Mestrado em Ensino na Educação Básica

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Agora exibindo 1 - 5 de 257

A configuração da política municipal de educação especial na perspectiva da educação inclusiva : um olhar para o nordeste capixaba
(Universidade Federal do Espírito Santo, 2024-03-18) Leite, Ana Lucila Ribeiro Dantas Fagundes; Nunes, Isabel Matos ; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0009-0004-1526-1497; http://lattes.cnpq.br/8410271314780882; Cristofoleti, Rita de Cássia ; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612
This study is based on Norbert Elias' Figurational Sociology, using the concepts of balance of power, interdependencies and figurations to understand the challenges and dynamics of inclusion in the municipality. This paper starts from the following problem: How is the Special Education policy configured from the perspective of inclusive education in the Municipal Education System of Conceição da Barra, ES? The focus on the municipal system is justified by the importance that municipalities have assumed when discussing the responsibility for management in the provision of schooling, especially in the initial stages of this process. To answer this question, the following objective was defined: to analyze the configuration of the Special Education policy from the perspective of inclusive education in the Municipal Education System of Conceição da Barra, ES. The research has a qualitative approach carried out through a case study in the Municipal Education System using the following methodological strategies: document analysis, semi-structured interviews with a technician from the municipal education department, a pedagogue, a principal with students with disabilities enrolled in the school and with members of the Municipal Education Council. The data were analyzed based on the transcription of the interviews and categorization of the information obtained. The results indicate that the Special Education policy in the Municipal Education System is fragmented, with regulatory gaps and divergent practices, compromising the uniformity of inclusive actions. The lack of formal regulation makes inclusion dependent on specific initiatives and individual interpretations of the individuals involved, revealing unequal power relations and a lack of articulation with national guidelines. It is concluded that restructuring local policy, with the creation of regulations aligned with inclusive practices, is essential. The municipal education council stands out with its role of great relevance in the intention of ensuring educational policy, with great decision-making potential in public education policies
Povos indígenas em livros didáticos : uma análise de conteúdo do livro de história do 4º ano no município de Linhares/ES
(Universidade Federal do Espírito Santo, 2024-11-29) Silva, Antonio Marcos Rocha da; Miranda, Marina Rodrigues; https://orcid.org/0000-0002-1133-7827; http://lattes.cnpq.br/4087302830515226; Paiva, Jair Miranda de ; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; https://orcid.org/0000-0002-7552-1674; http://lattes.cnpq.br/3108407517376659; Prado, Gustavo Machado ; https://orcid.org/0000-0002-0044-2656; http://lattes.cnpq.br/3357539375137456; Angelo, Francisca Navantino Pinto de ; https://orcid.org/0000-0002-1070-1316; http://lattes.cnpq.br/1180772687186798; Santana, Gean Paulo Gonçalves; https://orcid.org/0000-0003-4405-9242; http://lattes.cnpq.br/4418200245018478
This study proposal addresses an analysis of the content and images of Indigenous peoples present in the History textbook from the Buriti Mais Collection, aimed at 4th - grade classes in Elementary School. The main objective of this work is to conduct an analysis of the content and representations of Indigenous peoples of Brazil in the textbooks of this collection. To achieve this, the methodology used in this research is based content analysis on Bardin (1977), aiming to highlight the textual productions of ideological and imagistic knowledge about Brazilian Indigenous peoples in the provided textbooks, reflecting historical contextualization from a decolonial perspective (SMITH, 2018) in teaching, among other aspects. Overall, this study seeks to understand the representations of Indigenous peoples expressed in the works and how to conduct educational-formative processes so that teachers can be critical and discerning in the selection of textbooks, thereby avoiding perpetuating stereotypical images of Indigenous peoples. In this context, this reflective and analytical study aims for affirmative policies to recognize these peoples in the educational resources circulating in schools, ensuring that the production of knowledge in these works is committed to the historical-cultural and social affirmation of Brazil's Indigenous peoples, geared towards historical repair and echoing the knowledge production of Indigenous peoples in a counter-hegemonic dimension to decolonize knowledge production, thereby expanding the historical consciousness of teachers and students in reflective education about Indigenous peoples
Identidade cultural e o Congo capixaba de Cariacica nas aulas de Educação Física : da prescrição ao diálogo docente colaborativo
(Universidade Federal do Espírito Santo, 2024-12-05) Alves, Patrick Gabrielli; Locatelli, Andrea Brandão ; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0009-0007-3278-2982; http://lattes.cnpq.br/5995044873800996; Miranda, Marina Rodrigues; https://orcid.org/0000-0002-1133-7827; http://lattes.cnpq.br/4087302830515226; Pozzatti, Mariana ; https://orcid.org/0000-0003-1716-3378; http://lattes.cnpq.br/3569455295558153
