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- ItemPadrões de qualidade para a educação de estudantes com deficiência visual a partir de realidades escolares no município de Vitória/ES(Universidade Federal do Espírito Santo, 2026-02-27) Lievore, Patrícia Teixeira Moschen; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0000-0001-9759-5933; http://lattes.cnpq.br/6422332395152935; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; Pessin, Gisele; https://orcid.org/0000-0003-0564-4537; http://lattes.cnpq.br/2705872050220019; Guimarães, Décio Nascimento; https://orcid.org/0000-0002-1496-5407; http://lattes.cnpq.br/5894160496434294This thesis aims to propose essential standards of educational quality to ensure the right to learn for students with visual impairments, based on school realities in the municipality of Vitória, Espírito Santo, Brazil. The research adopts a qualitative approach, employing multiple case studies and document analysis, including focus groups with specialist teachers and school management teams, as well as semi structured interviews with students with visual impairments. The analysis of normative and institutional documents, together with the lived experiences of blind students and those with low vision, provides the foundation for constructing educational quality standards for this population. The theoretical framework draws on the contributions of Gramsci, Vygotsky, Poulantzas, and Saviani, understanding the quality of education as a historical and social construction, intrinsically linked to pedagogical practices, teacher education, and the role of the State. The findings reveal that ensuring the right to learn for students with visual impairments is not achieved solely through access to mainstream schooling, but through the effective implementation of a coordinated set of quality standards, including: (1) a standard of qualified teaching, involving specialized teachers who understand the specific needs of students with visual impairments, master accessible pedagogical resources, and work collaboratively; (2) a standard of accessible pedagogical resources, including the use of appropriate materials such as Braille books, audiobooks, screen-reading software, among others, ensuring access to curricular content; (3) a standard of initial and continuing teacher education, with ongoing professional development programs that equip teachers with the knowledge and skills required to teach students with visual impairments in an inclusive manner; (4) a standard for the organization of Specialized Educational Support (AEE), ensuring its integration with the mainstream curriculum and the guarantee of collaborative work; (5) a standard of architectural accessibility, involving adaptations to school facilities and furniture to ensure the full participation of students with visual impairments; (6) a standard of orientation and mobility, including programs that promote students’ autonomy through mobility training and the creation of accessible environments; (7) a standard for the promotion of student autonomy, ensuring that students with visual impairments become more independent in both the learning process and daily life; and (8) a standard of democratic school management and participation, promoting inclusion and active participation through collaboration among students, teachers, school leaders, and families. The analysis demonstrates that the quality of education depends on continuous investment in public educational policies, the adequacy of material and human resources, and the institutional accountability of the State to ensure the conditions necessary to guarantee the right to learn for students with visual impairments.
- ItemFormação docente como experimentação do sensível: resistências coletivas em comunalidades expansivas(Universidade Federal do Espírito Santo, 2026-03-24) Werneck, Hociene Nobre Pereira; Carvalho, Janete Magalhães; https://orcid.org/0000-0001-9906-2911; http://lattes.cnpq.br/4780081698750924; https://orcid.org/0000-0002-3839-5584; http://lattes.cnpq.br/6010875834417138; Silva, Sandra Kretli da; https://orcid.org/0000-0001-9800-6192; http://lattes.cnpq.br/0611688078195189; Delboni, Tania Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-3950-0427; http://lattes.cnpq.br/3008422505347658; Gallo, Silvio Donizetti de Oliveira; https://orcid.org/0000-0003-2221-5160; http://lattes.cnpq.br/3808560029763904; Lima, Alexandra Garcia Ferreira; https://orcid.org/0000-0001-8285-471X; http://lattes.cnpq.br/3937685552665813This thesis emerges from the intersection between regulatory policies and creative forces that shape teacher education processes in public schools. Based on training encounters—often permeated by legislation, schedules, and functional progression scoring—the presence of a meritocratic logic was observed, one that converts the desire to learn into a bargaining chip, reducing education to a bureaucratic requirement. Thus, the problem of this research did not arise as a search for a solution, but as a disquiet: in what way can a form of education that invests in the relationship between the intelligible and the sensible move teachers’ thinking, opening cracks for invention, for collectivity, and for ways of learning-teaching that escape the naturalization