Mestrado em Educação
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
- ItemA proposta de formação em serviço para professoras alfabetizadoras no Compromisso Nacional Criança Alfabetizada(Universidade Federal do Espírito Santo, 2025-05-29) Dias, Andreia Jorge da Silva; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; https://orcid.org/0000-0002-3113-2909; http://lattes.cnpq.br/0486096231048658; Ferreira, Carmen Regina Gonçalves; https://orcid.org/0000-0001-9251-7274; http://lattes.cnpq.br/6807265265650477; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405This study, linked to the line of research “Education and Languages" from the Master’s degree course of the Post-Graduate Education Program of the Federal University of Espírito Santo aim to understand the given meaning to in-service training courses mobilized by the governments and civil society organizations to the literacy teachers in the program “Literate Child National Commitment” (CNCA) from the Ministry of Education (Brasil, 2023). The empirical material selected for this study is specifically the axle 2 of the program’s document - training of the education professionals. It is a qualitative research that uses the methodology of documental analyses. In the investigative process, authors affiliated to the historical materialism theory were used in order to identify the content of the public education policy and the relations between the education of the working class and the reproduction of capitalism. The results of what was analyzed from the policy so far indicates that, in addition to the known fragilities of the teacher training undergraduate courses, especially with the big investments of the public fund in the private distance learning modality, the CNCA express a configuration of the educational policy in which the so called civil society plays a central role, although being closely articulated to the interests of the private sector. The action of private hegemonic apparatuses in the didactic production and teacher training illustrates the role of these spaces in the diffusion of the dominant ideology, as pointed out by Gramsci, which guarantees the reproduction of the power relations inside the educational system. This process is inserted in a wider logic of advance of capitalism over public education, which promotes its commodification and even more obstacles in the process of educating the consciousness of the working class that depends on public schools
- ItemFormação continuada stricto sensu de professores da rede pública do Sistema Municipal de Ensino de Vitória(Universidade Federal do Espírito Santo, 2025-07-08) Oliveira, Diego D' Avila Fernandes; Venturim, Silvana; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; https://orcid.org/0000-0001-8322-8366; http://lattes.cnpq.br/3307656599263459; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; Oliveira, Alex Jordane de; https://orcid.org/0000-0001-8666-3275; http://lattes.cnpq.br/4757448370149537This dissertation aims to analyze the stricto sensu continuing education of public school teachers from the Municipal Education System of Vitória in relation to experience, working conditions, and professional valorization. It problematizes how the debate on stricto sensu education for basic education teachers has circulated in the scholarly literature, the conditions under which teachers undertook their master's or doctoral studies, and the implications for the career valorization of these professionals. The research is grounded in the Epistemological Dimension of Historical Materialism, with an emphasis on the Critical Theory of Walter Benjamin, mobilizing concepts such as passage, deviation, actualizing the past, progress, empty time, experience (Erfahrung), and remembrance (Eingedenken). It presents a literature review of 23 scientific articles on the topic, articulated with the analysis of a survey of 159 teachers with master's and doctoral degrees from the public school network of Vitória, in dialogue with municipal regulations. The literature review was categorized into texts that discuss stricto sensu postgraduate studies as a locus for continuing teacher education and as functional aspects of it. Three categories emerged from the survey analysis: the teachers' experience regarding identity, their postgraduate journeys, and their sense of belonging to the public school network of Vitória; the conditions offered to teachers to pursue master's or doctoral degrees; and the valorization of teachers with master's and doctoral degrees. The results reveal a scenario of devaluation, marked by a high rate of denied leaves for stricto sensu continuing education, a lack of institutional support for the dissemination of research, and salary policies that are detrimental to the most experienced teachers. It is concluded that, in opposition to the official narrative of progress, policies related to continuing education through stricto sensu postgraduate studies, or the lack thereof, fragment the teaching experience and produce debris of unsocialized knowledge, configuring a demand for an interruption of its dynamics of devaluation.
