Mestrado em Educação

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Agora exibindo 1 - 5 de 542

Estágio supervisionado na formação docente pós-constituição de 1988: uma análise à luz da pedagogia histórico-crítica
(Universidade Federal do Espírito Santo, 2026-05-31) Nazareth, Marcos Gabriel de Araújo; Molina, Rodrigo Sarruge; https://orcid.org/0000-0002-4033-6049; http://lattes.cnpq.br/2167159228111253; Salgueiro, Maria Amélia Dalvi; https://orcid.org/0000-0002-8729-2338; http://lattes.cnpq.br/9399371418356916; Pereira, Rosimeri da Silva; https://orcid.org/0000-0002-5895-2915; http://lattes.cnpq.br/8283270585036276
This study investigates the historical trajectory of the supervised practicum in teacher education in Brazil since the promulgation of the 1988 Federal Constitution, analyzing the legal and normative landmarks that have impacted this practice, with an emphasis on laws, advisory opinions, and curricular guidelines. The theoretical-methodological framework adopted is Historical-Critical Pedagogy (HCP), grounded in the writings of Dermeval Saviani, which understands education as a mediation between systematized knowledge and social practice. The central objective is to understand how post-1988 educational legislation has placed the supervised practicum in tension between market demands and formative possibilities aimed at human emancipation. The methodology consists of documentary analysis based on historical-dialectical materialism, originally elaborated by Karl Marx and Friedrich Engels, and later developed by authors such as Georg Lukács, among others. This approach comprehends social phenomena through concrete totality, contradictions, and the mediations between base and superstructure. The investigation relies on the analysis of legal and normative documents, such as the 1996 Law of Directives and Bases of National Education (LDB), the Internship Law (Law No. 11,788/2008), resolutions and opinions from the National Education Council, as well as recent ordinances from the Ministry of Education, in order to unveil the meanings and disputes surrounding the configuration of the supervised practicum in the field of teacher education. The study begins with the characterization of the supervised practicum in official documents and advances toward a formative proposal guided by HCP, in which the practicum can be understood as pedagogical praxis and a moment of articulation between theory and practice.
Livros literários nas escolas municipais de Vitória e suas implicações na formação da consciência crítica - análise do Programa Nacional do Livro e do Material Didático (PNLD literário -2020)
(Universidade Federal do Espírito Santo, 2026-04-01) Bergami, Janaina Batista; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Dalvi, Maria Amélia; https://orcid.org/0000-0002-8729-2338; http://lattes.cnpq.br/9399371418356916; Toso, Cláudia Eliane Ilgenfritz; https://orcid.org/0000-0001-5431-1064; http://lattes.cnpq.br/9517728227327332
This research aims to analyze the literary books provided by the National Program for Textbooks and Teaching Materials – PNLD Literary 2020, seeking to understand whether and how they have contributed to the development of students’ critical consciousness. To this end, the study relates aspects of the historicity of the PNLD Literary program to its current organization, aiming to identify in some of the approved works potential contributions to the development of critical consciousness. Literature is considered an artistic manifestation that provides aesthetic experiences and, therefore, can broaden cultural repertoires and foster reflections on social reality. The research is structured around the following research question: what criteria guide the selection of literary books and in what ways do these materials contribute to the development of students’ critical consciousness? The research adopts a qualitative approach. The first stage consisted of building the bibliographic framework and conducting a literature review on the following themes: book and teaching material policies, PNLD Literary, literature, and critical consciousness. Subsequently, a stage of documentary analysis was conducted, based on the PNLD Literary 2020 call for proposals, analyzing this document in articulation with the Literary Book Guide, which presents the works approved for selection in lower secondary schools (final years of elementary education). Finally, it was possible to identify and analyze, from some of the books offered, how (and whether) they contributed to the development of students’ critical consciousness. The categories used in the dissertation were constructed based on Content Analysis proposed by Bardin (1977), through a systematic process of pre-analysis, material exploration, and treatment of results, allowing the organization, coding, and interpretation of the data into thematic axes that express recurring meanings relevant to the objectives of the research. The main results highlight the construction of the following categories: Values, Human Rights, Humanization, and Critical Consciousness, in which aspects of the works Malala and Wonder are evidenced. The work Malala enables reflections on the right to education, gender inequalities, and contexts of oppression and resistance. The work Wonder encourages discussions about inclusion, coexistence, bullying, and empathy within the school environment. The analyzed works favor the development of a critical education when used in a coherent and intentional manner by teachers, since both narratives provoke readers to reflect on inequalities, visible and invisible forms of violence, denied rights, and practices of exclusion. Thus, the study highlights both the possibilities and the limits of the use of the PNLD Literary 2020 works, recognizing literature as a fundamental instrument for humanizing and critical education in a context that demands pedagogical practices capable of promoting intellectual autonomy and the civic participation of young people.
