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Agora exibindo 1 - 5 de 449

O que pode um intelectual orgânico na consolidação de uma política? : Cláudia Costin, o Centro de Execelência e Inovação em Políticas Educacionais e suas proposições para a formação docente
(Universidade Federal do Espírito Santo, 2025-10-14) Paes, Murillo Rodrigues; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; https://orcid.org/0009-0001-9972-5815; http://lattes.cnpq.br/0132639803445435; Della Fonte, Sandra Soares; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Evangelista, Olinda; https://orcid.org/0000-0001-5360-2521; http://lattes.cnpq.br/0652113284096519
This paper focuses on investigating bourgeois practices in basic education and in the specific context of Brazil, based on initiatives developed by the Center for Excellence and Innovation in Educational Policies (CEIPE-FGV) and its proposals for in-service teacher training policies. This Private Hegemony Apparatus (APH) of the hegemonic class was founded in 2016 and ceased its activities in 2023. It was coordinated and directed by the organic intellectual Cláudia Costin, who held important positions and functions both within the state apparatus and in Multilateral Organizations (MOs), contributing her expertise and political influence to ensure the intensification of the counter-reform processes of public schools and education in our country. This research is justified by its merit of interrogating how the infiltration of APHs linked to dominant groups into the heart of the state bureaucratic apparatus and, above all, into the field of education has contributed, on the one hand, to driving the commodification of the right to education and basic schooling for those at the bottom, and, on the other, to fostering consensus and sociability among the subaltern classes. This is an analytical bibliographical study, for which data production relied on documentary analysis and literature reviews. The research's documentary corpus is drawn from various sources. On the one hand, we focused on the writings and materials published by Cláudia Costin between 2018 and 2022, which demonstrated the ruling class's plan for Teacher Education (TP) in Brazil. On the other hand, we highlight the main references published by Ceipe FGV between 2016 and 2018, when this APH did not yet have its own original production, but disseminated and translated writings conceived by other groups. Subsequently, we also highlight the literature published between 2018 and 2022, especially the policy summaries distributed to educational administrators who wished to follow the formulations prescribed by these documents and implement them in their education systems. The results indicate that the proposals of this bourgeois APH for vocational education were perfectly aligned with the project advocated by the ruling class for organizing this educational struggle, relating to the premises and ideas championed by various MOs and international financial organizations, which later became part of the policy officially adopted by the Brazilian state
Educação escolar indígena e imagens e narrativas dos povos indígenas nos livros didáticos de história do ensino fundamental, no município de Aracruz, ES.
(Universidade Federal do Espírito Santo, 2025-06-06) Marques, Gefferson Pereira; Gonzalez, Soler ; https://orcid.org/0000-0003-2572-5449 ; http://lattes.cnpq.br/5829639085638451; https://orcid.org/0009-0008-0567-2400 ; http://lattes.cnpq.br/7777359627142698; Brito, Edson Machado ; http://lattes.cnpq.br/0433710450942228; Araujo, Debora Cristina ; https://orcid.org/0000-0001-8442-3366; http://lattes.cnpq.br/3089785123426262
This research focuses on Indigenous School Education and on the images and narratives of Indigenous peoples found in History textbooks used in Elementary Education in the municipality of Aracruz, Espírito Santo, Brazil. The general objective is to problematize—based on bibliographic research and on conversations with teachers and Indigenous leaders—the images and narratives of Indigenous peoples and their ways of life in History textbooks for Elementary Education in Espírito Santo, published after the enactment of Law 11.645/08 and included in the 2024 National Textbook and Teaching Material Program (PNLD), adopted by the municipal school system of Aracruz, including the five Indigenous Schools in the municipality. The specific objectives are: (a) to problematize the images and narratives of Indigenous peoples and their ways of life conveyed in the Coletânea Buriti mais História (2023– 2026) textbooks for grades 1 to 5, adopted by the municipality of Aracruz-ES and by Indigenous villages; (b) to conduct conversational interviews with Tupinikim Indigenous teachers so they may share their experiences with the images and narratives of Indigenous peoples in Elementary History textbooks, and explain how their pedagogical practices value Indigenous School Education, highlight Indigenous ways of life, Indigenous Territories, and the protagonism of Indigenous peoples in society; (c) to create an Educational Product titled Kesapeba de Imagem e Narrativa Contracolonial, based on conversational interviews and developed in collaboration with teachers and Indigenous leaders, which contrasts the images and narratives of Indigenous peoples found in Elementary History textbooks circulating in Indigenous schools in Aracruz-ES. These images and narratives valorize Indigenous ecologies, resistances, and re-existences, as well as the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in different sectors of society. The theoretical framework includes studies from the Research Group “Territórios de Aprendizagens Autopoiéticas,” in dialogue with Ethnic-Racial Relations Education, narrative research, and the Freirean perspective on education, as well as Indigenous authors, Indigenous teachers, and legal provisions related to textbooks. The methodology aligns with narrative research and studies of everyday school practices, incorporating bibliographic and documentary research. Conversational interviews were conducted with teachers and Indigenous leaders so they could narrate their pedagogical, formative, and community practices, and their contributions to the deconstruction of stereotyped representations of Indigenous peoples—both in textbooks and in society. The results present narratives from teachers and Indigenous leaders and their contributions to continuing education and to the deconstruction of stereotypical portrayals of Indigenous peoples in textbooks, as well as an educational product created in collaboration with teachers and Indigenous leaders, in which the Tupinikim people of Espírito Santo are represented through images and narratives that highlight their culture and ancestry, the struggle for the preservation of Indigenous Territories, Indigenous School Education, and the protagonism of Indigenous peoples in the various roles they occupy in society.
