Mestrado em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17591

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

Agora exibindo 1 - 5 de 511
  • Nenhuma Miniatura disponível
    Item
    Percepção de professores/as de educação física sobre sua constituição profissional no contexto da inclusão escolar
    (Universidade Federal do Espírito Santo, 2025-04-08) Nascimento, Wesley de Souza; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Drago, Rogério; Borges, Carline Santos
    This research entitled "Perception of Physical Education teachers about their professional constitution in the context of school inclusion", had as its empirical field the municipal education network of the municipality of Serra-ES. The study sought to analyze the perceptions of Physical Education teachers about their professional constitution, considering the figurations experienced in the trajectories of training and teaching performance with public Special Education students. The methodological perspective adopted is based on Norbert Elias (1990, 1994, 1998, 2001, 2006, 2014) and his Figurational Sociology, which addresses the inseparability between individual and society, allowing us to understand the influences of human relations in the constitution of the teacher's identity and pedagogical practices. In addition, it incorporates contributions by Antônio Nóvoa (1992, 1995, 2000, 2002, 2019) on the genesis of the teaching profession, as well as by other authors. This is a qualitative research, with a descriptive-explanatory character. The corpus of analysis was constituted through the application of a questionnaire to 58 Physical Education teachers in the municipality of Serra-ES and the realization of narrative interviews with 05 teachers from the same school network. The data obtained indicate the importance of experiences prior to initial training, as well as personal and professional experiences, marked by the interrelations between individuals, for the construction of teacher identity and the development of pedagogical practices, especially inclusive ones. In this sense, the complementary role of research and extension activities and internships in Basic Education schools is also highlighted. In addition, the results of the study reinforce the need for initial and continuing education that prepares teachers to deal with the diversity of students, especially those who make up the Special Education public, present in the classrooms of regular schools. This training should cover the promotion of inclusion and the adaptation of Physical Education activities to meet the needs of these individuals.
  • Nenhuma Miniatura disponível
    Item
    A literatura surda pode ser escrita: o que nos diz a vida da poeta surda Laura Searing, já no século xix?
    (Universidade Federal do Espírito Santo, 2024-10-29) Coutinho, Gislene Rodrigues da Silva; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; Drago, Rogério; Carvalho, Daniel Junqueira; Lage, Aline Lima da Silveira; Vieira, Elaine Telles de Bruim
    "Deaf literature can be written: what does the life of the deaf poet Laura Searing, already in the nineteenth century, tell us?" It is a historical research on the life and work of the deaf poet Laura Searing. The purpose of this work is to tell the story of Laura Catherine Redden Searing, an American, born in 1839. Show the events of his life, contextualizing them with his literary production, highlighting his linguistic profile. This research also evidences his political articulations that transcended literature to the point of inspiring the name of a city in the state of Minnesota, United States. To this end, the general objective is to understand how Laura Searing challenged social norms and dominant representations about deafness, developing a counter-conduct that questioned and subverted the power structures that marginalized deaf people of her time. The specific objectives of this epistolary research are: a) to understand the power relations present in 19th-century society that influenced Laura Searing life; b) translate story and her production into our contemporary world; c) analyze how Laura Searing constructed herself based on her subjectivity as a deaf writer woman and d) problematize deaf literature as written literature. This research follows the theme of the history of deaf education and belongs to a series of researches about Deaf Education developed by GIPLES participants. Several sources of information were analyzed, such as documents, letters, and other historical evidence of Laura Searing life, which are considered monuments in the documents in the perspective of Le Goff (2013) and Foucault (2014). Regarding the notions of literature, we considered those discussed by Candido (2006) and Foucault (2009, 2016). Bosi (2002, 2015) conceptualizes literature as resistance. Sutton-Spence (2021) presents the concept of literature in sign language. To understand what a biography is, we used the concepts presented by Dosse (2015), Lira Neto (2022), and Cassio (2022). We highlighted how Laura Searing trajectory and literary production contributed significantly to deaf resistance and female empowerment.
