Mestrado em Ensino, Educação Básica e Formação de Professores
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica
junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041
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- ItemPercepção dos professores sobre metodologias ativas : reflexões sobre a profissão docente(Universidade Federal do Espírito Santo, 2024-10-07) Penna, Bruno Paixão; Vogel, Marcos ; https://orcid.org/0000-0003-2883-6320; http://lattes.cnpq.br/7015837545299306; Carvalho, Maria Aparecida de ; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0009-0009-2595-5771; http://lattes.cnpq.br/8058967326374877; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Miranda, Camila Lima ; https://orcid.org/0000-0002-3809-2882; http://lattes.cnpq.br/2471790476802441This document is a report on research that aimed to investigate the perceptions of Natural Sciences teachers in the state education network of the municipality of Cachoeiro de Itapemirim/ES regarding Active Methodologies (AM). This was done through an analysis of the teachers’ narratives about lesson development using AM. The idea for the research arose in the context of the growing encouragement by the State Government’s Department of Education (Sedu) to incorporate AM into teachers’ lesson plans. This incentive is accompanied by various continuing education courses designed to prepare teachers to incorporate the “pedagogical innovations” of AM and digital technologies. How these training processes unfold and their respective effects on teachers’ performance may indicate the direction the teaching profession is heading. In this context, the following research question was developed, guiding all stages of the study: What do the perceptions of Natural Sciences teachers in the state education network in Cachoeiro de Itapemirim/ES regarding AM suggest about their training processes and professional spaces? This is a qualitative study of the Narrative type. The tools used for data collection were Narrative Interviews and Field Diaries. Four teachers were selected to participate in the interviews. The narratives were audio recorded and later transcribed, forming the corpus for analysis in the study. The technique used for data analysis was Thematic Analysis, from which three themes emerged from the narratives. The interpretation of these themes, based on the theoretical framework of the study, allowed for addressing the research question. The results indicate that teachers perceive lesson planning using AM as a challenge, given the unfavorable working conditions they face. It was also noted that the training processes related to AM exhibit a technical rationality, with little room for reflection or for valuing teachers’ experiential knowledge. Additionally, it was found that the current scenario of state public education aligns with market interests, with increased participation of private sector actors in the provision of educational services. Thus, the conclusion of the analysis suggests that the promotion of AM teaching by Sedu is more aligned with market interests and the expansion of neoliberal policies and practices, potentially accelerating the deprofessionalization of teaching
- ItemEnsino colaborativo e o processo escolarização de estudantes com deficiência intelectual(Universidade Federal do Espírito Santo, 2024-02-21) Carastro, Luana Balma; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/4220074008880698; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Pimentel, Susana Couto ; https://orcid.org/; http://lattes.cnpq.br/6636602535604435Collaborative teaching has been identified as an important proposal for pedagogical action for the school inclusion of students with disabilities. From this perspective, this study analyzed the work carried out between the special education teacher and the regular class teacher, in the schooling process of students with intellectual disabilities, through collaborative teaching. This is a participatory research, with the researcher as co-teacher and as research subjects a Portuguese language teacher, working in the regular class, and four students with Intellectual Disabilities from a state public school in the Caparaó region of Espírito Santo. Observation, joint planning with the teacher, journal diary and semi-structured interview were used as data production instruments. The assumptions that supported this research are based on the historical-cultural epistemology of Vygotsky (1896-1934) to understand the development of students with intellectual disability and the processes of mediation, in the conceptualizations presented by Capellini (2004, 2018), Capellini and Zerbato (2019) about collaborative teaching, in addition to discussions about public policies and school inclusion. The results indicate that the main difficulties perceived for the development of collaborative teaching are directly related to the way in which the educational policy itself is organized and reflected in the school organization, pointing, mainly, the lack of time for collaborative planning. However, non-formal planning were an immediate solution to alleviate the situation, emphasizing the role of management that contributed so that collaborative practices becoming present and the importance of moments of collaboration, which were formative means for teachers. In view of these aspects, it is necessary to reflect on the practices developed regarding school inclusion, with the appreciation and encouragement of collaborative practices, understanding that students with intellectual disabilities recognize themselves in this context and must have their needs met and their potential valued, considering that the right to quality education is for everyone and noting that collaborative teaching is essential to guarantee that right
- ItemA utilização da variação social gírias no ensino da língua inglesa na educação básica(Universidade Federal do Espírito Santo, 2024-08-30) Nascimento, Larissa Souza; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; Martins, Raisa Maria de Arruda; Santos, Kelly Barros; http://lattes.cnpq.br/The research aimed to investigate students’ perceptions of the use of slang in the context of English language teaching and learning. The theme aimed to include linguistic variation (slang) as a teaching and learning resource, in order to analyze whether this proposal was configured in a more attractive and meaningful format from the point of view of students immersed in the subject under discussion. In this way, the literature that underpins this study concerns the theoretical-methodological assumptions of sociolinguistics as well as the context of foreign language teaching and learning. This is a qualitative investigation, which was formalized through field research. The elements were produced through a discussion group (trigged by the semi-structured interview technique) and the introduction of a pedagogical workshop. An audio recorder was used as a tool for collecting information, and the recordings were later transcribed. The analysis resulting from the processes described was carried out using the content analysis method. In view of this, it is believed that the use of slang is effective because this linguistic variation usually makes up the daily vocabulary of young people, when used in the mother tongue, while at the same time enabling affinity and interest in the foreign language under discussion, since the presence of correlations between informal expressions in the Portuguese and English languages is perceived and, therefore, results in contextualized classes that have meaning and are meaningful to learners in the context of English language classes. The analyzed results showed that the pedagogical workshop, linked to the contextualization of the process with the use of slang as a methodology in language classes, resulted in linguistic education, which dialogues with the communicational reality of the research subjects.
