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- ItemO custo aluno-qualidade em disputa: a atuação da campanha nacional pelo direito à educação e do movimento todos pela educação(Universidade Federal do Espírito Santo, 2025-03-25) Almeida, Thaciana Lopes; Araújo, Gilda Cardoso; https://orcid.org/0000-0002-3562-9779; http://lattes.cnpq.br/7184033522040803; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; https://orcid.org/0000-0002-4854-2357; http://lattes.cnpq.br/8847226673703454; Santos, Wagner dos; https://orcid.org/0000-0002-3132-6252; http://lattes.cnpq.br/6833821273158203; Garcia, Teise de Oliveira Guaranha; https://orcid.org/0000-0003-4351-3159; http://lattes.cnpq.br/4464815211181255This research is part of the Education, Human Development and Public Policies research line, and aimed to understand the tensions and conflicts surrounding the possibility of implementing the Initial Cost of Quality Education per Student Parameter (CAQi) and Cost of Quality Education per Student Parameter (CAQ) mechanisms, from the perspective of the National Campaign for the Right to Education (CNDE) and the Todos Pela Educação (TPE) movement, from 2014 to 2024. The research question aims to answer: how are the CNDE and the TPE inserted in the tensions and conflicts surrounding the implementation of the CAQi/CAQ mechanisms?. The research, of a qualitative nature, started from the construction of the theoretical contribution related to the conceptualization of the right to education, quality in education, as well as the principle of Fiscal Federalism in education and Distributive Justice. A systematic literature review and a survey and analysis of media news that directly mention the CAQi/CAQ mechanisms from the perspective of the CNDE and/or TPE movements, within the time frame, were developed. Thematic analysis was performed to interpret the data, supported by the MAXQDA software. The main results of the news analysis indicate a strong influence of the CNDE and the TPE in the formation of consensus on public education policies, especially the implementation of the CAQi/CAQ. The TPE tends to adopt a dual stance in the political game, sometimes supporting and sometimes disagreeing with the definition of the mechanisms, while the CNDE tends to persist more consistently in its defense. It is understood that the media has the potential to influence the general public's perception of the movements and mechanisms, which may result in non-specialists supporting or not supporting their positions. It is also noted that media coverage by the listed portals tends to present the data in a superficial or incomplete manner, which makes analysis difficult and interferes with the dissemination of knowledge to the general public. Broader and more in-depth dissemination of the disputes and processes that occur in this policy could contribute to a greater understanding of the mechanisms, considering that they have potential for promoting equity in education, and therefore need to be known and defended.
- ItemEscolas do/no campo e “novo ensino médio” : retrocessos e luta(Universidade Federal do Espírito Santo, 2025-03-27) Kunsch, Karolline Schimmelpfennig Neitzel; Della Fonte, Sandra Soares ; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; https://orcid.org/0009-0009-6550-4238; http://lattes.cnpq.br/4354173027571481; Oliveira, Edna Castro de ; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Moreto, Charles ; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056Considering Rural Education in the context of the 2017 High School Reform, this study investigates the contradictions generated by the New High School for rural schools in Espírito Santo. Based on critical theories of education, its general objective is to highlight the differentiated process of implementing the High School Reform in rural schools, as well as their resistance to this national policy. The research has a documentary nature combined with the case study related to the Agricultural Families High Schools and Professional Education, linked to the Espírito Santo Promotional Education Movement. The documents analyzed refer to: national regulations related to the High School Reform (Law No. 13,415/2017 and its partial amendments with Law No. 14,945/2024); state guidelines, such as Resolution CEE-ES No. 5,666/2020, which sets out the standards for implementing the New High School throughout the Espírito Santo education system; to the Political-Pedagogical Projects of two Agricultural Families Schools immediately before the High School Reform and after its implementation, considering aspects such as the definition of school time, school knowledge and educational itineraries. It is clear that Rural Education has become a fertile field for counter-hegemonic pedagogies, but when it comes to the impositions of the New High School, these schools clash in their compliance with the reformist precepts and in their search for an emancipatory education. Even though they are aligned with a counter-hegemonic project, at some points they slip and tend to fall into the logic of neoliberalism and agribusiness. However, despite these slip-ups, they are examples of struggle and resistance to the interests of capital
