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
- ItemPráticas pedagógicas no ensino médio do Núcleo Estadual de Educação de Jovens e Adultos (NEEJA) para uma estudante com deficiência intelectual(Universidade Federal do Espírito Santo, 2025-12-05) Conradt, Carla Fabrícia; Cristofoloeti, Rita de Cássia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/; https://orcid.org/0000-0003-4990-3510; http://lattes.cnpq.br/; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/; Campos, Juliene Aparecida de Paula Perez; https://orcid.org/0000-0003-0789-808X; http://lattes.cnpq.br/The schooling process in Youth and Adult Education (EJA), especially when it involves students with intellectual disabilities, requires us to deepen reflections on the pedagogical practices that ensure these individuals’ access, permanence, and development. These are two groups historically marginalized and excluded from the right to education, which reinforces the need to understand how pedagogical actions are configured in this context. Thus, we established as our general objective the investigation of pedagogical practices within the schooling process of EJA students at the State Center for Youth and Adult Education (NEEJA), with emphasis on a student with an intellectual disability enrolled in high school in the municipality of São Mateus, Espírito Santo. From this central objective, we unfolded the research into three specific aims: to understand the organization of the EJA modality at NEEJA based on the school’s Political-Pedagogical Project, with emphasis on the pedagogical practices developed; to analyze the schooling trajectory of the student with an intellectual disability from her perspective, that of her family, and the pedagogical coordinator; and to investigate the pedagogical practices implemented by teachers, including their use of educational resources, to support the student’s learning in daily classroom activities. We adopted a qualitative approach, conducted through a case study involving the student with an intellectual disability, her family members and/or guardians, two Mathematics teachers, two Portuguese Language teachers, and the pedagogical coordinator. Data were collected through semi-structured interviews and participant observation conducted in loco, and analyzed through the lens of Vygotsky’s historical cultural perspective. Our results show that NEEJA teachers developed flexible pedagogical strategies, used diversified didactic resources, and promoted collaborative interactions, creating an inclusive environment that valued individual differences. In Portuguese Language instruction, teachers implemented varied and flexible activities that supported the development of reading and writing skills. In Mathematics, teachers employed manipulable materials and active methodologies to bring abstract concepts closer to the student’s lived reality. We understand that, within the historical-cultural perspective, inclusive education requires meaningful pedagogical practices mediated by social and cultural interactions, capable of respecting the singularity of the student studied. We also identified that effective inclusion in EJA revealed the absence of ongoing professional development for teachers. We conclude that the inclusion of the student Diamante at NEEJA went beyond mere physical presence in the school. The pedagogical practices developed not only promoted her learning but also resonated across other municipalities in the state, reaffirming a commitment to equitable, humanized education capable of dissipating stigmas historically associated with disability.
- ItemImpactos da implementação da base nacional comum curricular na disciplina de geografia no município de São Mateus (2016-2022)(Universidade Federal do Espírito Santo, 2026-03-19) Santos, Ubiratan Bomfante dos; Oliveira, Ueber José de; https://orcid.org/0000-0001-7404-8793; http://lattes.cnpq.br/4446167716354950; https://orcid.org/0009-0006-7455-8965; http://lattes.cnpq.br/8518012893768684; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Caprini, Aldieris Braz Amorim; https://orcid.org/0000-0003-0431-4691; http://lattes.cnpq.br/7365705316481729This dissertation investigates the repercussions of the implementation of the National Common Curriculum Base (BNCC) on the organization of the Geography curriculum in the Municipal Education Network of São Mateus-ES, from 2016 to 2022. The study is based on the hypothesis that the historically established oligarchic political culture in the municipality, marked by clientelism in political relations, has difficulties in undertaking lasting educational policies that could be classified as state policies. Public policies, and by extension educational policies, tend to be implemented in a sparse manner due to poor governance techniques and little appreciation for participatory processes. The BNCC, conceived in a context of advancing the neoliberal agenda and institutional ruptures in the country, is seen as a policy of a centralizing and vertically imposed nature. Thus, it analyzes whether this oligarchic legacy continues to manifest itself in contemporary educational policies, resulting in an implementation with little effective participation from the school community, including teachers, parents, and students. Our theoretical framework is based on Russo (2007, 2011), Santos (2017), Leal (2012), Alencar (2016), Malverdes (2024), Silva (1999), Malanchem (2016), Apple (2002), and Pimenta (1996, 2021). To this end, the study employed the methodology of document analysis and interviews with semi-structured questionnaires. The process of local curricular adaptation is examined as a reflection of this political tradition of little regard for consultation and dialogue. The research examines the impact of this national policy on the "school floor," investigating the perceptions of geography teachers to understand how the transition to the BNCC (National Common Core Curriculum) occurred, the changes in educational practices, and how power relations and neoliberal orientations materialize in the daily life of the classroom. The results indicate that, despite the expansion of access to basic education and near-universal education, the quality and democratic nature of curriculum policies remain vertically structured, with the top-down imposition of a national document occurring without proper preparation or dialogue, acting almost as a side effect.
