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- ItemEducação em tempo integral: possibilidades das práticas pedagógicas em educação física na Escola Estadual Professor José Jório em São João do Manteninha/MG(Universidade Federal do Espírito Santo, 2025-10-06) Carrijo, William Vieira; Locatelli, Andréa Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0000-0002-1228-3875; http://lattes.cnpq.br/3720264146423224; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Machado, Gelsimar José; https://orcid.org/0000-0002-2982-7074; http://lattes.cnpq.br/0454623622423667The study examined the relationships between the policy orientations of Full-Time Education (FTE) and the production of pedagogical practice in Physical Education (PE) at Escola Estadual Professor José Jório, asking to what extent the expansion of formative times and spaces translates into more qualified learning experiences. Integral education was adopted as the guiding horizon, articulating cognitive, socioemotional, cultural, and civic dimensions and dialoguing with recent educational policy guidelines (Nogueira; Carvalho, 2020; Brasil, 2024). In PE, we assumed a curricular perspective that treats movement practices as sociocultural phenomena and relies on criteria of access, participation, and progression to guide the selection and organization of learning experiences (Betti; Zuliani, 2021; Batista; Graça; Estriga, 2024). Methodologically, we employed a qualitative approach with bibliographic, documentary, and field research; data production involved non-participant direct observation, a questionnaire, and semi-structured interviews, and the analysis followed procedures of content analysis and thematic reflection (Bardin, 2016; Tracy, 2020; Braun; Clarke, 2021; Minayo, 2022). The results indicated a repertoire of possibilities consistent with integral education: systematic use of active methodologies (project based learning, station rotation, cooperative learning, peer tutoring, case study, and inquiry into effort/recovery), inclusive practices guided by clear criteria of participation and progression, integration of digital technologies (apps and body-monitoring instruments), and ethical-pedagogical mediations oriented toward democratic coexistence and a culture of peace (Batista; Graça; Estriga, 2024; Brasil, 2024; Betti; Zuliani, 2021). These findings suggest that extended time becomes expanded learning when formative purposes are explicit, content is intentionally selected, assessment is formative, and the cultural mediation of movement practices is consistent. Nonetheless, structural bottlenecks persist, such as insufficient infrastructure, a monoculture of activities, material constraints, and narrow understandings of the role of FTE, which strain the pluralization of experiences and demand investment policies and continuing education centered on teachers’ collaborative professional learning (Garcia; Vaillant, 2020; Nogueira; Carvalho, 2020). We conclude that PE within FTE, when anchored in a clear pedagogical project and supported by enabling policies, expands cultural repertoires, strengthens bonds, and enhances the meanings of learning and living together in everyday school life (Betti; Zuliani, 2021; Brasil, 2024).
- ItemConstrução de jogos pedagógicos sobre funções orgânicas aplicando a abordagem STEAM(Universidade Federal do Espírito Santo, 2025-09-29) Pandolfi, Thayara Vieira Tellaroli; Mendes, Ana Nery Furlan; https://orcid.org/0000-0001-6488-5483; http://lattes.cnpq.br/8266113579775016; https://orcid.org/0009-0007-7056-2825; http://lattes.cnpq.br/5997501808053691 ; Bianco, Gilmene; https://orcid.org/0000-0002-2654-5370; http://lattes.cnpq.br/0111900440522917; Oliveira, Marcia Gonçalves de; https://orcid.org/0000-0001-9027-0976; http://lattes.cnpq.br/2109227810924409The teaching of chemistry, often perceived as abstract and challenging, can become more accessible and engaging through active methodologies and the use of educational games. This dissertation seeks to understand how the development of educational games, applying the STEAM approach, an acronym for Science, Technology, Engineering, Arts, and Mathematics, can enhance the learning of organic functions content by 11th-grade students. The research, which is qualitative in nature and characterized as action research, was conducted in a state school in the city of Linhares, Espírito Santo, with 26 third-year high school students participating. The STEAM approach was integrated into the process of developing educational games, encouraging creativity, critical thinking, and collaboration among students. The