  • Nenhuma Miniatura disponível
    Item
    A 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; http://lattes.cnpq.br/8367223989743760; 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 Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Passeggi, Maria da Conceição Ferrer Botelho Sgadari ; https://orcid.org/0000-0002-4214-7700; http://lattes.cnpq.br/5015707256397317
    Situated 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 autobiographical 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
  • Nenhuma Miniatura disponível
    Item
    A teoria crítica invade o covil da medusa: um olhar não petrificado sobre as webseries juvenis
    (Universidade Federal do Espírito Santo, 2025-03-26) Pereira, Jean Carlos; Dalvi, Maria Amélia; https://orcid.org/0000-0002-8729-2338; http://lattes.cnpq.br/9399371418356916; https://orcid.org/0009-0000-3189-6186; http://lattes.cnpq.br/; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; Gonçalves, Emerson Campos; https://orcid.org/0000-0002-1355-9976; http://lattes.cnpq.br/3468133784754195
    In recent years, humanity has faced a pandemic that has shaped new patterns of behavior, sociability and consumption of cultural products; this scenario has contributed to the expansion of streaming services. The way people have established understandings and comprehensions about the narratives of series, webseries, literature and art is shaped by the context of late capitalism. In light of this, the subject of this dissertation is contemporary webseries about school life, available on streaming services, and whose main characters are a specific group in society: teenagers and young people between the ages of 13 and 19. Our analysis focused on Sex Education (2019-2023), Elite (2018-2024) and Young Royals (2021-2024) and took as its theoretical basis different contributions from historical and dialectical materialism and Marxist traditions; it discussed, in particular, the ethical aspects (crossed by social, sexual and political relations) of the human relationships that are established in these audiovisual fictional creations whose action takes place in school space-time, focusing on the issue of human formation. As a result of the research, it was concluded that there is a semi-formative media pedagogy administered by ideological content - aligned with the anti-democratic conservative agendas of the neoliberal political agendas - which obliterates social antagonisms through the fetishization of technology; the excitation of the senses; the pathologizing discourse of psychosocial dysfunction; and spectacularization, leading, in short, to the one-dimensionality of youth in formation
  • Nenhuma Miniatura disponível
    Item
    A escolarização de estudantes público da educação especial, campesinos e descendentes de pomeranos : contribuições da formação continuada
    (Universidade Federal do Espírito Santo, 2025-03-28) Astori, Gilsara Gonçalves Guarnier; Jesus, Denise Meyrelles de ; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; https://orcid.org/0009-0008-3891-5827; http://lattes.cnpq.br/8353208317978011; Vieira, Alexandro Braga ; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Nozu, Washington Cesar Shoiti ; https://orcid.org/0000-0003-1942-0390; http://lattes.cnpq.br/4755838697434676
    This dissertation aimed to collectively build formative reflective movements that discussed pedagogical practices aimed at the schooling of Special Education students enrolled in a rural school within the Municipal Education Network of Domingos Martins/ES, whose community is composed of Pomeranian descendants and Pomeranian speakers. The researched school was organized into seven classes, including three multigrade classes, allowing for a study in which we sought possible answers to questions that are not yet adequately analyzed in the literature. We adopted the theoretical contributions and concepts of Boaventura de Sousa Santos, based on the fundamental assumption of cognitive justice, and of Philippe Meirieu, using the principle of educability, considering that all students are capable of learning. As a qualitative research, we found in the collaborative-critical action research the foundations for the development of work that emerged from the intersection of Special Education, Rural Education, and the Pomeranian Community, focusing on the schooling of students supported by Special Education and teacher training. The research involved 12 school professionals and community members. The movements created pointed to possibilities, challenges, and barriers to be deconstructed. In this sense, it was possible to gather reflections that may inspire new and different perspectives on this context. Participants acknowledged the need to appropriate knowledge about the legislation that governs Special Education, Rural Education, and the Pomeranian community in order to advance the implementation of these policies as rights. They highlighted the complexity of students’ appropriation of the Portuguese language and the referrals to Special Education stemming from reading and writing difficulties. Another important finding, noted by the Special Education teacher, was that students receiving Special Education services understood both languages— Pomeranian and Portuguese. Therefore, we understand that teaching Special Education students, and others as well, will be more meaningful when considering the mother tongue, within the context of an already bilingual environment. As a researcher distancing herself from her own reality and field of work to critically reflect upon herself, I emphasize the need for further and new theoretical and political knowledge on Special Education, Rural Education, and Pomeranian peoples, in order to break with the policies that effectively deny the rights of those who are less politically represented