Mestrado em Ensino na Educação Básica
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:
Navegar
Submissões Recentes
- ItemA leitura de infográficos sob à luz dos multiletramentos e da abordagem multimodal(Universidade Federal do Espírito Santo, 2025-04-03) Rolim, Leiliany Aparecida de Souza; Santos, Záira Bonfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; https://orcid.org/0009-0003-3265-3209; http://lattes.cnpq.br/0991893268096341; Paiva, Francis Arthuso; https://orcid.org/0000-0002-9083-3342; http://lattes.cnpq.br/9987569172150751; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670The increasing use of multimodal texts in textbooks reflects the transformations in reading and interpretation practices in contemporary reading. Among these texts, infographics stand out by integrating verbal and visual elements in a complementary manner, presenting information dynamically and accessibly. This research investigated how infographics in a Portuguese Language textbook for high school articulate and incorporate semiotic resources through a multimodal approach, in addition to analyzing their potential for fostering multiliteracies. The methodology adopted was bibliographic and qualitative, based on the analysis of the textbook’s infographics, with a focus on the interaction among the semiotic elements of the composition reading how these texts were embedded within the material. To this end, the study was grounded in the works of authors such as Paiva (2009, 2013, 2021), Gualberto and Santos (2019), and Kress and van Leeuwen (2021) through the Visual Design Grammar (GDV). The GDV provided tools that enabled the analysis of compositional aspects such as the value of information, salience, use of colors, typography, framing, layout, and visual rhyme in the infographics. The results indicate that, despite the multimodal structure of the infographics, their pedagogical exploitation is limited. Many infographics are not integrated into the chapter activities and, in some cases, appear solely as a summary reading or thematic resource, without effectively promoting critical reading and the practice of multiliteracy pedagogical movements. Furthermore, the reduced number of infographics in the analyzed material contrasts with their relevance for developing multimodal reading skills. In conclusion, there is a need for a more effective pedagogical approach that values the integrated reading of multimodal texts and makes greater use of infographics as teaching tools. This research contributes to studies on multimodality and multiliteracies by highlighting gaps in the exploitation of these resources in the analyzed textbook
- ItemA formação continuada de professores frente às tecnologias: o uso dos vídeos no ensino de matemática(Universidade Federal do Espírito Santo, 2024-04-02) Melotti, Rafael; Cardoso, Valdinei Cezar; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; Mendes, Ana Nery Furlan; Kato, Lilian AkemiTechnologies are increasingly present in people's daily lives, with the most varied functions, whether at work, study or even leisure. Mobile devices, such as cell phones, are within the reach of practically the entire population and, with them, the ease of photographing and filming everyday situations. However, teachers are notoriously unprepared to take everyday situations, such as the use of these technologies, into the classroom. In this sense, the main objective of the dissertation is to identify the impacts of continued training of mathematics teachers in the municipality of São Roque do Canaã, regarding the use of digital videos as a teaching resource and other digital technologies, in teaching. To achieve this objective, a literature review was carried out regarding the use of technologies in teaching mathematics, pedagogical technological fluency and continuing teacher training. Subsequently, after approval by the Ethics and Research Committee2, continued training was carried out with mathematics teachers and Specialized Educational Service teachers on the use of technologies in teaching mathematics, including videos, during four meetings. Furthermore, between the third and fourth meeting, the researcher observed some classes of teachers who participated in the training, in order to understand the impacts caused by it and how this impacted on their teaching. The data collected throughout the research were analyzed through the lens of discursive analysis, noting that the training offered had positive impacts on teaching performance and the improvement of participants' Technological Pedagogical Fluency.
- ItemA 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/3800459317089612This 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
- ItemPovos 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/4418200245018478This 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
- ItemIdentidade 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/3569455295558153This 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