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Documentos Administrativos Documentos administrativos da UFES (Relatórios institucionais, Atos normativos, Resoluções, Portarias e etc)Livros Digitais Livros digitais "ebooks" (e-livros) publicados ou adquiridos pela UFESProdução Científica Produção científica e técnica da UFES, como Artigos, livros e capítulos, trabalhos apresentados em eventos, entrevistas, resenhas, traduções, patentes, cultivares, marcas, etc.Teses e Dissertações Teses e dissertações depositadas no repositório da UFESTrabalhos Acadêmicos Trabalhos acadêmicos de conclusão de curso (TCC) de graduação e pós-graduação lato sensu
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Análise epidemiológica da Covid-19 em indígenas aldeados do Espírito Santo
(Universidade Federal do Espírito Santo, 2025-09-24) Siqueira, Priscila Carminati; Sales, Carolina Maia Martins ; https://orcid.org/0000-0002-2879-5621; http://lattes.cnpq.br/3613476296412930; Maciel, Ethel Leonor Noia ; https://orcid.org/0000-0003-4826-3355; http://lattes.cnpq.br/3761398932271892; https://orcid.org/; https://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; https://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; https://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; https://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; https://lattes.cnpq.br/
Introduction: Indigenous peoples are more vulnerable to illness and death from COVID 19, since infectious and parasitic diseases rank among the main causes of mortality in these populations, especially when compared to other ethnic and racial groups. This vulnerability is intensified by their collective way of life, cultural traditions that favor the spread of SARS-CoV-2 within communities, as well as social inequalities, difficulties in accessing health services, and the geographic locations of the villages. General objective: To analyze the epidemiology of COVID-19 among the Indigenous population living in villages in the state of Espírito Santo, from 2020 to 2024. Methods: This thesis is structured in the form of four scientific manuscripts, each with a specific objective. Accordingly, each manuscript adopts its own methodological procedures, which together comprise the overall research results and are presented in detail in the individual description of each product. Results: The scoping review initially identified 2,224 studies, resulting in a final sample of 47 publications. The countries with the largest number of studies were the United States, Brazil, and Mexico, with a concentration in 2021 (42.6%). A higher number of deaths was observed among Indigenous males over 60 years of age. The most prevalent comorbidities were cardiovascular diseases, diabetes, hypertension, and obesity. Incidence and mortality rates were higher among Indigenous peoples compared to other racial groups. The completeness analysis of COVID-19 notification forms for Indigenous villagers in Espírito Santo in 2020 showed “excellent” completeness (65.3%), although “very poor” completeness was found in 19.2% of the evaluated items, indicating that some variables in the forms had low data recording quality. The epidemiological profile analysis of the Indigenous population in Espírito Santo from 2020 to 2024 showed a cumulative incidence rate of 30,860.07 per 100,000 inhabitants, mortality rate of 118.09 per 100,000 inhabitants, and a case fatality rate of 0.38%. The highest concentration of COVID-19 cases in this population occurred in 2022, with a downward trend in the following years. Women (55.74%) and Tupiniquim individuals (92.28%) predominated, with the age group of 18–59 years (65.05%) and a mean age of 31.5 years. Deaths occurred in individuals aged ≥18 years, being more frequent among those aged ≥80 years (13.64%, p<0.001), with a mean age at death of 74 years. The highest incidences were recorded in the villages of Pau Brasil, Boa Esperança, and Caieiras Velha. The villages of Guaxindiba, Novo Brasil, and Olho d’Água reported no cases of the disease. The highest mortality and case fatality rates occurred in the village of Areal (395.25 per 100,000 inhabitants; 3.84%). Conclusion: Indigenous peoples present a complex and dynamic health profile, directly related to historical processes of social, economic, and environmental change, linked to the expansion and consolidation of demographic and economic frontiers of society across different regions of Brazil. Over the centuries, these frontiers have exerted significant influence on the determinants of Indigenous health, whether through the introduction of new pathogens causing severe epidemics, the usurpation of territories hindering or preventing subsistence, or the persecution and killing of individuals and even entire communities. Currently, other challenges to Indigenous health have emerged, such as chronic non-communicable diseases, environmental contamination, and food sustainability difficulties. Therefore, it is essential to implement public policies aimed at controlling risk factors within communities, expanding access to health services, and strengthening vaccination campaigns, in order to prevent new outbreaks of COVID-19 and other vaccine-preventable diseases in the villages
