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- ItemPolíticas públicas de formação continuada de professoras alfabetizadoras: entrelaçando fios enunciativo-discursivos sobre o pró-letramento e o pacto nacional pela alfabetização na idade certa(Universidade Federal do Espírito Santo, 2025-06-27) Mairink, Leni Rocha; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405 ; https://orcid.org/0009-0008-8527-5877; http://lattes.cnpq.br/2216332911804396; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022 ; Schwartz, Cleonara Maria; https://orcid.org/0000-0003-4411-2234; http://lattes.cnpq.br/1768605311310158; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913 ; Martins Filho, Lourival José; https://orcid.org/0000-0002-8464-7236; http://lattes.cnpq.br/2491699071811572The research aims to engage in dialogue with academic studies that have discussed the continuing education programs for literacy teachers — Pró-Letramento and Pacto Nacional de Alfabetização na Idade Certa — in the period from 2006 to 2024 seeking to understand, actively and responsively, the evaluative considerations produced within these studies regarding these programs, while also comparing this dialogue with other enunciations and/or texts. It is characterized as a qualitative bibliographic review, whose corpus consists of academic Productions retrieved from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and Biblioteca Digital Brasileira de Teses e Dissertações databases. The research is based on the enunciative-discursive conception of language, grounded in Bakhtinian studies. The results revealed a recurrent discontinuity in federal continuing education programs, with no consistent evaluations conducted by public authorities. Furthermore, there is a noticeable tendency towards the standardization of teaching practices, which limits teachers' autonomy, creativity, and critical reflection, while reinforcing their accountability for students' performance, particularly in external assessments. This scenario disregards structural factors that directly affect the teaching and learning process and reduces literacy to a tool focused on developing functional skills and competencies to meet market demands, thereby emptying its historical, cultural, and symbolic dimensions, which are fundamental for human development. Despite these limitations, continuing education policies remain a relevant strategy for strengthening teaching professionalism and fostering the construction of new meanings in the relationship between theory and practice.
- ItemTransformações curriculares na rede municipal de Vitória-ES (2018-2024): uma disputa pela função social da escola(Universidade Federal do Espírito Santo, 2025-07-04) Rodrigues, Fabrício José; Molina, Rodrigo Sarruge; https://orcid.org/0000-0002-4033-6049; http://lattes.cnpq.br/2167159228111253; https://orcid.org/0009-0001-7824-9442; http://lattes.cnpq.br/5421025950909276; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; Santos, Maria Cristina dos; 3º membro da bancaThis research analyzes the curricular transformations implemented in the municipal education system of Vitória, Brazil, between 2018 and 2024, with emphasis on the standardization introduced in 2022. The objective is to understand how these changes reflect neoliberal rationality and impact the social function of public schools. The study adopts historical-dialectical materialism as its analytical method, enabling the apprehension of the contradictions inherent in contemporary curricular policies. The theoretical foundation is based on historical-critical pedagogy, which emphasizes omnilateral education and the mediation between systematized knowledge and the concrete reality of students. The investigation relies on documentary analysis and adopts a multilevel approach: at the macro level, it examines the effects of the National Common Core Curriculum (BNCC) and the High School Reform on curricular guidelines; at the meso level, it analyzes the reorganization of municipal curricular matrices, marked by the inclusion of components such as Life Project and Experimental Practices, which are guided by prescriptive and fragmented orientations; at the micro level, it investigates the implementation of these changes in two schools located in socioeconomically unequal territories, based on indicators from the Jones dos Santos Neves Institute (IJSN, 2024). The findings reveal that curricular standardization disregards the material conditions of different school regions, deepening historically rooted inequalities. The reduction of formative subjects such as History and Geography and the reinforcement of a performative logic focused on large scale assessments are also observed. It is concluded that the social function of public education — to guarantee access to knowledge and contribute to the reduction of social inequalities — is being undermined by reforms that subordinate the curriculum to an instrumental rationality. It is therefore urgent to reaffirm education as a means of social justice, equal opportunities, and comprehensive human development.