- ItemEscurecendo o currículo: a formação inicial de professores de história da Ufes para as relações étnico-raciais(Universidade Federal do Espírito Santo, 2025-05-29) Marcelino, Brunna Terra; Luiz, Maria Lúcia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/; https://orcid.org/0000-0001-7514-8649; http://lattes.cnpq.br/5044749074457387; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Santos, Ynaê Lopes dos; https://orcid.org/0000-0002-9685-9041; http://lattes.cnpq.br/9825396116792460This research, developed within the Graduate Program in Education at the Federal University of Espírito Santo (PPGE/Ufes), investigates the implementation of Law No. 10.639/2003 and the “National Curriculum Guidelines for the Education of Ethnic-Racial Relations” (DCNs ERER, 2004) in the initial training of teachers, with emphasis on the History teacher education program at Ufes, particularly following the mandatory inclusion of the discipline “Education of Ethnic-Racial Relations” (ERER) in 2018. The study is grounded in theoretical contributions that examine the subalternization of Black populations in Brazil and the racist structuring of social, institutional, and educational relations, drawing on the works of Munanga and Gomes (2016), Munanga (2005, 2013, 2019, 2020), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b, 2019), Santos (2017, 2022), and Fanon (2008); as well as the historical Black resistance and the role of the Black Movement in shaping public policies, as discussed by Gomes (2017), Domingues (2007, 2008), Gonçalves e Silva (2000), and Pereira (2013). To reflect on the curriculum as a space of symbolic and political dispute, the study engages with Silva (2011), Lopes and Macedo (2011), Moreira and Silva (2013), and Sacristán (2000, 2017), while the decolonial critique of knowledge and education is supported by the works of Walsh and Mignolo (2006, 2018), Quijano (2010), Walsh (2009), Maldonado-Torres (2007, 2008a, 2008b), Mignolo (2008, 2017), Gomes (2020), and hooks (2017, 2019, 2020, 2021). Teacher education is conceived from a perspective that goes beyond a merely technical dimension, based on the contributions of Nóvoa (2003, 2009, 2017, 2023), Gatti and Barretto (2009), Diniz Pereira (2011), and Veiga (2008), who understand the teacher as a historical, political, and epistemic subject. Regarding the specific training of History teachers, the research draws on the studies of Nascimento (2013), Cerri (2013), Bittencourt (1993) and Fonseca (2011). For the analysis of ethnic-racial relations in education, the contributions of Gomes and Munanga (2016), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b), Munanga (2005, 2013, 2019, 2020), and Coelho and Coelho (2021) are central. Methodologically, this is a historical investigation, grounded in the theoretical reflections of Bloch (2001) and Ginzburg (2001, 2002, 2006, 2007a, 2007b), whose contributions support a simultaneously rigorous and flexible approach to the analysis of traces and narratives. From an evidentiary perspective, the research aims to understand the meanings attributed to formative experiences in the History teacher education program at Ufes. To this end, multiple sources were cross-analyzed: institutional documents such as the Pedagogical Course Project (PPC), educational legislation (Law No. 10.639/2003 and the DCNs ERER), and narratives of individuals directly involved in teacher training—51 History students, 3 ERER instructors, 2 members of the course’s Structuring Teaching Core (NDE), and 1 faculty member from the History Department. The results indicate that, while the inclusion of ERER represents a significant advancement, persistent challenges remain, such as epistemological resistance to a critical approach to racism, the fragility of curricular integration, and the overburdening of a few engaged faculty members. It was also found that the absence of consistent training on ethnic-racial relations may hinder the future performance of student teachers in basic education. Thus, this study underscores the importance of this topic in initial teacher education in History, aiming to contribute to the construction of an antiracist education