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O viés político na escrita crítica e literária de Paulo Roberto Sodré. Imagens na obra
(Universidade Federal do Espírito Santo, 2025-09-05) Moura, Aparecida Cristina Novaes; Martinelli Filho, Nelson; https://orcid.org/0000-0002-6956-5400; http://lattes.cnpq.br/9186790476855298; https://orcid.org/0009-0001-8130-7463; http://lattes.cnpq.br/; Santos, Vitor Cei; https://orcid.org/0000-0001-6756-3236; http://lattes.cnpq.br/3944677310190316; Paula, Marcelo Ferraz de; https://orcid.org/0000-0002-2641-1794; http://lattes.cnpq.br/0511967639373534
This research studies the political bias of Paulo Roberto Sodré's literary criticism, considering a selection of poems and some examples of his poetic prose. Among the themes in his writing are: violence against women in the family and in society in satire critical texts of Galician-Portuguese troubadour poetry; violence and authoritarianism against indigenous peoples. These aspects amplify the interest and the need to interpret the literary plots and the aesthetic perspectives of the work of this important writer and artist from Espírito Santo, which is still little studied. The works Um pássaro de fogo: reconto (A firebird: recount), 2020; some poems from Interiores (Interiors), 1984; from Poemas de pó, poalha e poeira (Poems of Dust, Dust and Dust), 2009, and “Autopoética ou um autor à luz da leitura insatisfeita” (“Autopoietics or an author at an dissatisfied reading”), 2024b, will be prioritized, besides to interviews, epigraphs and statements by the author (excerpts as textual margins revealing a writing-response). We aim to interpret the political character in both Paulo Sodré's poetic writing and criticism. His poems move between poems 'in prose', visual poems, and sound poems. In this way, a writing-dialogue is evident, manifested, for example, in his “Autopoetics” (2024b), in the reconto (2020), in the linguistic experiments, in the critic's practice, perspectives that construct his aesthetic-political bias. Authors who contribute to our theoretical referential are Adorno, Arriguci Jr., Barthes, Beckett, Bornheim, Bosi, Alexandre Costa and Rodrigo Barbosa, Didi-Huberman, Gama Filho, Pélbart, Rivera, Saltarelli, and Sodré himself, among others.
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O desenho como experiência filosófica: devir-criança em experiência de pensamento em filosofia com crianças
(Universidade Federal do Espírito Santo, 2025-09-29) Alves, Wanderson Martins; Barreira, Marcelo Martins ; https://orcid.org/0000-0002-9367-3073; http://lattes.cnpq.br/0690909917220112; https://orcid.org/0009-0004-6574-9415; http://lattes.cnpq.br/6931117393959471; Maciel Junior, Edson; https://orcid.org/0000-0002-6346-430X; http://lattes.cnpq.br/0593971079410326; Cirino, Maria Reilta Dantas; https://orcid.org/0000-0003-2362-7271; http://lattes.cnpq.br/5734550223711436
The text entitled “DRAWING AS A PHILOSOPHICAL EXPERIENCE: Becoming-child in experiences of thought in philosophy with children” is an action-research project, of a didactic, pedagogical, and practical nature, carried out in a basic education school in the municipality of São Mateus-ES. In it, we present an itinerary of Philosophy with children and its capacity to think from drawings produced. To this end, the research begins with a brief context about the history of philosophy in Brazil, its advances and setbacks within the school curriculum, highlighting, at the end of this journey, Philosophy with children in the City of São Mateus-ES. Throughout the investigation, we analyze Matthew Lipman's proposal of Philosophy for children, its structure, and the development of its skills; and the Philosophy with Children movement, created by Walter Kohan, with the concept of childhood, becoming-child, as well as the way this movement happens with children. We also engage in a dialogue with Larrosa, whose concept of experience helps us to understand this philosophical practice with children. Finally, a practical pedagogical intervention is presented, in which the concepts discussed throughout the research are deepened in the form of philosophical compositions, carried out with the students and their results.
