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- ItemCurrículos nômades nos cotidianos escolares da EJA(Universidade Federal do Espírito Santo, 2024-10-17) Fonseca, Daniele Soares da; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-3950-0427; Carvalho, Janete Magalhães; Prates, Maria Riziane CostaThis research is an invitation to search for other ways of thinking and doing curricula in Youth and Adult Education, with strength in collective encounters and experimentation. It starts from the current context marked by attempts to plaster over public education in Brazil, with regard to educational policies that are reflected in the homogenizing and systematizing curricular model, materialized in recent times with the BNCC. We are betting on the possibility of mapping the processes of creating nomadic curricula, conceived as mechanisms for the insurgence of collectivity, which configure errant lines of teaching practices, thoughts and collective bodies in everyday school life. We think of collectivity as the composition of multiplicities that relate intensively. In this sense, collectivity is not seen as an agglutination of individuals, but as a collective agency that is formed from the heterogeneous connections that are established between multiplicities. We used the conceptual tools that address the forms and forces engendered by macro/micro-political movements in education, considering that these movements are incessantly constituted in relation, but the focus of the work is in the field of mechanisms of micro-political forces that weave heterogeneous networks, based on encounters and experiments as collective insurgencies against the plastered curricular model, creating possibilities for inventive teaching-learning actions in everyday school life. It is in this sense that we understand that nomadic curricula constituted from collective experiences create movements of insurgency. Thus, the aim of this research is to follow the movements of the immanent forces that constitute curricula as collective insurgencies, in the teaching modality of Youth and Adult Education, in a school run by the Municipality of Serra/ES. Assuming the post-structuralist epistemological field, the research is based on the Philosophy of Difference in dialog with Deleuze, Guattari, Foucault and many others. It adopts cartography as a methodological approach, which, together with young people and adults, sets out on an incessant wandering along the wandering paths of the inventiveness produced through encounters.
- ItemAfetos e representações de famílias negras na literatura infantil: por uma educação literária(Universidade Federal do Espírito Santo, 2024-12-10) Alacrino, Daniela Santos; Araújo, Débora Cristina de; https://orcid.org/0000-0001-8442-3366; Chaves, Priscila Monteiro; Ramalhete, Mariana Passos; Iyagunã, Dalzira Maria Aparecida; Passos, LeandroThe general objective of this research was to identify the family structures of black characters and their emotional relationships in children's literature on African and Afro-Brazilian culture, contributing to a literary education. The specific objectives sought to: analyze the family configurations present in the works, whether single-parent or two-parent, heterosexual or homosexual, and other models; identify, based on a specialized theoretical framework, the way in which emotional relationships involving black characters are characterized in Brazilian works and those from African countries; verify how and if there are influences from African cultures or traditions in the family structures present in works contextualized in countries of the African diaspora, especially in Brazil; reflect on how literary education, in accordance with Law 10.639/2003, can provide contact with diverse emotional bonds. To this end, this dissertation presents studies on family organizations in the African context based on Somé (2009) and Oyèrónkẹ (2021), authors who, together with bell hooks (2019; 2022) and others, were central references for literary analysis. The methodology adopted was bibliographic (Gil, 2008), using as source the books from the LitERÊtura group collection composed of 392 children's literature titles (BARRETO, 2023). The works analyzed were: “Julián é uma sereia”, by Jessica Love (2021); “Agora pode chover”, by Celso Sisto (2018); “Eu também!”, by Patricia Auerbach (2021); Quintal das irmãs”, by Waldete Tristão (2024); “Cadê você, Jamela?” and “Feliz aniversário, Jamela!” by Niki Daly (2006, 2009); and “A mãe que voava” (The Flying Mother), by Caroline Carvalho (2018). The titles were divided into four categories: “Family and Sexuality”, “Ancestry and Lordship”, “Paternity”, “Bonds between Siblings and Extended Families” and “Maternity”. The methodological procedures of the State of Knowledge were used for the bibliographic review, which showed a significant number of works that deal with motherhood and the relationship between children and older relatives, usually their grandmothers. On the other hand, there are still few studies focused on black boys and men. The results of the literary analysis showed positive results in relation to family representations, as they do not reinforce stereotypes, but promote the expansion of children’s literary repertoire. Furthermore, it diversifies and values the history and culture of the black population and the consolidation of affective relationships.
