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- 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; 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/; LattesThis 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; 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/; LattesThis 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
- ItemA Unesco, a Cepal e a agenda desenvolvimentista latino americana para o séc. XX : o “Combate” ao analfabetismo e a modernização do estado brasileiro (1946-1964)(Universidade Federal do Espírito Santo, 2025-12-03) Soares, Martinho Guilherme Fonseca; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; ttp://lattes.cnpq.br/6585693734181022; https://orcid.org/0000-0003-1593-3922; http://lattes.cnpq.br/0006304975186634; Bittar, Marisa; https://orcid.org/0000-0002-3990-3210; http://lattes.cnpq.br/3059723520472948; Valle, Maria Teresa Esteban do; https://orcid.org/0000-0003-0130-149X; http://lattes.cnpq.br/9777735988809472; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405This thesis is structured as a research report of a historiographical nature, written from a Bakhtinian perspective on language, and grounded in the theoretical framework of Transnational history. The study investigates the public policies aimed at “combating” illiteracy implemented in Latin America and, more specifically, in Brazil during the period from 1946 to 1964. This time spam covers the post-Second World Was context, marked by the management of the economy and education by the Welfare State and by the rise of developmentalist ideas. The work seeks to discuss the influence of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America (ECLAC) in shaping a developmentalist agenda. Drawing on Dialogic Discourse Analysis (DDA), it identifies educational connections and guidelines at the Latin America level, offering new perspectives for understanding the role of international organizations in planning public literacy policies throughout the 20th century. The research seeks to understand how the actions of these organizations shaped the educational policies of the time, using strategies to ‘combat’ illiteracy as a crucial vector for modernization. In the end, it argues that, during this period, literacy emerged as a cross-border phenomenon, driven by strategic planning and a strong appeal to economic and social development, so that the teaching of reading and writing was closely tied to the ideals of modernization and industrialization, especially in the developmentalist Brazil.
- ItemDo direito à educação : a educação especial numa perspectiva inclusiva em Marilândia-ES(Universidade Federal do Espírito Santo, 2025-12-10) Gabriel, Emilio; 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/; LattesThis study aims to investigate and analyze how the right to education has been implemented through educational policies and practices from an inclusive perspective for students identified as needing Special Education in the municipality of Marilândia-ES. The relevance of the topic lies in the fact that the right to education is not merely a theoretical debate about origins or foundations, but its materialization for students identified as needing Special Education in mainstream schools as an obligation of the State in promoting a society that moves towards equity in the conditions of material life. We used as a theoretical framework for the reflection and interpretation of the data produced, authors who address the historicity of rights, including the right to education, such as Norberto Bobbio and Carlos Roberto Jamil Cury, as well as Lev Semionovitch Vygotsky, in the interpretation of educational practices and for his political vision regarding inclusion. Our specific objectives were: a) to analyze official documents and municipal legal acts referring to Special Education and whether they influence the organization of this modality in the municipality; b) to understand and analyze the didactic-pedagogical organization of the municipality in order to verify the realization of the right to education for students identified as needing Special Education in daily practice; and c) to identify, through narratives, how educational practices have materialized – or not – the public policies underway in the municipality so that they converge towards the inclusion of students identified as needing Special Education in mainstream schools and, consequently, to guarantee the right to education. As a methodological approach, we used a qualitative case study, employing as data production strategies the documentary analysis of municipal laws and regulations related to Special Education and semi structured narrative interviews with professionals involved in this modality, from the Municipal Secretariat of Education – SEMED, to the schools. The data produced were transcribed and categorized, and analyzed in light of the historical-cultural matrix. We were able to ascertain, through the study, that there is a legal framework that guarantees the right of access and possible permanence of students identified as needing Special Education in mainstream schools, in addition to the existence of pedagogical practices adapted to the context of Special Education, which signals a concern with the right to learn of these individuals. However, there are issues to overcome, such as the need to create a sector to address the demands of Special Education, the revision of the Special Educational Resource Rooms (SRMs) in schools that offer Special Educational Needs support and their extension to Early Childhood Education, as well as overcoming the public-philanthropic/private relationship by prioritizing specialized institutions with human and financial resources coming from public administration