Doutorado em Educação
URI Permanente para esta coleção
Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:
Navegar
Submissões Recentes
- PublicaçãoA processualidade na formação inicial de professores e as interfaces com a inclusão escolar(Universidade Federal do Espírito Santo, 2026-06-29) Leite, Lucas de Souza; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Jesus, Denise Meyrelles; Nozu, Washington Cesar Shoiti; Ventorim, Silvana; Haas, Clarissa; https://orcid.org/0000-0002-8526-7200; http://lattes.cnpq.br/6194230748165406; https://orcid.org/0000-0001-7966-5424; https://orcid.org/0000-0003-1942-0390; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/0848394898016789; http://lattes.cnpq.br/4755838697434676; http://lattes.cnpq.br/1442579234138944This doctoral research investigates initial teacher education processes in Brazil in relation to special education, focusing on the construction of knowledge and social attitudes toward inclusive education. Accordingly, its main objective is to analyze how the educational contexts of initial teacher education programs contribute to teachers’ professional development and to the construction of professional identities committed to inclusive education. Grounded in Norbert Elias’s figurational sociology and developed through a qualitative approach, the study is designed as a multiple-case study conducted at two Brazilian federal universities: the Federal University of Espírito Santo (Ufes) and the Federal University of Grande Dourados (UFGD). Data were generated through the analysis of legislation and institutional documents, as well as through interviews and focus groups with faculty members and undergraduate students enrolled in the Pedagogy program. The data were interpreted using Thematic Analysis. The findings indicate that the construction of knowledge about inclusive education in teacher education programs should not be restricted to courses specifically devoted to this topic. Rather, they highlight the need for a cross-curricular approach throughout the curriculum, associated with higher levels of interdisciplinarity among training components, particularly in the articulation between Special Education courses and supervised teaching practicum experiences. Furthermore, the data reveal that the presence of students with disabilities in higher education generates important impacts on teacher education processes, fostering experiences of interaction and emotional regulation that contribute to the development of inclusive habitus. It is argued that there is an interdependent relationship between inclusive teacher professional development fostered during initial teacher education and subsequent teaching practice in basic education. This relationship highlights the fundamental role played by the university context in the continuous process of teacher professional learning. Therefore, institutional contexts committed to inclusion favor the construction of inclusive professional teacher identities, expanding possibilities for pedagogical practices aimed at students receiving special education services.
- PublicaçãoModernização agrícola e formação profissional : a trajetória da Escola Agrotécnica Federal de Santa Teresa-ES (1940-1979)(Universidade Federal do Espírito Santo, 2026-05-26) Conde, Bruno Santos; Lima, Marcelo; https://orcid.org/0000-0002-1359-3605; http://lattes.cnpq.br/6745822194240257; Simões, Regina Helena Silva; Medeiros Neta, Olívia Morais de; Pinto, Antônio Henrique; Luiz, Miriã Lúcia; https://orcid.org/0000-0002-7554-3152; https://orcid.org/0000-0002-4217-2914; https://orcid.org/0000-0003-2451-202X; http://lattes.cnpq.br/6496906753146666; http://lattes.cnpq.br/7542482401254815; http://lattes.cnpq.br/1422316224223725This study analyzes the history of agricultural vocational education in Brazil and in the state of Espírito Santo, examining how the local historical development of this type of education gave rise to the current Santa Teresa campus of the Instituto Federal do Espírito Santo. This approach examines the specific characteristics of this educational context and its place within the trajectory of agricultural education in the country. The central research question is to understand how the activities developed at the Escola Agrotécnica Federal de Santa Teresa were historically connected to educational projects associated with the modernization of agricultural production and the reorganization of rural populations’ lives throughout the twentieth century. To identify the particularities of the Santa Teresa institution in this process, we accessed the set of sources available in the school archives, which document the institution’s operation and transformations (curriculum matrices, enrollment records, statutes, property inventories, student files, class schedules, etc.). The study covers the period from 1940 to 1979, encompassing some of the main milestones in the trajectory of both the institution and agricultural education in Brazil, including the creation of the School by the state government, the transfer of its administration to