- ItemAvaliação pedagógica inicial e a prática pedagógica do professor de educação especial(Universidade Federal do Espírito Santo, 2025-05-09) Trindade, Andréia Ramos dos Santos; Caetano, Andressa Mafezoni ; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0009-0006-7224-0590; http://lattes.cnpq.br/8932894012359166; Jesus, Denise Meyrelles; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Rangel, Fabiana Alvarenga; https://orcid.org/0000-0003-2617-1134; http://lattes.cnpq.br/4001137600317836This dissertation emphasizes the importance of problematizing the schooling of students with intellectual disabilities in the early years of elementary education, focusing on a school in the municipality of Vila Velha (ES). The objective is to discuss how the implementation of the initial pedagogical assessment impacts the pedagogical practice of the Special Education teacher in the schooling of students with intellectual disabilities. To reflect on the issues raised in the research, the theoretical framework draws on the studies of Lev Vygotsky and the historical-cultural perspective. The incorporation of Vygotsky’s thought enables the understanding of human development as a process mediated by social interactions and context. This study also relies on the contributions of Philippe Meirieu, who addresses issues of educability and differentiated pedagogy, emphasizing that all students can learn, thereby fostering reflection on the schooling of all students, as well as on authors from Special Education. The methodological approach was designed through qualitative research, with the subjects being Special Education teachers from a public municipal school. Semi-structured interviews and the analysis of Special Education documents in the municipality were chosen as data collection instruments. The results show that through the application of the initial pedagogical assessment, the collective construction and individualization of teaching provide the Special Education teacher with opportunities for reflection within the school environment. By problematizing the tension between the collective and the individual, the study highlights that collectivity, far from homogenizing subjects, is the means through which the Special Education teacher enhances the development of each student, allowing the construction of more inclusive pedagogical practices in the schooling of students with intellectual disabilities.
- ItemEntre o discurso integrador e a prática expropriadora: a educação escolar do SPI no Espírito Santo, Minas Gerais e Bahia (1910-1967)(Universidade Federal do Espírito Santo, 2025-05-13) Eleoterio, Hudson; Molina, Rodrigo Sarruge; http://lattes.cnpq.br/2167159228111253; https://orcid.org/0000-0002-4033-6049; https://orcid.org/0009-0008-3522-975X; http://lattes.cnpq.br/1509682388876267; Gonzalez, Soler; https://orcid.org/0000-0003-2572-5449; http://lattes.cnpq.br/5829639085638451; Barbosa, Pablo Antunha; https://orcid.org/0009-0000-9494-7147; http://lattes.cnpq.br/9178360038758612Esta investigación se enmarca en la Historia de la Educación y analiza la educación escolar ofrecida por el Serviço de Proteção a los Indios (SPI) a los pueblos indígenas de Bahía, Espírito Santo y Minas Gerais, entre 1910 y 1967. El análisis se basa en documentos históricos y busca comprender cómo fue concebida y ejecutada la política educativa del SPI, así como sus impactos en las comunidades indígenas. El enfoque central está en la contradicción entre el discurso oficial —que prometía una integración pacífica— y la práctica real, caracterizada por la imposición cultural, el desprecio por las tradiciones indígenas y una infraestructura deficiente. La educación escolar, lejos de promover la inclusión, fue utilizada como herramienta de asimilación forzada y borrado cultural. La investigación adopta un enfoque cualitativo, basado en el análisis de fuentes primarias —documentos del Museu Nacional dos Povos Indígenas— y fuentes secundarias, a partir de obras académicas sobre el tema. La lectura de los datos se orienta por el Materialismo Histórico y Dialéctico, entendiendo la educación como un reflejo de las dinámicas sociales, económicas y políticas del período. También se incorporan aportes teóricos de José Carlos Mariátegui, Darcy Ribeiro, Ailton Krenak y Davi Kopenawa. Los resultados muestran que, a pesar del discurso de ruptura con las prácticas violentas del pasado, el SPI mantuvo una lógica de colonización interna. La escuela fue utilizada para imponer valores occidentales y negar la autonomía de los pueblos indígenas, especialmente em contextos de abandono estructural y desvalorización de los saberes tradicionales. Se concluye que la política educativa del SPI funcionó más como un instrumento de control y marginación que como una vía de emancipación. La investigación subraya la urgencia de repensar las políticas educativas dirigidas a los pueblos indígenas en Brasil, promoviendo el respeto a sus culturas, lenguas y formas propias de conocimiento. También señala la necesidad de nuevas investigaciones, incluyendo fuentes orales, para ampliar la comprensión histórica de esta realidad.