This work seeks to understand the relationship between the production of teaching knowledge, especially about the Congo capixaba of Cariacica in Physical Education classes in schools, to expand the repertoire of teaching knowledge through pedagogical practices that value this cultural knowledge. It analyzed normative documents and reflected on the narratives produced in a collaborative dialogue between teachers involved in the research process, highlighting the importance of teaching practice and teaching that reflect the sociocultural experiences of students and promote more equitable personal and educational development. Reflecting on teachers' narratives reveals that sharing experiences and encouraging reflective dialogues enriches the production of teaching knowledge, favoring new educational approaches and new pedagogical possibilities. However, the school routine and lack of time often make this knowledge invisible, which can be overcome through collaborative contact between teachers at school. This exchange of ideas not only challenges limiting discourses, but also proposes solutions that integrate powerful educational practices. Despite external agents and excessive demands that compromise teaching planning and cause a distance from this theme, the integration of cultural manifestations, such as Congo capixaba, in teaching offers a comprehensive opportunity for students to develop their critical thinking, their subjectivity, their reading of reality, their autonomy and their sensitivity. And the production of teaching knowledge in this context reflects a commitment to teacher training and the transformation of the educational process and teaching practices
(Multi)letramentos, multimodalidade e ensino de língua portuguesa: da expressão teórica à possibilidade prática com estudantes das séries finais do ensino fundamental
(Universidade Federal do Espírito Santo, 2024-11-29) Santos Junior, Jurandir Cardoso dos; Santos, Záira Bomfante dos; https://orcid.org/0000-0002-6162-8489; Costa, Eliane Gonçalves da; Bening, Vanessa Tiburtino
This dissertation investigates practical possibilities for teaching the Portuguese language by mobilizing the theoretical frameworks of (multi)literacies and the multimodal approach. The analysis focuses on the didactic-methodological nature of teaching practices within this theoretical paradigm, navigating a complex and delicate relationship between theory and practice. In this context, the study explores the development and application of a set of activities, whose effectiveness was tested with ninth-grade students at a public state school located in the interior of Pinheiros, Espírito Santo. Specifically, to address the nuanced boundaries of inquiry, the research is anchored in the Multiliteracies theories of The New London Group (1996) and Cope and Kalantzis (2015), the studies on Literacies by Kalantzis, Cope, and Pinheiro (2020), and the studies on Multimodality based on the writings of Kress and van Leeuwen (2001) and Kress (2010). Through an exploratory qualitative approach, employing case study as the methodological procedure, the research examines movements of reading, writing, and production, tracing the signs of meaning-making, agency processes, and the students' semiotic work. Furthermore, it delineates pathways for interpreting the proposals of (multi)literacies and the multimodal approach. The final analytical gestures emphasize the importance of educators being attentive to texts circulating in various social spaces, whether more or less legitimized, enabling a dialogue with students' lived experiences and, from these perspectives, gathering authentic texts that can underpin reading and writing activities. Such practices are only meaningful when accompanied by a metalanguage capable of fostering precise interpretations of subtle layers of meaning. The findings also highlight the need to craft questions that guide readings, promote comparisons across different genres and languages, and address their compositions in their entirety. These insights underscore the challenge of adopting an expanded view of texts, valuing contemporary and digital textual aesthetics, thereby breaking away from the historical continuities of the grammatical and structuralist traditions that still permeate Portuguese language teaching in basic education.
TikTok nas aulas de matemática : uma análise da produção de vídeos para a aprendizagem do conceito de fração no ensino fundamental
(Universidade Federal do Espírito Santo, 2024-12-18) Welmer, Marinete Santana Wutke; Cardoso, Valdinei Cezar ; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0000-0001-5318-8287; http://lattes.cnpq.br/3411828912327410; Cesana, Andressa ; https://orcid.org/0000-0001-8028-9526; http://lattes.cnpq.br/9217101684156531; Sá, Lauro Chagas e ; https://orcid.org/0000-0003-1820-4856; http://lattes.cnpq.br/0556195382186849
The dissertation investigated the pedagogical potential of TikTok in learning the concept of fractions by 6th-grade elementary school students. Motivated by the need to address concerns about mathematics performance, the research adopts an innovative approach by integrating TikTok as an auxiliary educational resource aligned with the interests of digitally connected students. The research problem explores the pedagogical potential of student-produced TikTok videos for learning the concept of fractions. The objectives are to explore the effectiveness of TikTok as an educational resource for learning the concept of fractions, evaluate TikTok as an educational tool, and analyze student video production on the topic. The methodology adopts a qualitative, exploratory approach, involving data collection through video production, interviews, and observations in two 6th-grade classes. Data analysis was conducted by applying the principles of the Cognitive Theory of Multimedia Learning, integrating the data through the strategy of triangulation, which allowed for cross-referencing information from different sources and methods used in the research. The results indicate an improvement in students' understanding, evidenced by their clarity in explaining and practically applying the concepts. The final considerations highlight TikTok's potential efficiency as an auxiliary educational tool to promote learning the concept of fractions, emphasizing the importance of reflective and adaptive pedagogical approaches. Future research could explore the potential impacts of TikTok on other areas of the mathematics curriculum and at different educational levels

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