the federal sphere, the enactment of the Organic Law of Agricultural Education, the transition of management from the Ministry of Agriculture to the Ministry of Education, and the emergence of the school-farm system. Methodologically, we employ a critical analysis of historical sources in dialogue with social history and the microhistorical approach, emphasizing the specificities of educational institutions (Bloch, 2001; Ginzburg, 2005; Levi, 2000; Thompson, 1981; Magalhães, 2004). To explore the data extracted from the archives, we examined the concept of modernization and its implications for agriculture (Schwartzman, 2004; Harvey, 1992; Monarcha, 2016; Pereira, 2012), focusing on the historicity of Brazilian vocational education and on formative processes as an interpretive tool for understanding the history of professional training in Brazil (Kuenzer, 1992; Ciavatta, 2019; Lima, 2016; 2017). Throughout the study, we identified that the Santa Teresa School was created with the objective of distinguishing itself from the correctional institutions that existed during the first decades of the twentieth century. Although traits such as the predominance of practical activities, student labor contributing to the school’s maintenance, and the boarding school system persisted, we also observed transformations such as the expansion of the core curriculum, the implementation of entrance examinations (vestibular), stricter age requirements for admission, the admission of women into regular courses, and improvements in teacher training. These findings indicate that the Escola Agrotécnica de Santa Teresa was actively aligned with projects of agricultural modernization and rural reorganization. At the same time, it transformed its institutional identity during the second half of the twentieth century, evolving from a model strictly oriented toward labor training to a broader educational project, as evidenced primarily by its curricular reconfigurations and by changes in the profile of the school community
- PublicaçãoInterculturalidade em contexto de fronteira campo-cidade: uma proposição dialógica entre escolas e territórios(Universidade Federal do Espírito Santo, 2026-06-25) Cunha, Eduardo Carlos Souza; Foerste, Erineu; http://orcid.org/0000-0003-2846-0298; http://lattes.cnpq.br/3294719644172070; Delboni, Tânia Mara Zanotti Guerra Frizzera; Nosella, Paolo; Camargo, Fernanda Monteiro Barreto; Souza, Adriano Ramos; https://orcid.org/0000-0002-8402-6114; http://lattes.cnpq.br/4375042234893668; https://orcid.org/0000-0003-3950-0427; https://orcid.org/0000-0001-6272-9073; https://orcid.org/0000-0001-8339-4911; http://lattes.cnpq.br/3008422505347658; http://lattes.cnpq.br/7159165045266256; http://lattes.cnpq.br/3626587521917442This doctoral thesis investigated and sought to understand the production of interculturality between schools and territories situated in rural-urban fringe contexts, focusing on the Belvedere Municipal Elementary School (EMEF) and its classes in the municipality of Serra, Espírito Santo state. In this context, we highlight the territorial and cultural characteristics that support an education grounded in peasant social and identity-based principles, and how these elements—from an intercultural perspective—interact, create tension, and operate within rural-urban fringe settings. We employed a qualitative approach (Fichtner, Foerste, Lima, & Schütz-Foerste, 2020) utilizing a case study with ethnographic traits (Lüdke & André, 1986) and an ethno anthropological orientation (Ramos de Souza, 2025). The study analyzes various contexts related to Field Education (Arroyo & Caldart, 2011); the concept of the "organic intellectual" (Gramsci, 1982); a perspective on teaching and curriculum that is liberating and identity-affirming (Freire, 1996; Giovedi, 2016); cultures viewed through the lenses of interculturality (Fornet-Betancourt, 2004), dialogicity (Freire, 1996), dialogism (Bakhtin, 1981; Volochinov, 1986, 2017), and dialectics (Hegel, 2000, 2011; Marx, 2007, 2011, 2013; Kosik, 1976); and the specific context of Rural Education in the municipality of Serra (Camargo, 2020a, 2020b, 2026; Majesk, 2026). According to Haesbaert (2004) and Santos & Silveira (2001), the rural-urban boundary is viewed as a space where cultures meet and interact, giving rise to new territories, dynamics, and territorialities. Based on these premises, we highlight the dynamic, flexible, and fluid nature of what this thesis terms the "Intercultural Boundary." In this light, the study reveals a complex, dialectical relationship between rural and urban spaces—spaces historically dichotomized and set in opposition by dominant hegemony. Within this context, we demonstrate that partnerships (Foerste, 2005, 2024) operate through intercultural, ethno-anthropological, and territorial approaches to conceptualizing these intercultural boundaries. Thus, the rural and the urban must be conceived, engaged with, and examined through the tensions of a dialogical and dialectical process grounded in interculturality (Fornet-Betancourt, 2004).