of hierarchical and meritocratic processes that regulate the school? Guided by this unease and by the refusal to treat education as a cog in neoliberal performance machinery, the research takes as its general objective to map the affects and compositions that emerge from encounters with sensible signs—such as literature, images-photographs, dance, and short films—investigating how such ethical-aesthetic-political assemblages operate shifts in teachers’ thinking and engender other ways of doing education, not out of duty, but out of desire. To this end, cartography inspired by Deleuze and Guattari was adopted, articulated with Carvalho’s conversational networks, as a method-process: not to explain the territory, but to follow its breaths. Presence in the field, in a municipal Early Childhood Education school in Serra/ES, constituted the very process of data production: being-with, listening, conversing, allowing oneself to be affected. It was not about collecting information, but about accompanying the emergence of collective singularities. By tensioning educational policies in their different arrangements—such as Resolution Nº 2/2015, Resolution Nº 4/2024, Municipal Ordinance Nº 001/2010 (replaced by Ordinance Nº 021/2024), the DCNEI, the BNCC, and the BNC-Formação—diverse orientations become evident. Resolution Nº 2/2015, widely defended in the educational field, affirms formative principles that escape meritocratic logic; in contrast, in certain modes of operationalizing other regulations, especially in the BNC-Formação and in local arrangements of functional progression, meritocratic captures are observed that weaken invention and tend to fragment the teaching body into gradations. However, within the cracks of this scenario, breaths also emerge: panapanás, masked washerwomen, packs, and “treatises of little birds,” concept-images that, by following the forces of the sensible, affirm that education can still be a field of creation. The results indicate that the sensible operates as a condition of existence for teaching and not as a curricular adornment: it tensions what is instituted, expands collective potency, and reopens the time of formative encounters. The thesis thus maintains that continuing education is not reduced to an administrative requirement, but constitutes a condition of possibility for the shared creation of teaching. It therefore claims education as experimentation with the sensible, rejecting the equivalence between merit and value and affirming the sharing of the common as a force for producing communalities—not as homogeneous belonging, but as heterogeneous and inventive composition. Inspired by Spinoza, Deleuze, Guattari, Rancière, Rolnik, Carvalho, among others, this writing affirms that what moves the school is not the norm, but the encounter; what sustains teaching is not the metric, but potency. Thus, the thesis does not conclude: it takes flight, like butterflies in a panapaná, composing collective resistances in expansive communalities
- ItemAutonomia das professoras da/na educação infantil no contexto da governação supranacional(Universidade Federal do Espírito Santo, 2025-12-16) Cypriano , Alessandra Martins Constantino; Ferreira, Eliza Bartolozzi ; https://orcid.org/0000-0002-4100-9875 ; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0002-3623-4031 ; http://lattes.cnpq.br/7204354905681691; Côco, Valdete ; https://orcid.org/0000-0002-5027-1306; http://lattes.cnpq.br/7335579662236147; Silvana Ventorim ; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; Vieira, Lívia Maria Fraga ; https://orcid.org/0000-0001-8862-0527; http://lattes.cnpq.br/3461626096681374 ; Fernandes, Maria Dilneia Espindola ; https://orcid.org/0000-0001-5218-8541; http://lattes.cnpq.br/2450820364900526The theme of this thesis is the teaching profession in Early Childhood Education. It is based on the assumption that professions are occupations that require specialized knowledge, a certain level of educational training, autonomy, self-organization, self-regulation, and ethical standards (Pini, 2010). It is based on the premise that teaching is a profession. The object of investigation is the concept of autonomy of/in the teaching profession in Early Childhood Education as expressed in normative documents that regulate Early Childhood Education. It proposes as its general objective: To analyze the concept of autonomy of/in the teaching profession present in the documents of the International Summits on the Teaching Profession – a global forum organized by the OECD – from 2011 to 2022, identifying intersections with the main federal regulations governing teaching in Early Childhood Education in Brazil, namely: the Federal Constitution of 1988; the Law of Guidelines and Bases for National Education No. 9,394/1996; the National Curriculum Guidelines for Basic Education of 2013; the National Education Plan of 2014; and the National Common Core Curriculum of 2017. It proposes the following specific objectives: a) to investigate the relationship between new professionalism and professional autonomy in teaching, with an emphasis on Early Childhood Education, highlighting the role of the OECD in regulating the teaching profession and the emergence of this teaching under the status of a recognized profession; b) to