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
Navegar
Submissões Recentes
- ItemPercepções dos professores de uma escola de Cachoeiro de Itapemirim/ES sobre a implementação(Universidade Federal do Espírito Santo, 2025-11-26) Broedel, Edinéia Giori; Weiss, Andréia; https://orcid.org/0000-0002-3513-1858; https://lattes.cnpq.br/1498649423330714; https://orcid.org/0009-0005-7086-3973; https://lattes.cnpq.br/3205163001071777; Rodrigues, Rodrigo Ferreira; https://orcid.org/0000-0001-7831-4219; https://lattes.cnpq.br/0554156708783564; Martins, Raísa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; https://lattes.cnpq.br/0330124122903433; Pinheiro, Maria Deuceny da Silva Lopes Bravo ; https://orcid.org/0000-0002-4461-6814; https://lattes.cnpq.br/5642201864643326The National Common Curricular Base (BNCC) is part of public education policies, specifically in the field of curriculum, and was implemented nationwide with a normative and hegemonic character, aimed at standardizing the school curriculum across all Brazilian education system by defining the competencies students should develop at each stage of basic education. Considering this, the research's overall objective is to analyze how teachers working with 5th-grade classes of elementary school at a municipal school in Cachoeiro de Itapemirim (a city located in the state of Espírito Santo, Brazil) understand the implementation of the BNCC as a curricular educational policy. The theoretical framework is based on critical authors such as Apple (2002, 2003), Duarte (2015), Macedo (2014), Malanchen (2016, 2021), Oliveira e Ferreira (2024), Sacristán (2000), as well as Saviani’s (2011) historical-critical pedagogy. The methodology is based on a qualitative case study. Documentary research, semi structured interviews with discussion groups and field notes were adopted for data production. Data analysis was based on discourse analysis. It was found that the BNCC was developed based on the assumptions of neoliberal reforms that imposed the interests of the ruling classes and the ideals of serving the market, competitiveness, and profit on curricular educational policies. Therefore, the curriculum emphasizes the selection of minimum content rather than access to the classic content that working class children should have access to in schools that have lost their social function of teaching them.
- ItemEntre signos, significações e saberes: o multiletramento na formação continuada de professores do município de Alegre/ES(Universidade Federal do Espírito Santo, 2025-12-19) Pirovani, Fernanda de Freitas Machado; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Bortoleto, Edivaldo José; https://orcid.org/0000-0002-7748-8361; http://lattes.cnpq.br/4348928198416364; https://orcid.org/0009-0004-5487-5491; http://lattes.cnpq.br/0170160663577269; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Vitorino, Artur José Renda; https://orcid.org/0000-0002-8654-3182; http://lattes.cnpq.br/3811004108670430This dissertation aimed to understand teacher education in the context of Portuguese Language (PL) teaching, mediated by multiliteracies, based on teachers’ perceptions, analyzing how these approaches may foster the learning of students in the 5th year of Elementary Education (EE). The study contributes to the debate on Portuguese Language teaching by grounding itself, initially, in the perspective of multiliteracies, as proposed by Rojo (2012), and subsequently in the Semiotics of Charles Sanders Peirce (2005), understanding language as a system of signs constituted within social relations and historical and cultural contexts. A methodological approach oriented toward the development of basic proficiencies in reading, writing, and multiliteracies was adopted, articulating these competencies with a curriculum that prioritizes integrated practices, such as reading, linguistic analysis, literary analysis, text production, critical reflection, interpretation, and grammar. To this end, the research was conducted in a municipal public school in Alegre, Espírito Santo, through a qualitative and exploratory approach. Semi-structured interviews were carried out with teachers working in the 5th year, with the aim of analyzing the possible contributions of Peircean semiotics to the notion of multiliteracies, considering the learning gaps observed among students in the final years of Elementary Education with regard to reading, text interpretation, and writing. It is important to emphasize that issues related to reading, text interpretation, and writing are not limited to curricular prescriptions or pedagogical practices, but are articulated with broader socio-historical-economic contexts, permeated by neoliberal logic that impacts students in public schools, who are predominantly from working-class backgrounds and socially subalternized groups. In this scenario, the research sought to demonstrate that Portuguese Language teaching can transcend normative and instrumental memorization, constituting itself as a space for the construction of signs, meanings, knowledge, and dialogue, especially when guided by a semiotic perspective.
- ItemEducação especial em escolas no campo: um estudo de caso no município de Castelo/ES(Universidade Federal do Espírito Santo, 2025-11-07) Valani, 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 ; Souza, Leila Damiana Almeida dos Santos; 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.