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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- ItemEducação especial em escolas no campo: um estudo de caso no município de Castelo/ES(Universidade Federal do Espírito Santo, 2025-11-07) Valini, Raquel; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748 ; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0002-9257-4783; http://lattes.cnpq.br/6774947050794278 ; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305 ; Leila Damiana Almeida dos Santos Souza; https://orcid.org/0000-0001-8491-2194; http://lattes.cnpq.br/8966889588334706This study aims to analyze how the educational services for students targeted by special education are structured in rural schools of the municipality of Castelo, Espírito Santo, Brazil, problematizing the guarantee of the right to schooling through the articulation of two educational modalities historically marked by institutional invisibility: rural education and special education. A qualitative methodological approach was adopted, based on Laurence Bardin’s content analysis, combining analytical criteria and thematic categories consolidated in the literature. Data production involved document analysis and interviews with managers of the Municipal Education Department, school pedagogical coordinators, and teachers of specialized educational services. Data reveal tensions between what is prescribed and what is practiced, highlighting the absence of a local normative framework, gaps in continuous teacher education, institutional overload in rural schools, and resistance from regular classroom teachers regarding shared responsibility for inclusion, often delegating this responsibility to the teacher of specialized educational services. Despite these challenges, the study identifies meaningful practices led by teachers of specialized educational services who act as mediators of the learning process through attentive listening, pedagogical adaptations, and ethical commitment to the students. The analysis underscores the need for intersectoral public policies, context-based teacher training, and curricular restructuring that addresses both rural specificities and functional diversity.
- ItemA linguagem matemática e as suas diversas formas de expressão: uma leitura semiótica da matemática e do seu ensino(Universidade Federal do Espírito Santo, 2025-11-17) Rosário, Talita Brum do; Bortoleto, Edivaldo José; https://orcid.org/0000-0002-7748-8361 ; http://lattes.cnpq.br/4348928198416364 ; https://orcid.org/0009-0008-6375-1457; http://lattes.cnpq.br/; Bernardi , Luci Teresinha Marchiori dos Santos ; https://orcid.org/0000-0001-6744-9142; http://lattes.cnpq.br/3534204043658317; Oliveira, Alana Nunes Pereira de; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525This study analyzes how mathematical language — both in its verbal forms (oral and written) and non-verbal forms (symbolic, graphical, and visual) — influences the teaching and learning process. The research is based on the premise that mathematics is a language composed of different registers of representation, and that students' difficulties often do not lie in the mathematical concept itself, but in the way it is presented, translated, and used in the classroom. The investigation adopts a qualitative, bibliographic, and documentary approach, focusing on Raymond Duval’s Theory of Semiotic Representation Registers. Six studies were analyzed involving different educational contexts (Elementary Education, Youth and Adult Education, blind and deaf students), emphasizing the role of language in the development of mathematical thinking. The results show that pedagogical practices centered exclusively on symbolic or algebraic language limit students’ understanding and hinder conceptual development. In contrast, when teachers articulate different representation registers — such as graphs, verbal explanations, diagrams, images, and concrete manipulation — students demonstrate greater comprehension, engagement, and cognitive development. The research also reveals that many teachers have not received sufficient training to understand and work with mathematics as a language, which reinforces fragmented practices focused only on memorizing algorithms. It is concluded that consciously exploring the diversity of registers enhances mathematical communication, contributes to meaningful learning, and strengthens students’ intellectual autonomy. Duval’s theory stands out as a reference for rethinking teaching practices and promoting mathematics education focused on understanding rather than on the mere execution of procedures.
