Mestrado em Ensino na Educação Básica

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Agora exibindo 1 - 5 de 269

As 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/6262910510529338
This 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).
Raízes, 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/6072084944115357
Conceição 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.
Investigado o uso do ChatGPT no ensino da proporcionalidade para alunos do 1º ano do ensino médio de um instituto federal do Espírito Santo
(Universidade Federal do Espírito Santo, 2025-05-21) Cazadine, Amanda Freitas; Cardoso, Valdinei Cezar ; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0009-0002-0510-9825; http://lattes.cnpq.br/5469396974134273; Cesana, Andressa; https://orcid.org/0000-0001-8028-9526; http://lattes.cnpq.br/9217101684156531; Pereira, Alana Nunes ; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Cezana, Fernanda Capucho; https://orcid.org/0009-0005-5461-5603; http://lattes.cnpq.br/5588829880965388
Artificial intelligence became popular with the launch of ChatGPT, which allowed users with diverse profiles to engage with the tool and use it for different purposes, including its application in the educational field. The objective of our research was to explore the use of ChatGPT as support for solving mathematical problems related to the concept of proportionality in a first-year high school class at a Federal Institute in the north of Espírito Santo. The study was based on the dialogue between the research data and the authors who contributed to the theoretical framework. We adopted a qualitative methodological approach, characterized as an exploratory study. To analyze the data, we used content analysis techniques. Among the identified potentials, we found that ChatGPT can be used as a didactic resource in the teaching and learning processes of mathematics, by providing explanations of the content, assisting in problem-solving, organizing step-by-step guides, and stimulating students' critical thinking and creativity. The data showed that some students used ChatGPT to seek guidance, find solutions, and perform unit conversions, while others avoided its use due to concerns about dependency. A limitation identified was the need for continuous and targeted guidance and supervision by the teacher when using this tool, especially in the school environment, since ChatGPT can make mistakes
Tendências pedagógicas e alternativas metodológicas: concepções docentes em um curso de formação continuada
(Universidade Federal do Espírito Santo, 2025-05-23) Moraes, Joana de Lima; Cardoso, Valdinei Cezar; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0009-0002-0120-5721; http://lattes.cnpq.br/4197210084805726; Braz, Bárbara Cândido; https://orcid.org/0000-0003-2280-3261; http://lattes.cnpq.br/9744720063478294; Morila, Ailton Pereira; https://orcid.org/0000-0002-5080-3819; http://lattes.cnpq.br/2380448103587931
Developed in a city in the north of Espírito Santo, this research section investigates the conceptions of Basic Education mathematics teachers in relation to Problem Solving (RP) and Mathematical Investigation (IM). As justification, the relevance of the teaching role in the insertion of methodological alternatives in mathematics classes and how conceptions influence their choice and insertion and the need for continued training to disseminate these methodologies are highlighted. The guiding question aims to answer: “What conceptions about some methodological alternatives in Mathematics Education are identified during a continuing training course for mathematics teachers in Basic Education in the state network of Espírito Santo?”. Characterized as qualitative and exploratory in nature, the research methodology uses various means as data collection instruments: questionnaires, videos, images, texts and interviews. Discursive Analysis (DA) supported the analysis of the data, collected during training provided by the researcher. The initial considerations highlight that the participants before the training had simple conceptions about the methodologies covered and after the training, more consistent theoretical foundations were identified, which enabled the relationship between the teachers and the practice of these methodologies. The planning and development time of these methodologies was highlighted as a strong concern on the part of the participants and from the analyzes it was possible to conclude that factors inherent to the theoretical conceptions of teachers impact the choices of methodologies. Investigating the factors that govern teacher time and planning constitutes an element for future research.
Práticas educativas para a educação de surdos em uma escola de assentamento
(Universidade Federal do Espírito Santo, 2025-06-24) Viana, Fernanda da Silva; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0009-0001-6480-1697; https://buscatextual.cnpq.br/buscatextual/busca.do; Martins, Vanessa Regina de Oliveira; https://orcid.org/0000-0003-3170-293X; http://lattes.cnpq.br/4768682330164550; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670
This dissertation investigated the educational practices aimed at Deaf Education in a settlement school of the Landless Workers’ Movement (Movimento dos Trabalhadores Rurais Sem Terra – MST), located in the municipality of Conceição da Barra, in the state of Espírito Santo, Brazil. The objective was to examine the educational practices, challenges, and possibilities present in the education of deaf students in a settlement school of the MST, specifically the Paulo Vinhas Settlement, located in Itaúnas, within the territory of Conceição da Barra – ES. This qualitative study was conducted through an action research methodology, integrating knowledge from both Rural Education and Deaf Education from a bilingual perspective. In the years 2023 and 2024, I worked as a teacher in Specialized Educational Support (AEE) and as a specialized educator in Special Education in Libras (Brazilian Sign Language), holding the position of Libras instructor with higher education training. My work took place in the settlement school that served as the locus of this research, where I engaged directly with a deaf adolescent student. This experience enabled me to carry out pedagogical interventions, individualized support, and formative actions within the investigative process. The actions developed included continuing education sessions, dialogue circles with teachers, pedagogical interventions, and the production of accessible materials, fostering collective reflection on the pedagogical practices adopted. The analysis was grounded in the theoretical frameworks of Lev Vygotsky and Paulo Freire, emphasizing the importance of language, cultural mediation, and pedagogical praxis as tools for social transformation. The results show significant advances, such as the increasing use and appreciation of Libras in the school’s daily life, the growing awareness and professional development of educators regarding Deaf culture, and the strengthening of the relationship between school, student, and community. The formative processes led to concrete changes in teaching practices and expanded the deaf student’s participation in school activities. However, the study also revealed structural and pedagogical limitations, such as the scarcity of specific didactic materials, the discontinuity of bilingual support, and persistent physical and symbolic barriers to access in rural schools. In this context, the dissertation underscores the urgent need for public policies that ensure equitable and quality deaf education in rural territories, particularly regarding the effective presence of qualified professionals and respect for the cultural and linguistic identities of deaf individuals. It is concluded that, although the ideal of fully implemented bilingual education for deaf students has not yet been achieved, the actions undertaken promoted significant transformations in the pedagogical practices of the investigated school and contributed to the empowerment of the deaf student in the educational setting. This research is expected to support future studies, strengthen teacher training in rural contexts, and advance educational policies committed to valuing diversity, promoting respect, and guaranteeing the rights of deaf people in all spaces, including in the countryside

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