Ensino por investigação e os sentidos atribuídos por professores de Física egressos do Mestrado Nacional Profissional em Ensino de Física
(Universidade Federal do Espírito Santo, 2026-04-01) Monticelli, Eduardo de Ferreyro; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; Sá, Eliane Ferreira de; https://orcid.org/0000-0002-0115-9799; http://lattes.cnpq.br/0775285355654581
This study investigates the meanings attributed by Physics teachers to Inquiry-Based Science Education (IBSE), considering the need to understand how investigative approaches are appropriated in daily school life. The central objective is to analyze how these teachers interpret, signify, and incorporate IBSE into their practices, relating such meanings to their formative trajectories and the working conditions that interfere with the implementation of this approach. The theoretical framework articulates contributions from several authors, including Lúcia Helena Sasseron and Geide Rosa Coelho for the understanding of IBSE, as well as António Nóvoa and Francisco Imbernón to discuss continuing education and the reflective processes that constitute professional teaching development. The research adopts a qualitative exploratory approach, using narrative interviews to access the experiences, perceptions, and interpretations of four participants, all Physics teachers graduated from the National Professional Master's Degree in Physics Teaching (MNPEF). Concurrently, a mapping of MNPEF dissertations in Espírito Santo that address investigative practices was carried out, identifying trends, recurrences, and gaps that compose the theoretical-empirical panorama dialoguing with the teachers' reports. The data produced are analyzed through Discursive Textual Analysis (DTA), enabling the interpretation of meanings emerging from the narratives. The results point to four main categories: (i) first contact with IBSE; (ii) potentialities and challenges of the approach in the classroom; (iii) IBSE in a continuing education process; (iv) the Espírito Santo Educational System and IBSE regarding curricular policies, tensions, and the complexities of the school context. The analyses reveal that teachers signify IBSE as a feasible approach capable of promoting student autonomy based on students' curiosity, although it requires a period of "maturation" of the class for its effective application. It is evident that continuing education, especially through MNPEF, is perceived as a turning point for the theoretical appropriation of the approach, despite the critical distance identified between the university, training centers, and the school routine. Finally, the meanings attributed to IBSE are crossed by anxieties and tensions regarding the educational system of Espírito Santo, where precarious planning time and extensive workloads constitute structural obstacles that challenge the sustainable implementation of inquiry-based education.
(Im)possibilidades para a educação emancipadora: : interpretações a partir da atuação da Associação Bem Comum na rede municipal de ensino de Vitória-ES
(Universidade Federal do Espírito Santo, 2026-02-24) Reis, Estér Marlene Gonçalves; Copatti, Carina; http://lattes.cnpq.br/6743856187041578; Luiz, Miriã Lúcia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; Fávero, Altair Alberto; https://orcid.org/0000-0002-9187-7283; http://lattes.cnpq.br/5866881378328643
This research focuses on the analysis of the role of the Associação Bem Comum (ABC) in its relationship with the State through Public–Private Partnerships (PPPs) in the provision of education within the municipal public school system of Vitória, Espírito Santo (ES), as well as their impacts and interferences in the construction of an emancipatory education. The study considers the advance of neoliberal rationality in Brazilian educational policies, especially from the 1990s onward, when such policies became strongly influenced by managerial and market-oriented principles, promoting the expansion of private sector participation in the formulation and implementation of public educational policies. The central research question seeks to understand how the Associação Bem Comum has operated within the municipal school system of Vitória-ES and in what ways public–private partnerships, guided by neoliberal rationality, affect the possibilities for constructing an emancipatory education. The methodology is based on qualitative research with a critical-analytical approach (Pérez, 2012), grounded in bibliographic review and documentary analysis procedures (Dorsa, 2020; Gil, 2002). The stages of theoretical-conceptual construction were developed based on the following core themes: neoliberalism and public–private partnerships (Laval, 2019; Libâneo, 2012, 2019; Freitas, 2018; Peroni, 2017), the right to education (Cury, 2002; Saviani, 2008, 2012, 2013), and emancipatory education (Adorno, 1995). The documentary research involved the analysis of documents such as national legislation, laws of the municipality of Vitória-ES, and guiding documents issued by the Municipal Government of Vitória and by ABC for the municipal education network. Data analysis