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
- ItemO ensino da história do Brasil da primeira república (1889-1930): uma experiência didática com o uso da fotografia(Universidade Federal do Espírito Santo, 2025-05-30) Loureiro, Milka Christine Godinho; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Oliveira, Ueber José de; Locatelli, Andréa Brandão; Caprini, Aldieris Braz AmorimThis study investigated the use of photography as a pedagogical experience in the teaching of Brazilian History, focusing on the period known as the First Republic (1889–1930). It explored approaches that expand the possibilities beyond the conventional use of textbooks, aiming to foster learning through multiple perspectives and the critical analysis of different sources. The study was guided by the theoretical reflections of Jörn Rüsen (2006) and Peter Lee (2006), who argue that learning history involves more than memorizing facts and dates; it is a complex process that seeks to develop critical understanding of the past and the construction of meaning for practical life. In other words, learning history should be an active and reflective process in which students engage with historical sources, debate divergent interpretations, and construct their own historical narratives.The participants in the research were students from the third year of high school, enrolled in the morning shift in 2024 at the “Wallace Castello Dutra” State School of Elementary and Secondary Education, located in Guriri, in the municipality of São Mateus – ES, Brazil. The study followed a qualitative, participatory, and exploratory approach, using photographs taken by the students themselves as a resource for analyzing historical events of the First Republic in Brazil. Data collection procedures included observations, questionnaires, and text analysis. The data were organized, categorized, and examined through Discursive Textual Analysis, with the aim of evaluating the potential of differentiated pedagogical practices as essential tools in the history teaching-learning process. During the activity, it was observed that the use of photography as a mediating tool sparked students' interest and facilitated the exchange of perspectives on the content being worked on. The images produced allowed for the articulation of students' experiences with the past, enriching the construction of historical meanings. The records and discussions indicated an expansion of historical consciousness, in line with the frameworks of Rüsen and Peter Lee, by enabling interpretations more closely connected to the students' everyday reality.
- ItemAlmir Queiroz e as águas do Rio Cricaré: investigação temática freiriana no ensino de ciências à luz da abordagem CTSA(Universidade Federal do Espírito Santo, 2025-03-28) Pereira, Lenise Queiroz; Mendes, Ana Nery Furlan; https://orcid.org/0000-0001-6488-5483; http://lattes.cnpq.br/8266113579775016; Bianco, Gilmene; Sirtori, CarlaThis study reflects on the teaching of Science in conjunction with the Science, Technology, Society and Environment (STSE) approach and the assumptions of Paulo Freire's Thematic Inquiry. The meeting point between these perspectives is the emphasis given to the active participation of society. In this context, we seek to understand how this proposal can contribute to the learning of students from riverside communities, where the relationship between students and the environment and local knowledge is part of their daily lives. The research had as its general objective to analyze the contributions of the implementation of a didactic sequence based on the STSE approach and Freire's thematic inquiry in the teaching of Science to students in the 5th grade of elementary school. This is a qualitative action research, carried out with 15 students from a public school located in a riverside community in the city of São Mateus-ES. The investigation followed the five stages of Freire's Thematic Inquiry: i) preliminary survey; ii) situational analysis; iii) decoding dialogues; iv) thematic reduction; and v) classroom work, considering the generating theme water. The teaching sequence was structured in five phases: i) water in nature; ii) distribution of water on Earth and water cycles; iii) water pollution; iv) water use and treatment; and v) relationships between forests and water, developed over 10 weeks. We planned the activities based on the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco (2002). For the production and analysis of data, we used questionnaires, logbook entries, students' written activities, audio recordings and photographs. We interpreted the results through a descriptive analysis considering three main criteria: i) students' prior knowledge; ii) contributions of the teaching sequence to learning; and iii) students' environmental positioning in light of the discussions and practices developed. The results suggested that students are in the process of becoming aware of the environmental issues involving the Cricaré River and their daily lives. Throughout the activities, students began to problematize the reality in which they live, articulating scientific knowledge with the social aspects of their community. Through dialogue, practices and reflections, the proposed activities favored significant learning, allowing students to relate the topics discussed to their experiences. This movement, still under construction, demonstrates that learning is not limited to the classroom, but is reflected in the way students begin to perceive and act in their own community. Furthermore, this study can inspire other educators to consider issues close to the students' experiences in their pedagogical practices.
- 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