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Avaliação pedagógica inicial e a prática pedagógica do professor de educação especial
(Universidade Federal do Espírito Santo, 2025-05-09) Trindade, Andréia Ramos dos Santos; Caetano, Andressa Mafezoni ; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0009-0006-7224-0590; http://lattes.cnpq.br/8932894012359166; Jesus, Denise Meyrelles; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Rangel, Fabiana Alvarenga; https://orcid.org/0000-0003-2617-1134; http://lattes.cnpq.br/4001137600317836
This dissertation emphasizes the importance of problematizing the schooling of students with intellectual disabilities in the early years of elementary education, focusing on a school in the municipality of Vila Velha (ES). The objective is to discuss how the implementation of the initial pedagogical assessment impacts the pedagogical practice of the Special Education teacher in the schooling of students with intellectual disabilities. To reflect on the issues raised in the research, the theoretical framework draws on the studies of Lev Vygotsky and the historical-cultural perspective. The incorporation of Vygotsky’s thought enables the understanding of human development as a process mediated by social interactions and context. This study also relies on the contributions of Philippe Meirieu, who addresses issues of educability and differentiated pedagogy, emphasizing that all students can learn, thereby fostering reflection on the schooling of all students, as well as on authors from Special Education. The methodological approach was designed through qualitative research, with the subjects being Special Education teachers from a public municipal school. Semi-structured interviews and the analysis of Special Education documents in the municipality were chosen as data collection instruments. The results show that through the application of the initial pedagogical assessment, the collective construction and individualization of teaching provide the Special Education teacher with opportunities for reflection within the school environment. By problematizing the tension between the collective and the individual, the study highlights that collectivity, far from homogenizing subjects, is the means through which the Special Education teacher enhances the development of each student, allowing the construction of more inclusive pedagogical practices in the schooling of students with intellectual disabilities.
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Culturas infantis e cultura visual em diálogo: leituras e percepções das crianças sobre/com as imagens que circulam nos espaços da educação infantil
(Universidade Federal do Espírito Santo, 2025-05-29) Louzada, Queila do Nascimento Lucas; Góes, Margarete Sacht; https://orcid.org/0000-0002-7146-6022; http://lattes.cnpq.br/5504378088842871; https://orcid.org/0009-0002-1761-4116; http://lattes.cnpq.br/0349943662109727; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868; Valle, Lutiere Dalla; https://orcid.org/0000-0002-8547-7793; http://lattes.cnpq.br/7210555983862366
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Educação estética e a experiência na formação de professores de artes: um estudo (auto)biográfico
(Universidade Federal do Espírito Santo, 2025-05-15) Ferreira, Sonia Maria de Oliveira; Foerste, Gerda Margit Schültz; https://orcid.org/0000-0002-6040-5435; http://lattes.cnpq.br/5263258908602198; https://orcid.org/0000-0003-3466-2603; http://lattes.cnpq.br/4825667911457317; Góes, Margarete Sacht; https://orcid.org/0000-0002-7146-6022; http://lattes.cnpq.br/5504378088842871; Oliveira, Uillian Trindade; https://orcid.org/0000-0002-3834-316X; http://lattes.cnpq.br/8352405186545592; Miranda, Marina Rodrigues; https://orcid.org/0000-0002-1133-7827; http://lattes.cnpq.br/4087302830515226; Vasconcelos, Flávia Maria de Brito Pedrosa; https://orcid.org/0000-0001-9853-5588; http://lattes.cnpq.br/7285933895645743
This research analyzes the education of Arts teachers, anchored in concepts of experience from Benjamin (1994, 2012, 2017), Vygotsky’s mediation (2003, 2007, 2010), and Vygotsky’s aesthetics (1999). It problematizes the aesthetic experience in teacher education, with the goal of analyzing how aesthetic and artistic experiences in exhibition spaces contribute to the training of Arts teachers. The study is based on the thesis that the aesthetic education of Arts teachers benefits from experiences in art exhibition spaces. The autobiographical study favors, through life stories, the reflective process of the Arts teacher towards an aesthetic experience, which promotes the spectator beyond consumption and superficial encounters with the artwork. The research was grounded in the (auto)biographical methodology of Josso (2004, 2007, 2012, 2020) and Abrahão (2004), seeking memories and aesthetic experiences that contribute to the education of Arts teachers. For this, the autobiographical research began with our own experiences in exhibition spaces and expanded into dialog with subjects and their life stories, with an emphasis on the influence of art on their lives and their experiences in exhibition and educational spaces and teaching. The dialog was expanded with artists in studios, art exhibitions and with teachers, researchers and a final-year Visual Arts student in the subject Art and Non-School Education. Data was collected through observation and analytical (auto)biographical reporting, with entries in logbooks, dialogues and documentary analysis. The results show the centrality of an education enriched by experiences in exhibition spaces in the training of art teachers. Experiences in spaces such as ateliers and art exhibitions, in extended dialogues with artists, teachers and students, foster self-reflection and corroborate the autobiographical study in understanding the formative process in the arts by developing affective memories of each experience lived
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A defesa heterotópica na execução de títulos executivos extrajudiciais no processo civil
