Mestrado em Ensino na Educação Básica
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- ItemProjeto de vida no ensino médio : entre orientação dos estudantes e/ou educação instrumentalizadora – percepções em uma escola pública estadual de São Mateus/ES(Universidade Federal do Espírito Santo, 2024-12-20) Barbosa, Márcia Muricí Redivo; Paiva, Jair Miranda de ; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; https://orcid.org/0009-0007-5797-9992; http://lattes.cnpq.br/3603424553969317; Locatelli, Andrea Brandão ; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; Cirino, Maria Reilta Dantas ; https://orcid.org/0000-0003-2362-7271; http://lattes.cnpq.br/5734550223711436This dissertation is the result of months of in-depth exploration into the education system of the Espírito Santo state network. Linked to the Graduate Program in Teaching in Basic Education at the Centro Universitário do Norte do Estado do Espírito Santo (CEUNES-UFES), it investigated the inclusion of the curricular component “Life Project” in a public high school in the municipality of São Mateus, Espírito Santo. To achieve the proposed objectives, we used theoretical references from studies by Jan Masschelein and Maarten Simons (2022), Jacques Rancière (2010), Paulo Freire (2022), Hannah Arendt (2007), Michel de Certeau (2014), Gert Biesta (2021), among others. During the development of this research, we employed the concept of “Life Project” based on Damon (2009), as well as other authors addressing the concept, such as Nascimento (2013), Araújo, Arantes, and Pinheiro (2020), and Sessarego (2017). This qualitative study explores how the “Life Projetc” component, introduced in high school education, is configured in classroom practices at a public high school, alongside impressions gathered by the researcher in the school environment and through conversations with students and teachers. Throughout the research process, reflections were conducted on the “Life Project” curricular component and its use by students and professionals, culminating in the application of planned methodological strategies, involving both students and teachers, followed by analysis. We concluded that, even after the enactment of Law n.º 14.945/2024 (Brazil, 2024), “Life Project” remains part of the curricular frameworks of public schools in Espírito Santo. However, its implementation has been subject to complaints from both teachers and students. Therefore, it is essential to evaluate this component to verify whether it is fostering changes in teachers' perceptions of students, while also promoting self-awareness, individual growth, and collective development among students. The conclusion of this study emphasizes the importance of considering young people and their circumstances when deciding whether or not to include “Life Project” in the school curriculum. This analysis should account for individual and collective demands that impact youth development and the challenges they face
- ItemA química dos plásticos: impactos e conscientização na educação básica(Universidade Federal do Espírito Santo, 2024-11-29) Will, Giseli; Bianco, Gilmene; https://orcid.org/0000-0002-2654-5370; Mendes, Ana Nery Furlan; Terra, Vilma ReisIn chemistry teaching, the aim is to mediate the learning of concepts and theories, using students' previous knowledge as a basis for developing scientific knowledge, giving it concreteness and intelligibility. The use of synthetic polymers, especially plastic materials, is very important in this context because, as they are part of everyday life, these materials permeate students' knowledge and make it possible to contextualize various contents. In addition, these materials have properties such as Iightness, water resistance and malleability, which are indispensable in contemporary life. However, excessive consumption and improper disposal result in serious environmental problems, since they require a long time to degrade in nature. Thus, this research aims to identify what contributions a didactic practice using recyclable plastics, to be carried out with students from two secondary school classes in a state school in the municipality of São Mateus-ES, can bring to the understanding of chemistry content and to the development of environmental awareness about the impacts caused by the inappropriate disposal of these materials. To this end, the methodology of this research is based on a qualitative analysis, initially of an exploratory nature, through the application of a questionnaire, analyzed mainly through the method of descriptive statistical analysis, then with the execution of a Didactic Sequence, described and analyzed through the reports of the researcher's Iogbook, and finally with a semi-structured interview, analyzed through the method of content analysis proposed by Bardin (2011). The results indicated that, after the Didactic Sequence, the participants began to better understand the different types of plastics and their environmental impacts, as well as establishing connections between the chemistry content and its use in everyday life. In short, the didactic practice was effective in broadening the students' knowledge and promoting critical awareness of the importance of recycling and the proper disposal of plastic materials.
