movements that unfold into other compositions?
Políticas públicas para educação da população indígena e instrução pública no Espírito Santo no século XIX: interrogando silenciamentos historiográficos
(Universidade Federal do Espírito Santo, 2025-06-16) Anjos, Welington Batista dos; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; https://orcid.org/0009-0005-0153-9600; http://lattes.cnpq.br/4159367805730833; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; Sad, Ligia Arantes; https://orcid.org/0000-0002-2758-8380; http://lattes.cnpq.br/1714140036102231; Salim, Maria Alayde Alcântara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Lorenzoni, Alessandra Costa de Araújo; https://orcid.org/0000-0002-7690-9646; http://lattes.cnpq.br/8159438057989251
This historical research investigates public policies aimed at public education in the Province of Espírito Santo, focusing on the schooling processes that occurred in the villages that originated from the Jesuit villages and in the settlements that existed between 1845 and 1889. In this context, the predominance of a non-white population, composed of indigenous people, mixed-race people and caboclos, was observed. For the historiographical operation, the contributions of microhistory were used, adopting the perspective of microanalysis conducted by the game of scales (Levi, 1992; Revel, 2010), exploring the understandings about the object investigated from the interaction between the micro and macro dimensions. Based on the evidentiary method (Ginzburg, 1989), traces of the presence and absence of indigenous students in schools located in villages that, until the second half of the 18th century, were Jesuit villages were tracked. The villages created in the Province of Espírito Santo after 1845, when the Regulation on the Missions of Catechesis and Civilization of the Indians was enacted (Decree 426 of July 24, 1845), were also the subject of this study. The documentary sources used include reports by the presidents and vice-presidents of the Province (between 1842 and 1885), accounts produced by foreign and national travelers who visited Espírito Santo in the 19th century, as well as periodicals available in the Digital Newspaper Library of the National Library. Through these sources, we sought to understand the policies and guidelines implemented between 1845 and 1889, aimed at meeting the demands of public education in Brazil and Espírito Santo, and to analyze how these policies and guidelines contemplated or did not contemplate the indigenous populations
Experimentações com a contação de histórias na formação docente: a literatura entrelaçando afetos e afecções no cotidiano escolar
(Universidade Federal do Espírito Santo, 2025-07-14) Lima, Jannaína Calixto de; Carvalho, Janete Magalhães; https://orcid.org/0000-0001-9906-2911; http://lattes.cnpq.br/4780081698750924; https://orcid.org/0000-0002-8419-4863; http://lattes.cnpq.br/7478023736984785; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-4964-8935; http://lattes.cnpq.br/3008422505347658; Reis, Graça Regina Franco da Silva; https://orcid.org/0000-0002-2420-0985; http://lattes.cnpq.br/8674157963018100; Lourenço, Suzany Goulart; https://orcid.org/0000-0002-4404-772X; http://lattes.cnpq.br/8212599454712113
This research focuses on experimentation with storytelling, intertwined with literature, in teacher training movements at a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra – ES. It investigates the teachers' statements in the production of the affirmation of a curriculum that is made in the composition of life, in the backyards of early childhood education teachers. It problematizes the flows and forces that trace the space-times of teaching and childhood, in the production of affections and affects, in school daily life. Supported by the philosophy of difference, in the affirmation of life, in the good encounters that increase the power to act, the data production is composed of the theoretical intercessors Deleuze (1988; 1997; 1998; 2003; 2007; 2010; 2013;) and Spinoza (2021) and, in the contributions of memories and narratives, by Benjamin (1994) and Reis (2021). It is configured as a methodological bet on the statements of cartography through conversation networks with Carvalho (2009; 2019), the inventive training of Kastrup (2012) and the composition of teaching narratives crossed by agencies and the production of other curricula with Paraíso (2023). It shows that learning occurs through affection and defends the thesis that experiments with storytelling intertwined with literature in conversation networks produce affections and affects in teacher training

Navegar

Submissões Recentes