methodology adopted involved several fundamental stages. Initially, preliminary planning was carried out with the teacher in charge, an essential step in defining the activities and schedule. Next, the students were organized into four groups and invited to choose a game as a reference for developing their own proposals. Each group had three 50-minute classes to develop the planned activities. Participant observation was used for data collection, allowing the researcher not only to observe but also to mediate and intervene in the process. In addition, images were captured to record significant moments of the experience. Data analysis was conducted using methodological triangulation, supplemented using a logbook. As a result, four educational games were developed focusing on the theme of organic functions: Organic Functions Roulette, Mastering Chemistry, Chemical League, and Path of Organic Functions. The analysis of the games was carried out in dialogue with the principles of the STEAM approach, allowing for reflection on the potential of this methodology in the educational context. The results indicate that, through the interactions promoted during the construction of the games, the STEAM approach contributed significantly to the learning process, stimulating students in problem solving, as well as in the development of creativity and curiosity. It can therefore be concluded that the integration of educational games and the STEAM approach is effective in making chemistry teaching more attractive, contextualized, and student-centered.
- ItemO uso dos relatos de viajantes do século xix no ensino da história local do município de Linhares-ES(Universidade Federal do Espírito Santo, 2025-09-08) Souza, Vitor André de; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; https://orcid.org/0000-0002-8357-9921; http://lattes.cnpq.br/3702363673053837; Oliveira, Ueber José de; https://orcid.org/0000-0001-7404-8793; http://lattes.cnpq.br/4446167716354950; Schubert, Arlete Maria Pinheiro; https://orcid.org/0000-0003-1951-0337; http://lattes.cnpq.br/3010708242466735This research developed a study on the use of nineteenth-century travel accounts in the teaching of Local History in the municipality of Linhares, Espírito Santo, focusing on pedagogical practice in a lower secondary school. It stems from the recognition of a shortage of teaching materials geared toward local history, reflecting an incipient historiography about the municipality, marked by silencing and erasure promoted by official historical narratives. The study was structured around three specific objectives: to map and select the travel accounts that refer to the municipality; to analyze, within the selected sources, aspects related to Indigenous issues, territorial occupation, and environmental diversity and degradation; and to build discussions that would support the creation of pedagogical proposals based on these documents. The methodological approach was qualitative, combining elements of exploratory participant research—in relation to the implementation of educational activities, emphasizing active listening and interaction with the participants—and historical research, in the treatment of the sources. The pedagogical proposal included reading and analyzing excerpts from the travel accounts, conversation circles, dialogic and expository classes, written activities, and a visit to Praça 22 de Agosto. Seven travelers were identified: D. José Caetano da Silva Coutinho (1812, 1819, 1820), Maximilian of Wied-Neuwied (1815), Auguste de Saint-Hilaire (1818), Emperor Pedro II (1860), Julia Louisa Keyes (Gunter family, 1867–1868), William John Steains (1885–1886), and Theresa of Bavaria (1888). The research engages with authors such as Marc Bloch, Walter Benjamin, and Jacques Le Goff, who propose a renewed approach to historiographical production, as well as Maria Auxiliadora Schmidt, Marlene Cainelli, Circe Bittencourt, and Maria Alayde Alcantara Salim, who provide theoretical grounding for discussions on History teaching and its local and regional dimensions. The study demonstrated that it is indeed possible to work with local history through these sources—even with their limitations and stereotypes—provided they are critically mediated, offering students a learning experience more connected to their own reality. Thus, the research reaffirms the importance of valuing diverse sources in History education, highlighting the potential of travel narratives to enrich the teaching of local history and to help overcome the historiographical gaps that still persist regarding the municipality.