- ItemO processo de ensino-aprendizagem de uma estudante com dupla excepcionalidade na disciplina de matemática no ensino médio(Universidade Federal do Espírito Santo, 2024-04-25) Barcelos, Luana de Melo Scandian; Cristofoleti, Rita de Cassia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Nunes, Isabel Matos; Santos, Emilene Coco dosThis study presents research on Dual Exceptionality (DE) involving AH/SD – High Abilities/Giftedness, ASD – Autism Spectrum Disorder and ADHD – Attention Deficit/Hyperactivity Disorder. It is also intertwined with the development and practice of pedagogical games and the use of concrete materials based on the creation movement in the mathematics discipline with an approach to the content of Probability and Statistics. Thus, we have the following problematization: How does the teaching learning process of a student with Dual Exceptionality in the mathematics subject, in high school, happen and are experienced, taking into account the development and practice of pedagogical games and the use of concrete materials from a creative perspective? The objective is to analyze the appropriation and development of new knowledge by enhancing the existing knowledge of students with DE. The methodology comprises a case study in which the student's biological, socio-historical and school contexts are analyzed. The research has a qualitative approach and was carried out at the Federal Institute of Espírito Santo (IFES), in São Mateus. It was developed through observations, notes on pedagogical practices and interventions within the scope of pedagogical games. Semi-structured interviews were also carried out with the research participants, including the student and the mathematics teacher. The interpretation and analysis of the collected material is based on the historical-cultural perspective of Vigotski (1991, 2000, 2001, 2004, 2012, 2018, 2022) and authors who investigate AH/SD such as Gardner (1995 and 2006) and Renzulli (2004, 2014). In the actions developed, the use of the student's potential to overcome her difficulties and in indirect paths stands out, that is, in the tools that were developed according to her specificities and peculiarities, enabling the promotion of accessibility in mediation for learning.
- ItemDo diálogo dos documentos oficiais dos professores de língua portuguesa ao seu ensino: um estudo de caso da rede municipal de ensino de São Mateus(Universidade Federal do Espírito Santo, 2024-08-23) Lima, Karlamara Mirândola da Paixão; Santos, Záira Bomfante dos; https://orcid.org/0000-0002-6162-8489; Cristofoleti, Rita de Cassia; Oliveira, Gisele de Freitas PaulaThis dissertation aims to understand how the dialogue between the teacher and the guiding document of Basic Education learning (BNCC) has been woven, in the context of these new times of "multi" forms of communication, contributing to debates and studies about the current scenario of language teaching in its social practices of reading and writing and for teacher training. In this sense, through a qualitative method, using a collaborative case study methodology, based on dialogues (interviews and studies) between a Portuguese Language teacher from the municipal education network of São Mateus and the researcher, a reflection on research concepts is made through the lenses of impressions and perspectives of this participant, but also giving voice to many other teachers. For this, we articulate with the theoretical voices of Street (2014); Neves (1990, 2000); Gualberto (2017); Santos (2020); Antunes (2003); Rojo (2012); Ribeiro, Coscarelli (2023), who advocate new paths for language teaching and learning, including reflecting on it in the BNCC; and discussing relevant points about the continued use of grammar teaching, but as a complement to explore the paths of formation and the use of other languages as important as it is in the processes of informing and communicating; we also hear echoes of Calow (2005), Ribeiro (2021), Soares (2017), talking about multimodality; also with Kalantzis, Cope, Pinheiro (2020) through whom come the voices of Kress; Van Leeuwen (1996), reflecting on the important approaches to reading and writing that understand human communication as multimodal, with texts that emerge within it being multisemiotic, requiring multiliteracies, in Rojo's voice – about the functioning of all compositions and inciting criticality and agency in the reading/production of subjects in all languages - a pedagogy based on design, with a view to linguistic education. The final understandings point to the need for continuous and more qualified teacher training by the education systems, as well as to the condition of the teacher's academic autonomy, so curtailed by these educational power paths.
- ItemTrabalhando a cultura Maker no ensino fundamental : construção de microscópios caseiros como ferramenta didática no ensino de células por investigação(Universidade Federal do Espírito Santo, 2024-08-13) Carvalho, Aline Bazoni Moura de; Mancini, Karina Carvalho ; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Prado, Gustavo Machado ; https://orcid.org/; http://lattes.cnpq.br/; Freitas, Joana Lúcia Alexandre de ; https://orcid.org/; http://lattes.cnpq.br/The objective of this study was to evaluate the effectiveness of the use of homemade microscopes built by students, using low-cost and easily accessible material, as a didactic tool for learning in science, in order to enable a meaningful understanding of cells. The research was developed with 50 students of the 8th grade of Elementary School of a municipal public school located in the state of Espirito Santo, in the city of Sooretama. Therefore, the research begins from the difficulties encountered to carry out a work in Elementary School, which seeks to lead to the understanding of cellular functioning in a school devoid of microscopes and science laboratory. The research consisted of retrieving previous knowledge, teaching sequence applied to reinforce learning, making homemade microscopes, discussion and socialization of knowledge and post-test application to evaluate the acquired learning. A selection was made and three models of microscopes were chosen and were built by the students using easily accessible materials, based on articles found in the literature. The models built were: low-cost microscope using CD cover and mobile device, microscope with pet bottle and microscope with cardboard box and mobile device. After the construction of the models, observations were made of plant and animal cells, such as onion epithelium, pepper epidermis cells, cheek mucosal cells, cajá flower, among others. The microscope built with a CD cover obtained more positive results. In general, the results showed that after applying the proposal, the students were able to elaborate their answers in an affirmative way, and it is clear that the activity developed was very significant and that the participants understood more about the subject of Cell Biology. With the methodology applied through this research, it was possible to develop more dynamic and attractive classes for students, favoring the understanding and learning of the content that was being worked on, making the student the protagonist of the learning process