was guided by the Content Analysis technique (Bardin, 2011), which enabled the construction of analytical categories addressing: neoliberalism in public schooling and its implications for the municipal education system of Vitória, highlighting the incorporation of business-oriented concepts into education through national educational legislation as well as local institutional regulatory frameworks; PPPs and the weakening of the State’s role in guaranteeing the right to education, insofar as privatizing logics are fostered through the expansion of social organizations’ involvement; curricular standardization and the loss of school autonomy, identified through the distribution of standardized instructional materials by ABC, such as Fluency Notebooks, Learning Pathways, and Activity Notebooks; large-scale assessments and the tracking of students, which reveal a curriculum defined by standardized testing; and, finally, neoliberal rationality and the (im)possibilities of emancipatory education, highlighting the obstacles to human emancipation within an educational context driven by market demands. By way of conclusion, the strategies adopted by ABC promote practices of standardization in educational pathways, relying on traditional, technicist, and mechanized teaching strategies, while also directing teachers’ work toward the achievement of externally defined goals and performance indicators.
A formulação da Lei de Responsabilização Educacional em debate nos campos políticos e acadêmico no Brasil: atores e redes políticas de ação pública
(Universidade Federal do Espírito Santo, 2026-03-26) Oliveira, Thalia Campos de; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Souza, Allan Solano; https://orcid.org/0000-0002-4963-0922; http://lattes.cnpq.br/3065102801690294
This dissertation aimed to analyze the debates between the political fields and the academic field in the process of elaborating an Educational Accountability Law (Lei de Responsabilização Educacional – LRE) in Brazil, focusing on three decision-making arenas: the International Seminar on Ethics and Responsibility in Education: Commitment and Results (2008); the National Education Conferences (Conaes) held in 2010, 2014, and 2024; and the legislative process of Bill No. 88/2023 in the Federal Senate. The central research questions were: how has the LRE been addressed over time? Currently, how does this debate unfold within the academic and political fields? During the period in which this dissertation was written, what were the most recent political advances and obstacles identified in the Senate’s discussion of this matter between 2023 and 2025? Who are the actors involved in these debates and what political networks do they form? The study is based on the hypothesis that the various actors (from both the academic field and the political fields) construct a cognitive matrix around the object under analysis in order to assert their interests and power relations. Thus, academic and political consensus regarding the LRE—or the lack thereof— depends on the interactions and power relations gradually crystallized within the field. In this sense, it is argued that a neoliberal matrix permeates both fields, interfering either relatively or directly in the balance of forces present in the current historical context.This qualitative study draws on documents produced in the events analyzed, namely: the executive summaries of the International Seminar on Ethics and Responsibility in Education: Commitment and Results and the event transcript generated through the Turboscribe audio transcription website; the final documents of the Conaes held in 2010, 2014, and 2024; and the legislative documents related to the processing of Bill No. 88/2023. These sources were examined through documentary analysis using Content Analysis techniques (Bardin, 1977). To identify and construct the political networks of actors, data were collected from Lattes curricula; when information was not available there, additional searches were conducted using other internet sources. Network representations were produced using the Gephi software.The theoretical epistemological perspective guiding this research is grounded in the cognitive approach to public policies and in the notion of political action networks from the Sociology of Public Action, as well as in Bourdieu’s field theory. The findings indicate that, over time, the elaboration of an LRE has been shaped by power relations between different political fields and the academic field, whose political networks reveal an amalgam of institutions connected to republican frameworks and multilateral organizations. Furthermore, certain actors within the political fields hold conceptions more closely aligned with neoliberal references, while the academic field challenges these conceptions through cognitive and normative frameworks rooted in educational theories that highlight the consequences of neoliberalism in education and advocate for compliance with existing constitutional provisions to ensure the equitable realization of the right to education in Brazil.

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