- ItemA constituição da docência leiga entre as reformas do ensino capixaba (1892-1930)(Universidade Federal do Espírito Santo, 2025-06-18) Amaro, Brenda Amorim; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; https://orcid.org/0009-0001-5492-8184; http://lattes.cnpq.br/3004412555888618; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Alvarenga, Elda; http://lattes.cnpq.br/2983263601602471This study investigates the formation of “lay teaching” ("docência leiga") within the Public Instruction system of the state of Espírito Santo, Brazil, between 1892 and 1930, in the context of Republican educational policies of the time. It analyzes how this teaching category was shaped through the educational reforms implemented in 1892 (Moniz Freire), between 1908 and 1909 (Gomes Cardim), and between 1928 and 1930 (Atilio Vivacqua). The research seeks to answer the following questions: What configurations did lay teaching assume during each of these reforms? Who were the lay teachers? What continuities and discontinuities characterized their professional practice? To address these questions, primary sources such as government messages and reports, primary education inspection reports, resolutions, laws, and decrees were analyzed. The study adopts the theoretical and methodological perspectives of Marc Bloch (2001) and Carlo Ginzburg (2007, 2012), emphasizing an evidentiary and critical reading of the sources that challenges the intentions of their original authors. The findings highlight the historical developments that led to the formation of lay teaching, which included teachers referred to as competitive exam teachers, temporary teachers, substitute teachers, and/or rural teachers—depending on the reform and context. These individuals lacked formal teaching qualifications and were employed as a temporary measure to expand public education, combat illiteracy, and compensate for the shortage of trained normal school teachers. The study contributes to the advancement of research on the History of Education in Espírito Santo by tracing the threads and remnants of lay teaching within the region's educational landscape.
- ItemPolítica de avaliação no ensino médio capixaba: transformações e implicações da reforma(Universidade Federal do Espírito Santo, 2025-03-13) Pereira, Julia dos Santos; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0003-2637-5233; http://lattes.cnpq.br/8640374813630838; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Zan, Dirce Djanira Pacheco e; https://orcid.org/0000-0002-3663-2232; http://lattes.cnpq.br/7180508418109437The general objective of this dissertation is to analyze the formal, political, and pedagogical changes in the educational assessment policy of the Espírito Santo state school system that occurred in the context of the High School Reform (Law No. 13,415/2017). It assumes the following questions: what is the dominant assessment concept in the Espírito Santo state school system? What changes were implemented in the assessment policy of the Espírito Santo high school system? What do they represent in the context of the implementation of the New High School System? What are the effects of the changes in the assessment policy for the school actors (managers, teachers) of the Espírito Santo state school system? The hypothesis that guides this study is based on the reflection that the changes made in the assessments of the Espírito Santo state school system are due to the dynamics imposed by the current High School Reform, which requires not only a new arrangement of the contents as guided by the National Common Curricular Base and the Training Itineraries, but also the assessment of the socio-emotional condition of students as a strategy for external control and the formation of self-control. The dissertation follows the principles of qualitative research (Creswell, 2007), of the case study type (Creswell, 1998) and will use content analysis (Bardin, 2011) to treat the documents. The research was conducted in a high school located in Vitória/ES, through interviews with the pedagogical management and application of a questionnaire to the teaching staff. In addition, interviews were conducted with a representative of the Evaluation Management of the State Secretariat of Education of Espírito Santo and the Regional Superintendence of Education. We adopted the theoretical-epistemological perspective of the Sociology of Public Action, which is dedicated to analyzing the interactions between different actors and their collective and individual actions in public policies, in order to observe the transformations that have occurred in educational practice. The results revealed that the changes in the evaluation policy of Espírito Santo must be understood in the context of the reform and the BNCC, and that both are part of the international political agenda promoted by private organizations. Furthermore, we highlight the impacts and harms of this policy on student education, teaching work and the social function of the school. We also emphasize that the Socioemotional Self-Assessment can function as a regulatory mechanism, inducing students to internalize certain behaviors considered appropriate for a market recognized for its precariousness and instability.
- 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