- PublicaçãoPedagogias em movimento dos trabalhadores rurais sem terra: processos de uma práxis de resistência(Universidade Federal do Espírito Santo, 2026-06-26) Ribeiro, Maria de Fátima Miguel; Oliveira, Edna Castro de; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Simões, Regina Helena Silva; Della Fonte, Sandra Soares; Bahniuk, Caroline; https://orcid.org/0009-0002-5617-1303; http://lattes.cnpq.br/1261539000222236; Marcos Gehrke; https://orcid.org/0000-0002-7592-3139; http://lattes.cnpq.br/2504684330782635; https://orcid.org/0000-0002-7554-3152; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/6496906753146666; http://lattes.cnpq.br/9396743098041438The thesis addresses the Landless Workers' Movement pedagogy within the settlement schools of the Landless Workers' Movement in Espírito Santo (MST/ES), and its relationship with the pedagogy of alternation developed in Agricultural Family Schools (EFA). It aims to analyze the pedagogical praxis of the MST in schools in northern Espírito Santo, focusing on possible appropriations and resignifications of the pedagogy of alternation. Historical-dialectical materialism provides the foundation for the interpretation of the historical struggle and organization of workers, as well as the contradictions of the state-imposed educational model— particularly in rural areas—in dialogue with Marx and Engels (2009), Caldart (1997), and Freire (1987), among others. The proposed methodology is participatory action research (Fals Borda, 2009), which integrates scientific research and political action in the production of knowledge, based on the immersion within the Popular Agrarian Reform Settlements. The research was conducted in 10 elementary schools focusing its final years and involved listening to 168 educators, 111 Primary Education students from Agrarian Reform settlement schools, 26 alumni, and XX leaders and participants that are part of the organization of popular struggles. Instruments such as conversation circles, interviews, visits, field diary records, and the monitoring of and participation in the schools' daily activities were utilized. The testimonies allow for the assertion that Movement Pedagogy has appropriated one of the methods of the Pedagogy of Alternation—the Study Plan—as a master guide for the teaching-learning proposal in its transversality across knowledge areas, using research as a primary driver to contextualize the reality of the territories where the schools are located. The results also indicate that the MST in the state of Espírito Santo has consolidated Movement Pedagogy based on the inspiring sources of Socialist Pedagogy, the Pedagogy of the Oppressed, and the Pedagogy of Alternation, the latter having been resignified within the Movement's own praxis.
- PublicaçãoInternacionalização no/do Instituto Federal do Espírito Santo: o potencial dos cursos integrados ao ensino médio desde perspectivas decoloniais(Universidade Federal do Espírito Santo, 2026-06-19) Có, Elisa Prado; Finardi, Kyria Rebeca; https://orcid.org/0000-0001-7983-2165; http://lattes.cnpq.br/1076562311962755; Salvadori, Juliana Cristina; Rodrigues, Rodrigo Ferreira; Hildeblando, Carlos; Hapaya, Raoni Schimitt; França, Claudio de Marcio; Belo, Wagner; https://orcid.org/0000-0002-0565-5036; https://orcid.org/0000-0001-7831-4219; http://lattes.cnpq.br/4756726886276840; http://lattes.cnpq.br/0554156708783564This dissertation examines how the process of internationalization has been constructed and signified at the Federal Institute of Espírito Santo (Ifes), focusing on the integrated technical secondary education, from a critical and decolonial perspective. While internationalization has been widely discussed in higher education and graduate studies, there is a notable lack of research addressing basic education, particularly within the Brazilian Federal Network of Professional, Scientific and Technological Education. This qualitative and autoethnographic study draws on multiple sources of data, including institutional documents, autoethnographic field notes, and focus groups conducted with integrated secondary school students. The analysis explores tensions between institutional discourses (macrostructures) and everyday experiences within the school context (microstructures), highlighting how internationalization is often associated with physical mobility, academic prestige, and the Global North. Findings reveal the prevalence of limited and unequal conceptions of internationalization that tend to marginalize integrated secondary education, despite students' strong interest in and engagement with more accessible and context-sensitive international practices. The study argues for a broader, critical, and socially committed approach to internationalization, one that values basic education as a legitimate space for international engagement and is responsive to local realities.