- ItemElas no Ticumbi: bionarrativas das festeiras do Sapê do Norte(Universidade Federal do Espírito Santo, 2025-10-10) Silva, Marlúcia Olímpio da; Costa, Eliane Gonçalves da; https://orcid.org/0000-0002-8820-1063; http://lattes.cnpq.br/8903022966748790; https://orcid.org/0009-0003-3005-2063; http://lattes.cnpq.br/7944957305584602; Santos, Záira Bomfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; Almeida, Carla Verônica Albuquerque; https://orcid.org/0000-0003-2330-1538; http://lattes.cnpq.br/1334298845911044This study aimed, in general, to analyze the bionarratives of Quilombola women in the participation and maintenance of the Festa do Ticumbi. This research sought to map the role of these women in the organization and execution of the Ticumbi, examining how food sharing and preparation relate to cultural identity and Black resistance. The specific objectives were: to map the role of Quilombola women in the organization and execution of the Ticumbi; to examine how food sharing and preparation relate to cultural identity and Black resistance; and to integrate the bionarratives into the context of Afro-Brazilian dance, music, and religiosity. The analysis of the bionarratives provided an in-depth understanding of cultural practices and the challenges faced in preserving traditions, suggesting the need for public policies that support the appreciation and protection of Quilombola culture. The theoretical framework of this research found support in authors from anthropology cultural, sociology, and studies on quilombos, quilombola communities, and festivals, whose social production can generate elements such as the strengthening of identity through the sharing of symbols, in this case, the festivals that take place in these territories as a form of resistance and visibility for these groups. They are: Bhabha (2010); Geertz (1997); Bessas and Kato (2024); Kato (2020); Hall (2006); Canclini (2008); and Gilroy (2001). The research methodology used a qualitative approach, with data collection techniques that included narrative interviews, participant observation, and document analysis. The study also highlighted the importance of education as a tool to promote the appreciation of quilombola traditions, as well as addressing an combating racism in its various forms and manifestations. The results revealed that women play central roles in the organization and execution of Ticumbi, being fundamental for the intergenerational transmission of knowledge and practices.