analyze the summary reports of the OECD Summits, demonstrating concepts of autonomy for early childhood education teachers, processes of mobilization and coordination of the actors involved, their roles, and the dissemination of these ideas on a global scale; c) to examine the 1988 Constitution (Education), LDB No. 9,394/1996, DCNEB/2013, PNE/2014, and BNCC/2017, seeking to identify discursive resonances (semantic echo) and reverberations (normative forms and instruments) that affect the teaching profession in Early Childhood Education. It is based on contributions from the retrodictive approach, articulating historical and sociological contributions, combined with contributions from the content analysis method (Bardin, 1995). The theoretical-methodological framework allows us to observe the relationship between events, mechanisms, and structures-construction and explain dispositive variations (structural, technological, and agency-mediated by processes of retention-selection-variation in the design of educational policies. This is a qualitative research study that combines bibliographic and documentary research. It concludes that the concept of autonomy of/in the teaching profession in Early Childhood Education – despite being a process of selective incorporations, reinterpretations, and tensions, rather than a simple importation of global models into the Brazilian context, given the multiplicity of historical and agency variables, in addition to the Brazilian federal model – incorporates the lexicon of the new teaching professionalism disseminated by the OECD through various mechanisms: PISA, TALIS, and Summits. The autonomy of the profession highlights its external character in the early 2000s, that is, it assumes the status of a profession. There were significant regulatory advances: Early Childhood Education came to be recognized as the first stage of Basic Education after the 1988 Constitution, and teachers at this stage were included in the collective of professionals in federal regulations. Minimum training requirements were defined, and possibilities for career plans and recognition were opened up. In terms of autonomy in the profession, teaching practice, the research revealed a more ambiguous movement: the same context that expands legal and institutional recognition also produces mechanisms of control over work, shifting decisions to “prescribed” curricula, external evaluations, goals and indicators, and school anticipation under the principles of managerial professionalism materialized in the DCNE/2013, the PNE/2014 (PISA analysis), and the BNCC/2017.
- ItemO direito de aprender dos estudantes com deficiência a partir da base nacional comum curricular: repercussões no contexto do Ifes(Universidade Federal do Espírito Santo, 2025-12-11) Almeida, Georgia Bulian Souza; Melo, Douglas Christian Ferrari; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0000-0003-3196-4956; http://lattes.cnpq.br/3262131183626400; Della Fonte, Sandra Soares; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; Guimarães, Décio Nascimento; https://orcid.org/0000-0002-1496-5407; http://lattes.cnpq.br/5894160496434294This dissertation aims to analyze the repercussions of the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular – BNCC) on the right to learn of students with disabilities enrolled in Technical Courses in Mechanics integrated with Upper Secondary Education at the Federal Institute of Espírito Santo (Ifes). The research problem is grounded in the need to understand how special education policies have been structured within these programs following the Upper Secondary Education reform and the implementation of the BNCC, as well as to examine their implications for the right to education for all students. The study is theoretically grounded in the contributions of Antonio Gramsci, incorporating convergent perspectives articulated by Demerval Saviani and Karl Marx. Methodologically, this is a case study that employs documentary analysis supported by categorical content analysis. The research process involved the collection and subsequent examination of documents. Considering the delimitation of the research field, the analysis encompassed federal legislation concerning the rights of persons with disabilities, internal regulations of the Federal Institute of Espírito Santo (Ifes), pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education offered at the Aracruz, Guarapari, São Mateus, and Vitória campuses, as well as other institutional documents published before and after the implementation of the BNCC (2022). In addition, searches were conducted on institutional websites to identify legislation and other official documents related to the topic. The relevance of this research lies in addressing a recurring and fundamental issue by fostering critical reflection on the regulations applied to technical programs integrated with upper secondary education, with the aim of ensuring that the schooling of students with disabilities is fully and equitably realized. The findings indicate that, although federal legislation and Ifes institutional regulations formally recognize the right to education of students with disabilities, significant challenges persist in the effective implementation of these guidelines