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- ItemO debate político e social acerca da instrução de cegos no Brasil e na França nos séculos XIX e XX(Universidade Federal do Espírito Santo, 2025-12-19) Lipari, Sergio Vitor Gomes; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0009-0005-0234-8777; http://lattes.cnpq.br/; Luiz, Miriã Lucia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; Costa, Vanderlei Balbino da; https://orcid.org/0000-0002-1330-747X; http://lattes.cnpq.br/9675106511430204This dissertation aims to investigate the political and social debate triggered in Brazil and France during the 19th and 20th centuries that enabled the systematization of education for people with visual disabilities in both countries. The central problem lies in the critical analysis of this process of appropriation and adaptation, considering the social and political context of the period. The hypothesis is that elites, while coexisting with effective practices of exclusion and social control, legitimizing formal modernization and maintaining the real exclusion of a large part of the population, used education for people with visual disabilities as a symbol of civilizational progress. By investigating this past, the study seeks: 1) to understand why the development of Special Education in Brazil began with education for people with visual disabilities; 2) to investigate the foundational bases and continuity of specialized institutes in Brazil and France, highlighting their structure, permanence, and influence on the educational model; 3) to examine the influence of European congresses on Brazilian education for visually impaired people during the period, focusing on intellectual exchanges and institutional impacts; and 4) to analyze the social role assigned or delegated to people with disabilities at the turn of the century and its consequences in the present. The theoretical foundation is based on historical-dialectical materialism and Gramsci's philosophy of praxis, integrating authors from educational and social historiography, with emphasis on the analysis of historical and discursive processes that constituted the field of special education. The research is supported by document analysis, critical literature review, and examination of primary sources, incorporating Discourse Analysis as an interpretive procedure for educational practices. The results show that the introduction of the Braille system and the foundation of the Imperial Institute for Blind Boys consolidated technical and pedagogical advances, but reaffirmed assistentialist and social control practices, limiting the full emancipation of subjects. The structures of the past influence current practices, and the protagonism of people with disabilities still challenges institutional, technical, and cultural barriers. The study reveals that Brazilian special education is the result of symbolic and material disputes, configuring itself as a field open to transformation and social critique.
- ItemO 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/0652113284096519This 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
- ItemEducação 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/3089785123426262This 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.
- ItemPolítica 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/4001137600317836This 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
- ItemCurrículos-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/8511004621683748The 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