- ItemPor uma educação pluriepistêmica : literatura indígena na formação de educadoras(es) na perspectiva decolonial(Universidade Federal do Espírito Santo, 2026-02-10) Cerri, Thelma Chiarelli; Miranda, Marina Rodrigues ; https://orcid.org/0000-0002-1133-7827; https://lattes.cnpq.br/4087302830515226; https://orcid.org/0009-0002-9267-1073; https://lattes.cnpq.br/3064425025596625; Locatelli, Andrea Brandão ; https://orcid.org/0000-0001-7305-0787; https://lattes.cnpq.br/8754516218846670; Macedo, Roberto Sidnei Alves ; https://orcid.org/0000-0002-5350-5999; https://lattes.cnpq.br/4548303459275924This study aimed to conduct research in Basic Education, using Literary Circles of Indigenous authors as formative devices grounded in their epistemologies and cosmologies, contributing to the transformation of educational processes toward the emergence of decolonial knowledge. The research examined the influence of colonial thought on the ideological framework of educators at the Francisco José Mattedi Municipal School of Integral Rural Education, as well as possible multi-epistemic pedagogical connections. Dialogues were established with the teaching staff in order to engage with theoretical perspectives rooted in decolonial cultural studies. The study draws on the contributions of Anibal Quijano (2005), Catherine Walsh (2018), Walter Mignolo (2003), and Paulo Freire (2022), among others, whose work supports the deconstruction of colonizing practices rooted in hegemonic Eurocentric thought. Methodologically, the research adopted a qualitative approach, developed through an ethnographic study based on participant observation of pedagogical practices at the school. As a research instrument, dialogical cycles were organized as a field of study involving both teachers and students from the school community. This methodological framework incorporated the political principles of Indigenous affirmation established by Brazilian Law No. 11.645/2008, which mandates the teaching of Indigenous History and Culture in Brazilian education. The dialogical processes were grounded in situated theoretical perspectives and enriched by Indigenous authors such as Smith (2021), Dorrico (2018), Graúna (2013), Krenak (2022), as well as the literary circularity proposed by Yamã (2012) and Miranda (2012, 2021, 2022, 2023, 2024). These engagements fostered alternative imaginaries of Indigenous knowledge production and cultivated, among students and educators, a critical awareness informed by decolonization and the de-standardization of a still rigid Basic Education curriculum. The study advocates for a curricular framework aligned with cultural specificities and constructed through dialogue with the school community, articulating ancestral knowledge with contemporary knowledge, and integrating principles of Popular Rural Education and Indigenous Education in order to promote collective well-being
- ItemO trabalho colaborativo na educação especial : experiências que atravessam o fazer pedagógico no Instituto Federal do Espírito Santo, Campus São Mateus(Universidade Federal do Espírito Santo, 2025-11-26) Silva, Erick Carlos da; López Barraza, Andrea Alexandra; https://orcid.org/0000-0002-7612-2595; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0000-0002-2451-1230; http://lattes.cnpq.br/6444548904187813; Cristofoleti, Rita de Cássia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Milanesi, Josiane Beltrame ; https://orcid.org/0000-0002-5486-5937; http://lattes.cnpq.br/7160183383586542La tesis de magíster investiga cómo las prácticas pedagógicas inclusivas y el trabajo colaborativo se articulan con el Núcleo de Atención a las Personas con Necesidades Específicas (Napne) en el Instituto Federal de Espírito Santo, campus São Mateus. Para ello, se optó por un enfoque cualitativo, configurado como un estudio de caso (Gil, 1999), utilizando instrumentos metodológicos como entrevistas con profesionales de la educación —docentes y gestores del campus São Mateus del Instituto— y análisis documental. El análisis de los datos se basó en el análisis de contenido (Bardin, 1977; 2016), a partir de la creación de categorías emergentes y del uso de dos unidades de registro —palabra y tema— en un movimiento analítico. Como fundamento teórico, se adoptó la sociología figuracional eliasiana (Elias, 1988; 1994; 2000; 2006), abordando los conceptos centrales de red de interdependencia, figuración y procesos sociales. Los resultados indican que existen incentivos institucionales para la ejecución de prácticas colaborativas, lo cual se evidencia especialmente en los documentos oficiales, particularmente en la creación de los Núcleos de Atención a las Personas con Necesidades Específicas (Napne) y en el fomento de la colaboración desde la planificación hasta las reuniones de seguimiento estudiantil, involucrando a diversos profesionales. Asimismo, el análisis documental revela que aún existen aspectos por mejorar, como la estructuración de recursos y de personal para la atención de los estudiantes con necesidades específicas, así como la organización de los documentos institucionales, con el fin de unificarlos siempre que sea posible y contribuir así a la articulación de prácticas y procedimientos académicos. Durante las entrevistas, se observó que existe una aproximación colaborativa, aunque para que el trabajo colaborativo se concrete es necesario que la institución promueva espacios específicos para su desarrollo. Los participantes destacan la importancia del tiempo, la formación continua y la planificación conjunta para favorecer una dinámica colaborativa, aunque persisten algunos obstáculos, como la resistencia de ciertos actores. Se concluye que el campus se aproxima a una perspectiva colaborativa, pero es necesario que existan condiciones institucionales que posibiliten, efectivamente, la consolidación de una enseñanza colaborativa, si esa es la orientación que la institución desea adoptar