within Technical Courses in Mechanics integrated with Upper Secondary Education. Documentary analysis revealed gaps related to curricular structure, physical infrastructure, and the availability of specialized professionals across campuses, as well as issues concerning assessment and certification, among other aspects. These gaps highlight a mismatch between the educational reality experienced in these programs and the normative discourse prescribed by the BNCC. In this context, the BNCC, as the main regulatory reference for the curriculum and through its emphasis on competency-based education, not only fails to respond to the concrete conditions under which education is provided but also deepens historical contradictions, thereby contributing to the perpetuation of educational dualism. Given this scenario, there is a pressing need to examine the changes introduced in the pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education at Ifes, in order to assess whether— despite the normative impositions of the BNCC—the right to learn of students, particularly those with disabilities, has been equitably ensured, reaffirming the institutional commitment to integral education
- ItemInternacionalização da produção acadêmica sobre ensino superior na América Latina e Caribe: tensões entre o conhecimento e o reconhecimento(Universidade Federal do Espírito Santo, 2025-12-22) França, Cláudio Márcio de; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000-0001-7983-2165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/0000-0002-6440-4421; http://lattes.cnpq.br/9656983088482646; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Guimarães, Felipe Furtado; https://orcid.org/0000-0001-6184-3691; http://lattes.cnpq.br/0130876872294089; Sarmento, Simone; https://orcid.org/0000-0003-1405-3982; http://lattes.cnpq.br/2102598193969859; Salvadori, Juliana Cristina; https://orcid.org/0000-0002-0565-5036; http://lattes.cnpq.br/4756726886276840This doctoral research analyzes whether the strategy of publishing in English to promote the internationalization of knowledge in higher education in Latin America and the Caribbean (LAC) achieves scientific impact, fostering dialogue among researchers, and contributing to the epistemological development of the field. The study is based on the hypothesis that the use of English as the language of science has driven a habitus among researchers whereby Anglicization serves as a means to obtain symbolic capital, visibility, and scientific impact, while also reinforcing the hierarchy of central countries. The theoretical framework is grounded in Pierre Bourdieu's relational sociology, emphasizing the concepts of habitus, field, and capital. The aforementioned theory is used to understand the power dynamics involved in the recognition within the scientific field. The study also engages with Wallerstein's socio-economic theory and De Swaan's account of global language system to highlight how the dynamics of knowledge production establish hierarchies, influenced by geopolitical conditions and the language used to disseminate research outcomes. The methodology adopted is the Relational Method of Information Analysis (RMIA), which combines bibliometric techniques and social network analysis (SNA) informed by the Bourdieusian theory. The research corpus consists of articles published in scientific journals indexed in the Scopus, Web of Science (WoS), and Lens databases between 2008 and 2023, focusing on the internationalization of higher education in LAC. The temporal cutoff point is justified because the period encompasses the decade in which many local governments developed policies aimed at strengthening support for science, directly influencing actions to promote the internationalization of higher education. Bibliometric analysis enabled the characterization of Latin American production during the period analyzed, revealing patterns in citation, co-authorship, and impact indicators. SNA was used to analyze collaboration networks among authors and institutions. Results indicate that, despite a significant increase in scientific production in LAC over the past decades, the visibility and international impact of these publications remain limited. The adoption of English as the language of publication has been a common strategy to achieve greater visibility, though not matched by proportional recognition or reciprocity on the global stage. International collaborations are predominantly with researchers from central countries, reinforcing epistemological hierarchies and dependence on Eurocentric theoretical frameworks. Additionally, scientific production in local languages, such as Spanish and Portuguese, faces challenges in visibility and impact, perpetuating inequalities in knowledge production and dissemination. The thesis concludes that the strategy of publishing in English, while potentially increasing international visibility, is insufficient to ensure the recognition and valorization of linguistic and epistemic diversity in LAC. Thus, it is necessary to rethink higher education internationalization policies, promoting a more inclusive and equitable scientific environment that values local languages and intra-regional collaborations, without disregarding the social impact of research