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- 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.
- ItemAnálise das propostas de formação continuada de professores regentes do ensino fundamental I para a inclusão escolar de estudantes com deficiência(Universidade Federal do Espírito Santo, 2025-03-21) Mendonça, Patrícia Andrade Reis; Victor, Sonia Lopes; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; https://orcid.org/0000-0001-5975-8121; http://lattes.cnpq.br/9973215314997520; Pantaleão, Edson Alves; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Rangel, Fabiana Alvarenga; https://orcid.org/0000-0003-3168-5877; http://lattes.cnpq.br/Data from the Basic Education Census show that the percentage of students enrolled in Special Education in regular classes has gradually increased at all stages of education. With the intention of contributing to the construction of policies that promote quality education for all, the 2014-2024 National Education Plan determines that federated entities must establish strategies in their respective education plans that ensure an inclusive educational system for students with disabilities, such as policies for teacher training. The research aims to analyze the constitution of national policies for continuing education for elementary school I teachers and their repercussions on municipal policies. The research was carried out through a theoretical and documentary study based on the assumptions of historical-dialectical materialism, as an important instrument to understand the social conditioning factors of its object of investigation in its entirety and interpret the reality that has materialized it (Konder, 2008). Research carried out between 2018 and 2023 in the Online Scientific Electronic Library (SciELO) and the Brazilian Digital Library of Theses and Dissertations (BTDT) was collected to verify the production of knowledge regarding the object of investigation. A study was also carried out on the historical and normative frameworks of the policies that support the aforementioned continuing education of regular class teachers. With the intention of deepening the impact of political texts in the context of local spheres, a documentary study was carried out on the municipal policies for continuing education of Elementary School I teachers proposed in 2 (two) municipalities that make up Greater Vitória/ES, namely, Serra and Vitória. Based on the data obtained in the research, we found that the formulation of continuing education policies for teachers for the educational inclusion of students with disabilities faces structural, methodological and conceptual challenges and must be contextualized in the contradictions and challenges of teaching. Among the main obstacles identified in this study, we highlight the prioritization of the training of specialists in Special Education to the detriment of the training of regular classroom teachers, which remains insufficient and fragmented, without systematic planning that includes the construction of solid theoretical and methodological knowledge, among other obstacles that are analyzed in the development of the research. The current model of initial and continuing education perpetuates a medical-psychological conception of Special Education, centered on the clinical aspects of disability, ignoring the historical, social and political factors that influence school exclusion; lack articulation between Municipal Education Plans and training initiatives, resulting in generic guidelines that have little impact on pedagogical practice. In view of this, the study reinforces the need for public policies committed to critical and socially referenced training, which considers the historical and social conditions of the school and enables the construction of truly inclusive educational systems, based on human emancipation and the transformation of the educational reality
- ItemPolíticas de formação de professores em Serra/ES: o patrimônio cultural e a história local em perspectiva(Universidade Federal do Espírito Santo, 2025-05-05) Santos, Mariana Dall’Orto dos; Luiz, Miriã Lúcia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; https://orcid.org/0000-0002-4740-0090; http://lattes.cnpq.br/6624516339941779; Bitte, Regina Celi Frechiani; https://orcid.org/0000-0001-6819-3900; http://lattes.cnpq.br/8436866512999341; Santos, Sônia Maria dosThe research investigates continuing education policies for History teachers in the municipality of Serra, Espírito Santo (ES), between the years 2018 and 2024, focusing on the themes of Cultural Heritage and Local History. It employs qualitative research tools, such as semi-structured questionnaires and interviews with teachers and those responsible for the training programs developed by Sedu-Serra. The sources were examined from the perspective of Bloch (2001) and Ginzburg (2002, 2007a, 2007b), who argue that the traces left by men and women over time are sources that must be questioned by historians. The theoretical-epistemological framework of the research is organized into three movements: Local History Teaching, addressing the history of History teaching and signs of Local History based on the studies of Bittencourt (2008, 2018, 2022, 2023), Abud (2023), Fonseca (2006), and Schmidt (2012). It also discusses the relationship between Local History and critical consciousness through Rüsen (2011), Freire (1997, 2023, 2024), Schmidt and Cainelli (2004), and Schmidt and Garcia (2003). Heritage, Memory, and History: toward more human-centered education, explores the concept of Cultural Heritage and the path to intangible heritage through the studies of Fonseca (2009), Abreu (2009, 2015), Gonçalves (2009), Sant’Anna (2009), and Chagas (2006). To address the concepts of memory and history, it draws on Nora (1993), Oriá (2023), Bosi (1994), Halbwachs (2006), Le Goff (1990), and Bloch (2001). Continuing Education for Teachers, discusses the notion of continuing education and the main features of these policies according to Imbernón (2010, 2011), Nóvoa (1992, 2022, 2023), Freire (1997, 2023), and Gatti (2009). The narratives of teachers and trainers, along with the legislation regulating continuing education and documents shared by GEFOR, highlight the characteristics of continuing education for History teachers offered by Sedu-Serra. They also reveal the professionals' conceptions of Cultural Heritage, Local History, and continuing education, as well as the importance they attribute to these practices. The analyses are presented in three axes: Prescribed and Practiced Training examines the period from 2018 to 2024 and how History teacher training took place in the municipality, also addressing the understanding of continuing education reflected in the sources. The COVID-19 pandemic stands out in this timeframe, with teachers’ narratives indicating its profound impacts on teaching and learning processes and on training sessions. Local History and Cultural Heritage in Training aims to understand how these themes have been included in training programs and how teachers perceive their importance in the classroom. Narrated Practices focuses on the educational practices described by teachers that were influenced by continuing education. These narratives show teachers taking initiatives to challenge a Eurocentric view of History, recognizing the value of heritage as an expression of collective memory that shapes identities. While they agree that these themes enrich teaching, they also report challenges such as inadequate initial training, lack of resources, curriculum limitations, and inappropriate student behavior. Despite these obstacles, teachers have identified ways and initiatives to address and enhance these topics in their classrooms.
- ItemPercepção 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 SantosThis 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.