(Universidade Federal do Espírito Santo, 2025-05-13) Azevedo, Amanda Segato Machado de; Siqueira, Thiago Ferreira; https://orcid.org/0000-0003-1763-2234; http://lattes.cnpq.br/1377110680976833; https://orcid.org/0009-0007-3528-8576; http://lattes.cnpq.br/8239900769415151; Gonçalves, Tiago Figueiredo; https://orcid.org/0000-0002-4064-3567; http://lattes.cnpq.br/5320780300394578; Costa, Rosalina Moitta Pinto da; https://orcid.org/0000-0002-3673-6912; http://lattes.cnpq.br/5469957203750291
Object: This research analyzes the autonomous action as a debtor's reaction to an extrajudicial executory title, known as "heterotopic defense," within the scope of civil procedure. It examines the relationships established between the execution, the heterotopic defense, and the motions to stay enforcements, aiming to establish the parameters and requirements of the heterotopic defense for discussing matters of the execution process. Issue: The repercussions of the heterotopic defense regarding the execution of an extrajudicial executory title and the execution-related claims are not yet uniform. This is because there is no specific legal regulation regarding the timing and matters that can be raised in this autonomous action. Its occurrence is only indirectly mentioned in Article 784, § 1, and Article 55, § 2, both of the Brazilian Code of Civil Procedure. Problem: What are the admissibility requirements for the heterotopic defense to discuss matters of the execution process, considering the legal provision for execution-related claims? Methodology: The research comprises a qualitative documentary analysis of legal literature, the Brazilian Codes of Civil Procedure of 1973 and 2015, and judgments from the Superior Court of Justice. To this end, the deductive method was employed, starting from general premises, considered true, towards singular premises, to propose the admissibility requirements for the use of the heterotopic defense. Results: The delimitation of the timing and cognizable matters in the heterotopic defense, in contrast to unoffered execution-related claims, based on Article 784, § 1 of the Code of Civil Procedure. Contributions: The research demonstrates that filing an autonomous action after the deadline for execution-related claims has passed without them being filed, raising defense matters that should have been presented therein, may seem to compromise the purpose of the execution related claims. However, the legislator did not establish execution-related claims as the sole form of defense but merely as one of the avenues, a fact observed in legal literature. Furthermore, it develops a propositional thesis to structure the requirements, encompassing the procedural moment, the content of the allegations, and the connection with the unobjected execution, aiming to provide, at this point, clarity and applicability to Article 784, § 1 of the CPC. From a practical standpoint, the research shows that although execution-related claims are the typical means for the debtor to defend against the execution of an executory title, the debtor is allowed to choose other procedural avenues, albeit with distinct legal consequences for each type of defense. From a social perspective, it contributes to the fair and effective delivery of judicial services, ensuring both the creditor's right to the satisfaction of their claim and the debtor's possibility of challenging an unjust execution, while also providing sanctions for dilatory conduct and conduct inconsistent with the principles of procedural good faith
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Fitorremediação de solos contaminados com zinco por plantas ornamentais Zinnia elegans Jacq. e Brassica oleracea L. var. acephala DC.
(Universidade Federal do Espírito Santo, 2025-04-22) Piassi, Juliana Zambom; Pires, Fábio Ribeiro; https://orcid.org/0000-0001-6534-3475; http://lattes.cnpq.br/5930035056050041; https://orcid.org/0009-0002-5596-6374; http://lattes.cnpq.br/3129164238730704; Gontijo, Ivoney; https://orcid.org/0000-0002-4251-4689; http://lattes.cnpq.br/8496861046570150; Viana, Douglas Gomes ; https://orcid.org/0000-0001-6257-0461; http://lattes.cnpq.br/1062203728832824
Phytoremediation is a sustainable and low-cost technology for the decontamination of areas polluted with heavy metals, such as zinc (Zn). Although the use of ornamental plants in phytoremediation is promising, it is still poorly reported. Therefore, aiming to explore the use of ornamental plants in the phytoremediation of Zn, this work was structured in two stages, each composing a chapter of the dissertation. In the first stage, a bibliometric analysis was conducted to investigate the state of the art in phytoremediation of soils contaminated with heavy metals using ornamental plants. A quantitative survey on the topic (2004-2024) was performed using the Scopus database, and the software SigmaPlot and VOSviewer were employed to create graphs and connection maps. The results revealed an increase in research on this subject, with 100 documents published, highlighting scientific contributions from China, India, and Pakistan. Environmental Science and Pollution Research stood out as the most influential journal, and the Chinese Academy of Sciences emerged as the leading research institution. In the second stage, the performance of Zinnia elegans Jacq. (zinnia) and Brassica oleracea L. var. acephala DC. (ornamental kale) was evaluated in sandy and clay soils contaminated with Zn. Two greenhouse experiments were conducted, one for each soil type, using a randomized block design in a 5x2 factorial scheme. Treatments consisted of four Zn doses plus a control (0, 50, 100, 300 e 450 mg dm-3), applied as ZnSO4·7H2O, and two plant species, with four replications. Morphological attributes, phytotoxicity, pigments, and Zn in the soil and plants were evaluated. The increase in Zn doses negatively affected the production of shoot and root biomass in the plants. Both species were not efficient in extracting Zn from the soils. Ornamental kale showed greater tolerance to Zn stress