- ItemAs perspectivas e os desafios encontrados na implementação do novo ensino médio em uma unidade escolar da rede pública estadual do Espírito Santo(Universidade Federal do Espírito Santo, 2025-06-02) Moraes, Priscila Faria; Santos, Franklin Noel dos; https://orcid.org/0000-0001-5344-1027; http://lattes.cnpq.br/2437036625902034; https://orcid.org/0009-0004-2055-514X; http://lattes.cnpq.br/2370734121274032; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; Kavalek, Débora Schmitt; https://orcid.org/0000-0002-9663-765X; http://lattes.cnpq.br/6262910510529338This dissertation stems from the concerns of the school team, of which the researcher serves as administrator, motivated by the need to implement the New High School (NEM), which began in 2022. The overall objective of the study is to problematize, analyze, and investigate the impacts of the NEM implementation on teaching, student experience, and school management at a public school in the state of Espírito Santo. This is qualitative research, which involved a bibliographic and documentary survey on the historical and legal trajectory of high school in Brazil, structural duality, curricular reform, and the analysis of official documents related to the NEM implementation plan in Espírito Santo. The research also addresses the discussion of student autonomy of choice, based on Lev Vigotsky's theory. To obtain empirical data, semi-structured questionnaires were administered individually to teachers and students. Data analysis was guided by the Content Analysis method, according to Bardin. In the case of the school administrator, experience reports were used as a methodological tool. The research sought to understand participants' perceptions of the implementation of the NEM (National Education and Training System) in the state school system, with an emphasis on the application of the new curriculum, which proposes flexibility through training itineraries and increased workload. The results point to a hollowed-out curriculum, with content lacking depth; a lack of adequate and timely teacher training; and student autonomy of choice more related to emotional aspects and interpersonal relationships than to a true connection to future career choices. Participants also reported losses resulting from the reduction in workload allocated to the National Common Curricular Base, identifying a significant deficit in essential knowledge for taking the National High School Exam (ENEM).
- ItemRaízes, tambores e frutos: a escola de arte do instituto cultural tambor de raiz, Conceição da Barra/ES(Universidade Federal do Espírito Santo, 2025-05-16) Borghi, Leticia Giuberti; Morila, Ailton Pereira; http://lattes.cnpq.br/2380448103587931; http://lattes.cnpq.br/7813508601293753 ; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Silva, Emerson de Paula; http://lattes.cnpq.br/6072084944115357Conceição da Barra is located in the north of Espírito Santo and includes the territory known as Sapê do Norte. Home to many quilombola communities, the local people are connected to ancestral cultural practices: Jongo, Ticumbi, Reis de Boi. In addition, it is a coastal city bathed by the Cricaré River, the scene of battles by the people who formed this society, the indigenous people, Africans who were enslaved and the Portuguese. The paper presents a study on the Art School of the Instituto Cultural Tambor de Raiz, analyzing the motivations for the existence of a school like this in the city, the reasons and the public it serves. For this reason, the research has a qualitative face, using the art school as a source of data collection, as well as the life stories of people who are part of the Institution and who give life to the school. We conducted oral life histories with people who are part of the Institute's activities and thematic oral history with the school's teachers according to the assumptions of Meihy (2015). The important concepts for this research revolve around memory and history. To this end, we focused on theoretical references by Ecléa Bosi (1994), Halbwachs (2003) and Le Goff (1990). Given that we are dealing with issues of ancestral communities, we used Kabelenge Munganga (2004) and Inaicyra dos Santos (2008) as support.Based on the materials collected and the structured research, some factors appear to be important in this study. Collective memory is formed from common interests, relationships and memories (roots); identity is formed from recognition among people and the transmission of knowledge through popular wisdom. These pillars provide the basis for this study and also for the formation of the Art School of the Instituto Cultural Tambor de Raiz, and no less important, resistance, which permeates all areas of the school's formation.This resistance is historic in the region, symbolized by the Sapê grass and the Drums, in the ongoing fight against cultural erasure and territorial appropriation, contextualizing the School of Arts (Fruits) as a space of resistance and identity construction.