- ItemA política de educação especial de Venda Nova do Imigrante – ES no contexto da educação infantil: desafios e possibilidades(Universidade Federal do Espírito Santo, 2024-07-12) Gonçalves, Cinthia do Carmo; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; França, Marileide Gonçalves; Nunes, Isabel Matos; Effgen, Ariadna Pereira SiqueiraThis study aimed to unveil and problematize the process of implementing public policies for special education in a public preschool in the municipality of Venda Nova do Imigrante, ES. To this end, we defined the following specific objectives: to characterize the policies and actions developed by the Municipal Education Department of Venda Nova do Imigrante, ES, to ensure the right to access, permanence, and learning for children who are the target audience of special education in early childhood education; to identify the accessibility and resources available for the effective implementation of public inclusion policies for special education target audience (PAEE) children in the researched school; and to analyze the materialization of educational policies directed at children with disabilities in the researched school. The theoretical foundation is based on the assumptions of historical-dialectical materialism, which underpins historical-cultural psychology and historical-critical pedagogy. This approach allowed us to understand the development of humanity and the social function of the school. The research is characterized as qualitative in nature, following a case study methodology. For data collection, we conducted a bibliographic review, document consultation, and semi-structured interviews with the coordinators responsible for the Pedagogical Coordination of Specialized Educational Assistance and Early Childhood Education of Venda Nova do Imigrante, ES, teachers of regular classrooms who have PAEE students enrolled in their classes, the Specialized Educational Assistance (AEE) teacher in the Multifunctional Resource Room (SRM), the pedagogue and director of EMEI Manacás, and maintained a field diary throughout the field research. The results highlight the municipality's efforts to establish quality education for children with disabilities. However, there is an evident presence of neoliberalism in the organization of municipal documents that guide municipal education in general. Additionally, the lack of intersectoral dialogue hinders collaborative work. We argue that to advance the implementation of inclusive education in the context of early childhood education, it is necessary to reflect on and reorganize continuous training policies, promote greater autonomy for schools and teachers, and improve communication and coordination between sectors and professionals. Implementing special education policy in early childhood education involves adopting a dynamic and collaborative view of the teaching and learning processes for children with disabilities.
- ItemFormação continuada com professores que ensinam matemática : uma abordagem sobre o uso de material didático manipulável(Universidade Federal do Espírito Santo, 2024-07-30) Silva, Lais Scorziello Feitosa da; Gualandi, Jorge Henrique ; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Alana Nunes Pereira de ; https://orcid.org/; http://lattes.cnpq.br/; Gazire, Eliane Scheid ; https://orcid.org/; http://lattes.cnpq.br/Several educators have cited the importance of teaching progressing from the tangible to the abstract; hence, this research highlights the importance of using manipulable didactic materials (MDM) in mathematics teaching. It is claimed that the correct use of MDM promotes meaningful learning for students, in addition to developing logical, critical, and scientific reasoning. However, it is emphasized that MDM alone will not ensure that students understand the intended mathematical concepts, and for this to occur, the teacher's mediation becomes crucial. Furthermore, for the use of MDM in the classroom, it is essential that the teacher knows the chosen material and is able to organize a dynamic that promotes learning. Considering that the use of MDM in teaching is important and that the effectiveness of these resources depends more on the educator than on the material itself, the relevance of continuous training (CT) courses that assist teachers in this process becomes evident. Therefore, a CT course was developed with teachers who teach mathematics in the municipality of Piúma-ES, focusing on the use of MDM in teaching. In light of this, the objective of the research, with a qualitative and participatory approach, was to investigate whether a CT course related to teaching through the use of MDM contributes to what teachers who teach mathematics in schools in the municipality of Piúma-ES know and think. The developed CT course took place between August and October 2023, with 13 participants. The data collection instruments included questionnaires, discussion circles, and a field journal. It was found that the participating teachers were already using some MDM, recognized the importance of these resources for their students, but were eager to learn about other materials. Despite facing some challenges regarding the use of MDM, such as lack of resources, the need for more planning time, and large class sizes, the teachers used some materials during the CT course with their classes and were surprised by the positive results. Some shifts in perspectives regarding the use of MDM in mathematics teaching were observed. Some participants recognized the importance of MDM for fostering dialogue during the knowledge construction process, while others continued to use the materials. Additionally, changes in thinking about how to use MDM were identified, in order to better leverage the potential of the materials. Therefore, the need for the provision of CT courses focused on the use of MDM in mathematics teaching, as well as improving the teacher's work environment, is understood