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- ItemEducação das relações étnico-raciais: o Ticumbi e as contribuições pedagógicas do negro brasileiro(Universidade Federal do Espírito Santo, 2024-12-12) Reis, Vitor Amorim dos ; Araújo, Débora Cristina de; https://orcid.org/0000-0001-8442-3366; http://lattes.cnpq.br/3089785123426262; https://orcid.org/0009-0001-7942-1910; http://lattes.cnpq.br/5134777069975525; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/; Oliveira, Eduardo David de; https://orcid.org/0000-0002-6961-7936; http://lattes.cnpq.br/5201908900947666This study aims to analyze the pedagogical contributions of the Baile de Congo de São Benedito, widely known as Ticumbi, in Conceição da Barra, Espírito Santo, Brazil. Building upon Nascimento (2017), this research considers the "Brazilian Black person" as a conglomerate of African peoples speaking numerous languages and originating from diverse regions. Specific objectives include: investigating practices used to perpetuate Ticumbi knowledge; identifying elements within these practices that can be recognized as pedagogical contributions from the Black population within the Capixaba socio historical context, grounded in the foundations of Ethnic-Racial Relations Education. In this sense, concepts such as the Afro-Brazilian civilizational values of Trindade (2005), the living tradition of Hampâté Bâ (2010), Oralitura of Martins (2003), and Cosmopercepção of Oyěwùmí (2021) are appropriated, along with a literature review to understand the forms of tradition, respecting its particular mode, territories, and secrets, highlighting studies by Oliveira and Oliveira (2022), and Meireles (2018b) among others. Through research committed to African and Afro-Brazilian history, anchored in Law 10.639/2003, a qualitative methodology using (Auto)biography, as proposed by Souza and Meireles (2018), was employed. Fieldwork consisted of accompanying the Ticumbi tradition in its annual cycle. The results demonstrated that in Afro-Brazilian traditions, specifically the Ticumbi, a formal system of teaching and learning is not always followed. This process occurs depending on the experience of each master and the transmission of necessary information to those responsible for continuity, without this being recognized as lesser knowledge. A prominent pedagogical element was the transmission, albeit unplanned, from older to younger generations, a characteristic of the training received since childhood. Another highlight is the songs, many produced impromptu, which sought to portray the context experienced by the participants. In the context of Ticumbi, everything is sung, everything is revered by the voice. It is through the timbres that deities, ancestors, and forces of nature, among other elements, are remembered. Finally, the complexity of the tradition in its historical potential is highlighted, bringing information about conflicts that occurred during the colonial period on the African continent, more specifically in the ancient kingdom of Congo. Memories maintained through orality, passed down from generation to generation by members of the Baile de Congo de São Benedito de Conceição da Barra, in addition to a strong oral tradition about the events that occurred in the quilombola territory of Sapê do Norte, which has an intense history of struggle and resistance.
- ItemA docência na tela do cinema convencional hegemônico : escritores da liberdade e professor peso pesado(Universidade Federal do Espírito Santo, 2024-11-09) Furtado, Viviane Tavares; Loureiro, Robson ; https://orcid.org/0000-0002-8272-5368; http://lattes.cnpq.br/1326024270450510; https://orcid.org/0009-0003-5681-3844; http://lattes.cnpq.br/8522012726766293; Chaves, Priscila Monteiro ; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; Farias, Marcio Norberto ; https://orcid.org/0000-0002-9936-5936; http://lattes.cnpq.br/4800967221730591Não disponível
- 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.