- ItemNão pense em crise, avalie!(Universidade Federal do Espírito Santo, 2024-12-02) Rocha, Nina Soares; Chaves, Priscila Monteiro ; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; https://orcid.org/0009-0006-1061-7073; http://lattes.cnpq.br/2595847309818397; Gontijo, Cláudia Maria Mendes ; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Guimarães, André Rodrigues ; https://orcid.org/0000-0003-1153-0771; http://lattes.cnpq.br/0146898361391391This master's dissertation, grounded in historical dialectical materialism, is a documentary research that aims to investigate the political and ideological implications of the large-scale application of external assessments in literacy during the Covid-19 pandemic in the municipality of Viana, Espírito Santo, Brazil. By adopting this perspective, the research seeks to understand how social phenomena, such as the application of assessments, are the result of broader historical and social processes, marked by power relations and inequality. Initially, this work presents the main scientific contributions already produced, establishing the theoretical and political bases of the research. The study analyzed the OECD's guidelines for education during the pandemic and the literacy assessment policies of the state of Espírito Santo. The results show that the urgency to carry out these assessments, even in a context of health and social crisis, was intrinsically linked to the interests of the Brazilian bourgeoisie, which seeks to align education with the demands of the global market. The research concludes that the adoption of the OECD's recommendations by Brazil contributes to the reproduction of social inequalities and to the maintenance of an educational system at the service of capital. By prioritizing large-scale assessment, the country deepens the logic of training a workforce for the market, disregarding the specificities of the pandemic context and the needs of the most vulnerable students
- ItemA formação de professoras alfabetizadoras em universidades federais do Brasil(Universidade Federal do Espírito Santo, 2024-08-30) Clipes, Esther Salvador; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; Costa, Dania Monteiro Vieira; Evangelista, OlindaThis study was developed with the aim to understand the guidelines and priorities for literacy in undergraduate Pedagogy courses at Federal Universities of Brazil in the context of the Resolution number 2/2015 from the National Education Council. From a documentary analysis based on the principles of historical materialism and language as enunciation, 37 Pedagogical Course Projects (PPCs) and the curricular policy in question were investigated. The results show that, on average, courses dedicate around 5% of their total workload to subjects related to literacy, which seems insufficient given the complex nature of teaching the mother tongue in its written form. In the courses, there is a wide dissemination of cognitive and “letramento” theories and, in general, there is a focus on the practical issues of teaching the language instead of linguistic knowledge itself. The Resolution number 2/2015 does not mention the term literacy and, by incorporating concepts such as flexibility and skills, reinforces the hegemonic discourse that the school, and teachers, should focus on learning attitudes that enable adaptation to bourgeois demands. The policy presents mechanisms that reinforce the deterioration of teacher training and its reconversion, in addition to transferring the focus of the curriculum from the most relevant knowledge for humanization to subjects that allow the creation of consensus. We conclude that, intentionally, the environment for training of teachers for literacy in Brazil is not the universities but the in-service training courses which, by their very nature, have an even more practical character, and can be quickly reformulated to the new demands of capital and carry greater coercive power over teaching performance when compared to policies established in initial training.
- ItemEstado do conhecimento sobre línguas bantu e educação bilíngue em Moçambique, 2017-2022(Universidade Federal do Espírito Santo, 2024-09-05) Lino, Cesário Lopes Manuel Nunes; Ngunga, Armindo Saúl Atelela; https://orcid.org/0000-0002-7289-2621; Araújo, Débora Cristina de; https://orcid.org/0000-0001-8442-3366; https://orcid.org/; Finardi, Kyria Rebeca; Timbane, Alexandre AntonioThis dissertation is an in-depth exploration of academic research on the teaching of Bantu languages and bilingual education in Mozambique, conducted in both Brazil and Mozambique. The study critically examines theses, dissertations, and academic articles from 2017 to 2022, with the aim of analyzing scientific production related to Bantu languages and Mozambican bilingual education. Utilizing the State of Knowledge methodology (Morosini, Santos, Bittencourt, 2021), the study systematically maps academic works, highlighting their focuses, methodologies, and results. The findings reveal a growing recognition of Bantu languages in Mozambican scientific research, indicating a positive acknowledgment of these languages. However, political and social challenges are identified that need to be addressed for these languages to play a more significant role in society. Concerning bilingual education, there is skepticism about the current model, primarily due to the lack of human, material, and financial resources. Nonetheless, many view the model as a promising avenue for cultural and social inclusion. Additionally, bilingual education is considered a potential strategy to enhance access to education and promote the development of Mozambican languages, thereby contributing to educational quality and the strengthening of cultural identity in Mozambique.