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Trajetória do direito à formação humana integral na rede pública estadual: percalços e possibilidades da oferta do currículo integrado do Ensino Médio com a educação profissional no Espírito Santo
(Universidade Federal do Espírito Santo, 2024-09-24) Gaspar, Ronan Salomão; Lima, Marcelo; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Luiz, Mirià Lúcia Luiz; https://orcid.org/; Lattes; Oliveira, Eduardo Augusto Moscon; https://orcid.org/; Lattes; Zen, Elieser Toretta; https://orcid.org/; Lattes; Santos, Pollyana dos; https://orcid.org/; Lattes
This study analyzes the trajectory of the right to comprehensive human development in the state public school system, highlighting the obstacles and possibilities of offering an integrated high school curriculum with vocational education in Espírito Santo. Adopting the perspective of the right to education and omnilateral human development, we investigate the historical process outlined by the ebbs and flows of the right to comprehensive human development, constituted by the provision of a curricular format that in some way associated and linked high school (EM) and secondary technical vocational education (EPTNM), configuring integrated high school (EMI). Our methodological approach ranges from a national and local bibliographical and documentary-legal-curricular review to a historical reconstruction of the advances and setbacks of EMI provision experiences in Espírito Santo. We also address case studies in which the educational provision experience most closely resembled EMI in state schools, including an analysis of recent times. The research, grounded in historical-dialectical materialism, developed in four complementary movements: 1) mapping the flow and indicators of secondary education provision in Brazil and Espírito Santo; 2) a historical analysis of educational policies and reforms and their consequences in the state; 3) surveying and characterizing distinct experiences of secondary education provision in Espírito Santo, exemplified by cases of resistance, dropout, and integration efforts; and 4) studying the impacts of the New Espírito Santo Secondary Education (NEMC) on youth education, with a focus on secondary education. The data indicate that historical and current secondary and vocational education policies have led to a convergence of a set of actions that are relevant to the state's public school provision: a) extending the daily school day (the Escola Viva Program and the current policy of expanding single-shift units); b) they undermine the density of the high school curriculum, dissociated from EPT (implementation – early and current – before, during, and after Law No. 13415-2017 and with the reform of the reform with Law No. 14945-2024); c) privatization of EPT provision through the Sedu scholarship program (currently a technical scholarship); and d) abandonment and depletion of experiences of public provision of EPT for high school (such as MEPES, Arnulpho Mattos School, and CEIERs). In the current context, the right to comprehensive human development is systematically denied. The implementation of the NEMC deepened the historical duality, materializing in curricular fragmentation, with the drastic reduction of Basic General Education and the suppression of fundamental subjects; in chronic structural precariousness, with a lack of infrastructure, laboratories, and effective teachers; in the outsourcing of supply as a State policy, via partnerships with institutions such as SENAI and the Unibanco Institute, emptying the public character of professional education; in authoritarianism in management and devaluation of teachers, with the imposition of a curriculum alien to the school reality
Trajetória do direito à formação humana integral na rede pública estadual: percalços e possibilidades da oferta do currículo integrado do ensino médio com a educação profissional no Espírito Santo
(Universidade Federal do Espírito Santo, 2025-09-24) Gaspar, Ronan Salomão; Lima, Marcelo; https://orcid.org/; http://lattes.cnpq.br/6745822194240257; https://orcid.org/0000-0002-5591-3689; http://lattes.cnpq.br/7010933628362716; Luiz, Miriã Lúcia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; Zen, Eliesér Toretta; https://orcid.org/0000-0002-4705-1636; http://lattes.cnpq.br/7172469855289032; Santos, Pollyana dos; https://orcid.org/0000-0002-5239-1192; http://lattes.cnpq.br/7874233642663265
This study analyzes the trajectory of the right to comprehensive human development in the state public school system, highlighting the obstacles and possibilities of offering an integrated high school curriculum with vocational education in Espírito Santo. Adopting the perspective of the right to education and omnilateral human development, we investigate the historical process outlined by the ebbs and flows of the right to comprehensive human development, constituted by the provision of a curricular format that in some way associated and linked high school (EM) and secondary technical vocational education (EPTNM), configuring integrated high school (EMI). Our methodological approach ranges from a national and local bibliographical and documentary-legal-curricular review to a historical reconstruction of the advances and setbacks of EMI provision experiences in Espírito Santo. We also address case studies in which the educational provision experience most closely resembled EMI in state schools, including an analysis of recent times. The research, grounded in historical-dialectical materialism, developed in four complementary movements: 1) mapping the flow and indicators of secondary education provision in Brazil and Espírito Santo; 2) a historical analysis of educational policies and reforms and their consequences in the state; 3) surveying and characterizing distinct experiences of secondary education provision in Espírito Santo, exemplified by cases of resistance, dropout, and integration efforts; and 4) studying the impacts of the New Espírito Santo Secondary Education (NEMC) on youth education, with a focus on secondary education. The data indicate that historical and current secondary and vocational education policies have led to a convergence of a set of actions that are relevant to the state's public school provision: a) extending the daily school day (the Escola Viva Program and the current policy of expanding single-shift units); b) they undermine the density of the high school curriculum, dissociated from EPT (implementation – early and current – before, during, and after Law No. 13415-2017 and with the reform of the reform with Law No. 14945-2024); c) privatization of EPT provision through the Sedu scholarship program (currently a technical scholarship); and d) abandonment and depletion of experiences of public provision of EPT for high school (such as MEPES, Arnulpho Mattos School, and CEIERs). In the current context, the right to comprehensive human development is systematically denied. The implementation of the NEMC deepened the historical duality, materializing in curricular fragmentation, with the drastic reduction of Basic General Education and the suppression of fundamental subjects; in chronic structural precariousness, with a lack of infrastructure, laboratories, and effective teachers; in the outsourcing of supply as a State policy, via partnerships with institutions such as SENAI and the Unibanco Institute, emptying the public character of professional education; in authoritarianism in management and devaluation of teachers, with the imposition of a curriculum alien to the school reality.
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?

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