Política de formação continuada de professores de educação especial em deficiência visual para o atendimento educacional especializado no ensino médio
(Universidade Federal do Espírito Santo, 2025-08-29) De Lucas, Flávia Maria; Victor, Sônia Lopes; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; https://orcid.org/0009-0007-8693-1525; http://lattes.cnpq.br/4452501616559762; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Rangel, Fabiana Alvarenga; https://orcid.org/0000-0003-2617-1134; http://lattes.cnpq.br/4001137600317836
This research aims to investigate the continuing education policy for Special Education teachers providing Specialized Educational Services to high school students with visual impairments (blindness, low vision, and monocular vision) working in the Vila Velha Regional Education Superintendence. Interest in this topic is grounded in studies that reveal the diverse and diffuse approaches implemented by Special Education teachers in the teaching and learning processes of students with visual impairments, especially in the final stage of basic education in the Espírito Santo public school system. These approaches reflect the challenges faced by Special Education teachers in carrying out inclusive and high-quality pedagogical practices, underscoring the importance of better understanding this reality. Academic and professional experience in the field, with a focus on inclusive education and the specificities of Specialized Educational Services for visual impairment, also contributed to the choice of this topic, bringing a practical and contextualized perspective to the issues surrounding teacher training. To this end, the investigative actions are highlighted in our specific objectives, which are: a) to analyze the training proposals undertaken by the Espírito Santo state administration between 2010 and 2025 for the continuing education of Special Education teachers, with an emphasis on visual impairment and high school; b) to analyze teachers' perceptions of the challenges and needs of continuing education to serve students with visual impairments. The research, based on historical-dialectical materialism, examined official documents from the state of Espírito Santo between 2010 and 2025 and administered a structured questionnaire to public school teachers. In this study, we found that training proposals for the inclusion of high school students with visual impairments remain a challenge for the state education system, requiring local public continuing education policies to strengthen the scientific, pedagogical, and technical knowledge of professionals, thereby enabling broad curricular accessibility and effective school inclusion
Currículos-experimentações e aprendizagens inventivas: por outros mundos possíveis
(Universidade Federal do Espírito Santo, 2024-04-25) Lucas, Eva Adriana Rosa Ferreira Oliveira; Silva,Sandra Kretli da; https://orcid.org/0000-0001-9800-6192; http://lattes.cnpq.br/0611688078195189; https://orcid.org/0009-0000-3458-2510; http://lattes.cnpq.br/7150594508153724; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-3950-0427; http://lattes.cnpq.br/3008422505347658; Prates, Maria Riziane Costa; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748
The dissertation consists of a cartography of the curricular experiments that are woven into the daily school life between teachers and children in the teaching and learning processes. It defends everyday school life as a powerful space to experience the movements-forces-resistance of curricula-experiments, strengthening the teaching learning process, beyond a dogmatic education. The research entanglements were constituted between the curricular movements woven into the agencies and collective experiments of an Elementary School I in the Municipal Network of Serra, in Espírito Santo. Thus, the ways in which teachers and children reinvent other forms of curricular experiences between differences, singularities, multiplicities, and subjectivities are problematized. It aims, therefore, to present the movements of curricular inventions and the inventive experiments that are woven between teachers and children in everyday school life. As a theoretical-methodological contribution, we used the lines of thought of the Philosophy of Difference, based on Deleuze, Guattari, Kastrup, Paraiso, Carvalho, Gallo, Silva, Delboni and many other authors who helped us think about the forces and relationships that are constituted between affections, becomings, compositions and collective experiments in everyday school life. Cartography is used as a methodological path to follow the rhizomatic movements that constitute the territory of Basic Education, crossed by the lifelines that break attempts at curricular standardization, enabling other ways of creating curricula that move and enhance inventive experimentation and learning. Therefore, the research states that teachers and children create inventive curricular movements that break the prescribed curriculum models, invent experimental curricula and inventive learning, as other possible ways of experiencing teaching and learning
Educação de surdos : uma análise do sistema combinado à partir dos estudos publicados na revista American Annals of Deaf (1880 a 1900)
(Universidade Federal do Espírito Santo, 2025-08-15) Borges, Márcio Andrade; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; https://orcid.org/; http://lattes.cnpq.br/; Teixeira, Keila Cardoso ; https://orcid.org/0000-0002-2287-5276; http://lattes.cnpq.br/4297153426007763; Nogueira, Fernanda dos Santos; https://orcid.org/0000-0001-8983-1123; http://lattes.cnpq.br/7026176828996133
The education of deaf individuals, especially in the 19th century, was at the center of methodological disputes marked by tensions between approaches that prioritized oral articulation and those that incorporated sign language, whether combined with speech or not. One such model, the combined system advocated by Edward Miner Gallaudet (1837–1917) and other historical figures, was silenced at the 1880 Milan Congress, which declared pure oralism as the only acceptable method for the instruction of deaf people. This dissertation investigates the persistence and relevance of the combined system in publications from the journal American Annals of Deaf, between 1880 and 1900, through documentary analysis of texts found in 35 papers. The research is grounded in Foucauldian principles of historical inquiry, treating documents as monuments. The findings demonstrate an intense body of scientific production in defense of methodological diversity, with strong criticism of the exclusion of sign language and the imposition of pure oralism. The analysis demonstrates that the combined system not only resisted institutional silencing but also emerged as a pedagogical alternative sensitive to the needs of the deaf community. This study contributes to a critical reexamination of hegemonic narratives on deaf education and promotes the appreciation of alternative methods within the educational field of deaf subjects

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