- ItemCadê os pretos daqui? Trajetória de escolarização dos/as estudantes negros/as e brancos/as egressos dos cursos técnicos integrados ao ensino médio do IFES Campus de Alegre(Universidade Federal do Espírito Santo, 2025-09-23) Souza, José Ricardo Mariano de; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751 ; https://orcid.org/0000-0002-2659-8333; http://lattes.cnpq.br/9670898983788772 ; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433 ; Gonzaga, Yone Maria; https://orcid.org/0000-0002-4242-9994; http://lattes.cnpq.br/4573656745626099 ; Dias, Thiago Leandro da Silva; https://orcid.org/0000-0003-3393-4566; http://lattes.cnpq.br/8920875303870381Law No. 12,711/12 completed ten years in 2022; however, its implementation as an affirmative action policy, as an instrument to confront the racial inequality that exists in Brazilian education between Black and white students, still presents itself as an institutional challenge. The Federal Institute of Espírito Santo (Ifes) has adopted affirmative action policies for admission into its technical, undergraduate, and postgraduate programs. In this regard, we aim to analyze the schooling trajectories of Black and white students who graduated from the integrated technical high school programs at the Federal Institute of Espírito Santo, Alegre Campus, who entered through the quota system and completed the course between 2020 and 2023. To this end, we draw on the contributions of authors who discuss racial inequalities from the perspective of the relationship between race and class (Gonzales; Hasenbalg; Paixão; Theodoro); the constitution of racial relations in Brazil (Almeida; Bento; Domingues; Gomes; Guimarães; Jaccoud; Munanga; Paixão; Schucman; Silvério); the concepts of State and public policies (Behring; Höfling; Santos; Zegarra); affirmative action policies (Bento; Carvalho; Domingues; Feres; Freitas; Gomes; Guimarães; Heringer; Honorato; Jaccoud; Lima; Medeiros; Mello; Munanga; Saillant; Santos; Silva Júnior; Silvério; Vieira; Wedderburn; Zegarra); and, finally, secondary education in connection with vocational education (Araújo; Ciavatta; Cunha; Frigotto; Gomes; Lima; Ramos; Theodoro). For the development of the research, we adopted a qualitative approach, in the form of a case study. For data production, we selected documentary research, seeking to investigate institutional regulations on affirmative policies and the education of ethnic-racial relations at the Institution; and narrative interviews with Black and white graduates of the integrated technical high school programs who entered the institution through the quota system. We established thematic analysis, as proposed by Jovchelovitch and Bauer (2001), as the method for interpreting the information. The narratives revealed the existence of racism throughout their schooling trajectories from elementary to high school; the impact of precarious public school education, which affected the learning process of Black students; the family’s influence on school access and persistence; the violence and psychological distress experienced by young Black students as a result of racism; the influence of racism on self-esteem and identity; and the need for early entry into the labor market due to their socioeconomic conditions. The students emphasized that affirmative policies were fundamental for entering Ifes but showed weaknesses in ensuring persistence, requiring further improvements. They also stated that their education at Ifes contributed to their access to and persistence in higher education, thus improving their living conditions. The study highlights the need to consider actions that enable both the material and symbolic inclusion of Black students in schools, at Ifes, in universities, and in the labor market.
- ItemOs desafios no processo de implementação da Lei n° 10.639/2003 no Ensino de Ciências em uma escola municipal em Castelo-ES(Universidade Federal do Espírito Santo, 2025-08-26) Rezende, Marcia Eduarda Rosa Rodrigues; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088 ; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000-0002-4859-0375; http://lattes.cnpq.br/; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Diório, Ana Paula Inacio; https://orcid.org/0000-0003-1787-5981; http://lattes.cnpq.br/2996481978672741; Silva, Joaklebio Alves da; https://orcid.org/0000-0002-2807-2853; http://lattes.cnpq.br/0215925305692586Science built from a Eurocentric perspective has historically silenced and devalued the knowledge of African and Afro-Brazilian peoples. Law No. 10,639/2003, which establishes the mandatory teaching of Afro-Brazilian and African history and culture, emerges as a possibility to integrate the Education of Ethnic-Racial Relations (Erer) and the Teaching of Sciences. However, its implementation still faces challenges, especially with regard to teacher training, curriculum development and pedagogical practices. Therefore, this study aimed to investigate how the materialization of Erer in the Teaching of Science in a municipal school of Early Childhood Education and Elementary Education in the municipality of Castelo-ES. The theoretical framework of the research is based on authors such as Machado (2014), Machado and Loras (2017) and Costa Junior (2021), who highlight African contributions to science and technology. In addition, we discuss the implications of the historical constitution of the concept of race in Brazil, based on authors such as Schwarcz (1993), Guimarães (2003), Munanga (2003, 2016) and Seyferth (2016), analyzing the role of Biological Sciences in sustaining racist discourses. Finally, proposals for the decolonization of the curriculum and the valorization of Erer in Science Teaching are addressed, with theoretical support in Gomes (2018), Pinheiro (2019), Silva (2022) and Verrangia (2010, 2013, 2016). The methodology adopted was qualitative, with a participant research approach (Brandão, 2006), enabling the construction of the research in collaboration with the participants involved. The data production instruments included documentary consultation of educational norms, participant observation of science classes, field diary and semi-structured interviews with two science teachers and management. Data analysis was carried out based on content analysis, according to Franco (2005). The results reveal that the curriculum and the syllabus of Science Teaching present in their theoretical assumptions mentions about ERER, but we did not find in the curricular contents specific mentions of this area of knowledge, maintaining a Eurocentric perspective centered on scientists and European knowledge. The Political-Pedagogical Project (PPP) does not present guidelines on Erer or actions to combat racism. We also found a lack of knowledge on the part of professionals about Law No. 10,639/2003, which limits the insertion of the theme in pedagogical practices. Although there are initiatives aimed at ERER, they do not involve the entire school community and often reinforce stereotypes, the approaches in Science only occur at specific times and are not rooted in the daily life of classes. Pedagogical practices in collaboration with the teachers were presented as a possibility to promote dialogue between Science Teaching and ERER. Thus, the research highlights the urgency of integrating Erer as a central axis in Science Teaching and the need for continuing education of educators to break with racist and silencing practices in the school space, as well as to constitute anti-racist practices that promote the recognition and appreciation of African and Afro-Brazilian history and culture.
- ItemPercepções de Ciência, Tecnologia e Sociedade (CTS) na licenciatura em Ciências Biológicas : um olhar sobre a formação inicial de professores(Universidade Federal do Espírito Santo, 2025-10-01) Silva, Katryn Sonja Santos Ferreira Pereira da; Barroso, Tatiana Santos; https://orcid.org/0000-0003-1741-4384; http://lattes.cnpq.br/5475915246499165; https://orcid.org/0009-0008-7388-8828; http://lattes.cnpq.br/8951579394781167; Weiss, Andréia ; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Terra, Vilma Reis ; https://orcid.org/; http://lattes.cnpq.br/1219341598549889Science, Technology, and Society (STS) Education adopts an interdisciplinary perspective and seeks to understand the social dimension of science and technology, as well as their environmental, political, economic, ethical, and cultural implications, providing support to rethink teacher education and contribute to the articulation between theory and practice. In this context, the integration of the STS perspective into undergraduate teacher education programs can foster the development of more contextualized and reflective pedagogical practices. Considering these aspects, the general objective of this research was to analyze how Science, Technology, and Society (STS) Education is present in the initial teacher education program in Biological Sciences at UFES/Alegre, based on the analysis of curricular documents and the perceptions of students and professors of the course. Thus, the conception of science adopted in this study is that of a social and historical practice, not neutral, oriented by values and interests that permeate the entire process of knowledge production (Lacey, 2010). The conception of technology, in turn, is understood as a social construction, conditioned by systems that involve values, power, and culture, shaping lifestyles and being guided by the objectives of society (Feenberg, 2010). The Latin American Thought on STS (PLACTS) emerges in this context as a movement that seeks to reframe STS studies by incorporating the historical, social, and cultural specificities of Latin America. In the Brazilian case, PLACTS dialogues with the conceptions of Paulo Freire, complementing them within a critical and emancipatory perspective. In methodological terms, this is a qualitative case study, in which data were produced by means of document analysis and semi-structured interviews, and analyzed by means of content analysis supported by Strieder (2012) and Strieder and Kawamura (2017) STS Reference Matrix. The results indicated that the STS perspective is not explicitly materialized in the Political-Pedagogical Project (PPC) of the Biological Sciences undergraduate program at UFES/Alegre, appearing only indirectly. Participants’ perceptions were situated at intermediate and minimally critical levels regarding science and technology, in addition to highlighting the predominance of theoretical over practical training components in the course. Therefore, it is emphasized the need to make the presence of the STS perspective more explicit in the curriculum, articulating theory and practice so as to reflect on initial teacher education and on the future work of Biology teachers. The findings also highlight the importance of future research that, in addition to the theoretical dimension, promotes practical experiences with preservice teachers, in order to bring the STS perspective closer to teaching practice