- ItemAvaliação socioemocional de estudantes no Espírito Santo/Brasil e no Chile: entre teorias, políticas e métricas globais(Universidade Federal do Espírito Santo, 2025-03-20) Dutra, Kézia Alves Moreira; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Luiz, Miriã Lucia; Muñoz, Daniel Eduardo RíosThis dissertation aims to understand how the Socioemotional Self-Assessment (Espírito Santo) and the Integral Learning Diagnosis (Chile) have appropriated socioemotional competency assessments in shaping educational policies. The theoretical-epistemological framework is based on the conception of large-scale educational assessments as instruments of educational policies, the principles of critical-documentary analysis, and the evidential paradigm. Methodologically, the research is qualitative, exploratory in nature, and characterized by a multi-methodological approach, as the object was analyzed and discussed through different methodological perspectives. Chapter I presents the contextualization of the definition process of the research object and the academic journey. In Chapter II, a mapping study of academic production was conducted through an integrative review, in which we analyzed 46 articles from 28 countries across different fields. We observed that studies aiming to understand socioemotional competencies in different contexts are scarce in the educational domain, particularly in large-scale educational assessment. Chapter III analyzes, through documentary research, how socioemotional competencies are (or are not) incorporated into the educational normative documents of the state of Espírito Santo/Brazil and Chile, and what the general foundational bases of these policies are. The collected evidence indicates an internationalization focused on promoting socioemotional competencies. We highlight the influence of NGOs, institutes, and foundations in implementing socioemotional competencies as policies in large-scale assessments, leading to a perspective of education privatization. In Chapter IV, through critical-documentary analysis, we investigate how the Socioemotional Self-Assessment and the Integral Learning Diagnosis materialize the assessment of socioemotional competencies and the possible impact of PISA in guiding these policy instruments. Thus, we understand the potential influence of global and international educational assessment policies, specifically PISA, in prescribing socioemotional competencies in other assessments. Finally, this study encourages reflection on the incorporation of socioemotional competency assessments within new global agendas aimed at the emotional regulation of students, particularly in response to the post-pandemic emotional boom
- ItemFormação continuada de professores em contexto de socioeducação(Universidade Federal do Espírito Santo, 2025-03-17) Dutra, Milena Reindel; Ventorim, Silvana; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; Coelho, Geide Rosa; Pinto, Antônio HenriqueThis research aimed to analyze the continuous formation of teachers in the context of socio-education through scientific production. The theoretical assumptions are based on Pierre Bourdieu's (1989, 1992, 2004, 2013) theorization, highlighting the concepts of habitus, pedagogical work, symbolic power, science, and the science field. The approach used was qualitative, with the procedures of the reviewing studies. The results indicate a symptomatic picture of teacher devaluation in the context of socioeducation, demarcated by the absence or incipience of state policies for the continued training of teachers who understand the specificities of teaching in socio-educational measures, by the intervention of safety procedures in educational practice, due to architectural inadequacy and the lack of resources, instruments and teaching materials for professional practice. However, they also highlight the non-passivity of teachers and researchers, who autonomously seek professional formation and create training spaces despite state neglect. The conclusions highlight the urgency of holding public competitions for teachers who work in a socio-educational context, establishing cohesive policies that focus on the schooling of socio-educational students, continued training of their teachers, and monitoring graduates to achieve social reintegration and guarantee constitutional rights
- ItemA formação do ponto de vista do sujeito: o memorial de formação como trabalho de conclusão de curso no processo de tornar-se professor/a(Universidade Federal do Espírito Santo, 2025-03-21) Reis, Gabriella De Oliveira; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; https://orcid.org/0009-0008-6757-614X; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Fonte, Sandra Soares DellaSituated within the field of Autobiographical Research, this study explores the educational memoir as a research-formation apparatus. It aims to investigate the process of constitution and institutionalization of the educational memoir within the scope of a specific course, analyzing how students construct their initial training through autobiographical writing about the process of becoming a teacher. To achieve this, the study analyzes 28 educational memoirs produced as undergraduate thesis in the bachelor’s degree in Physical Education at the Federal University of Espírito Santo (Cefd/Ufes), contrasting them with the program’s syllabus. The analysis employs a comprehensive interpretative approach (Souza, 2014) and engages with theoretical propositions from Josso (2004), Abrahão (2013), Bragança (2018), and Passeggi (2020). By examining memories-references and formative experiences (Josso, 2004), the study establishes connections between memories, understood as fragments of lived time (Bosi, 2013), and the constitution of identity (Hall, 2006). The study argues that the adoption of the educational memoir as an undergraduate thesis in Cefd/Ufes reflects a curricular context that values (auto)biographical narratives about the process of becoming a Physical Education teacher as a core element of teacher training. The analyzed educational memoir serves as spaces and times for reflection, enabling students to reconnect with memories related to childhood, schooling, relationships with teachers, and the choice of teaching as a career. In this way, the study highlights the potential of the memorial of formation in multiple processes: as a space/time for formation for both the individual narrating and their supervising teacher; as a tool for evaluating the preparation offered by the institution; and as an object of investigation in studies focused on the initial training of teachers. In conclusion, the study asserts that educational memoirs not only narrate life stories but also function as a significant tool in the training of reflective and critical teachers