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Entre fios e histórias: tecendo com essas mulheres - mães - negras - pesquisadoras na Educação
(Universidade Federal do Espírito Santo, 2025-09-29) Oliveira, Andressa Paula de; Barros, Maria Elizabeth Barros de; https://orcid.org/0000-0003-1123-4374; http://lattes.cnpq.br/1908967025244386; https://orcid.org/0000-0001-8122-6682; http://lattes.cnpq.br/2811498334139855; Oliveira, Edna de Castro de; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; Freitas, Maria Carolina de Andrade; https://orcid.org/0000-0002-6585-1370; http://lattes.cnpq.br/6064991736503180; Moraes, Cândida Andrade de; https://orcid.org/0000-0001-5160-5921; http://lattes.cnpq.br/6811406470784110
The dissertation Among Threads and Stories: Weaving with These Black-Mother-Researcher Women in Education proposes to weave with the experiences of Black women who are mothers and researchers, spinning their trajectories of resistance, struggle, and existence in the field of education. In the preparation of the threads, escrevivência (life-writing) emerges as an ethical-political practice, and through the reinvention of lived experiences, the biografema (biographeme) acts as a line that captures fragments of these stories, highlighting seemingly insignificant details that, when narrated, gain strength. Thus, the narratives of these and with these women are reframed through a biographeme-infused escrevivência. The threads are interwoven through conversations that arise from collective encounters, where community is formed around the stories that emerge from each woman's lived experience. In this symbolic loom, the experiences of motherhood and academia are woven together with delicacy and strength, composing a fabric that does not follow rigid patterns but is instead reinvented with each new thread of resistance. Each voice is a thread; each verse, a weave that connects to the next, forming a tapestry of struggles, affections, and insurgencies, a tangle of lives that challenges the oppressions of race, gender, and class. This is a handcrafted dissertation. It has been spun and unraveled as many times as the stories it holds. Words were remade and undone like loose threads, while the fibers traced the paths of Black women weaving their lives between motherhood and the university, confronting the apparent neutrality of academic norms. The path crossed multiple territories, many marked by silent pain. Amid twists and detours, a recurring question echoed: what brought us to this search? No singular answers emerged—only fragments of experience that, with each new thread cast, composed a collective weave. Each chapter of this thesis opens with a short fictional-narrative text—crafted by myself, a researcher-artisan who weaves collectively, who fabulates, imagines, and creates fissures in the act of researching. These story-poems introduce the themes that follow and open cracks for a writing that disobeys, that embroiders other possibilities of thinking, feeling, and narrating research. The structure of the thesis is also guided by weaving gestures: it begins by finding the end of the thread, moves through the preparation of threads, enters the looms of writing, and reaches the moment of weaving the experiences. Each part is traversed by a thread that stitches together theory, sensibility, and lived experience. This construction is born from an imagined dialogue between Conceição Evaristo and Roland Barthes—she, who writes with her body and life; he, who reads the world through fragments and details. Between the two, I learned to spin: each chapter, a stitch; each fragment, a fold that unsettles the fabric of academic writing. Finally, the last chapter does not conclude the thesis: it leaves a thread loose—an open invitation for continuity. A thread that stretches on, open to new weavings and the possibility that other women may embroider their own escrevivências within the field of education.
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Educação em tempo integral: possibilidades das práticas pedagógicas em educação física na Escola Estadual Professor José Jório em São João do Manteninha/MG
(Universidade Federal do Espírito Santo, 2025-10-06) Carrijo, William Vieira; Locatelli, Andréa Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0000-0002-1228-3875; http://lattes.cnpq.br/3720264146423224; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Machado, Gelsimar José; https://orcid.org/0000-0002-2982-7074; http://lattes.cnpq.br/0454623622423667
The study examined the relationships between the policy orientations of Full-Time Education (FTE) and the production of pedagogical practice in Physical Education (PE) at Escola Estadual Professor José Jório, asking to what extent the expansion of formative times and spaces translates into more qualified learning experiences. Integral education was adopted as the guiding horizon, articulating cognitive, socioemotional, cultural, and civic dimensions and dialoguing with recent educational policy guidelines (Nogueira; Carvalho, 2020; Brasil, 2024). In PE, we assumed a curricular perspective that treats movement practices as sociocultural phenomena and relies on criteria of access, participation, and progression to guide the selection and organization of learning experiences (Betti; Zuliani, 2021; Batista; Graça; Estriga, 2024). Methodologically, we employed a qualitative approach with bibliographic, documentary, and field research; data production involved non-participant direct observation, a questionnaire, and semi-structured interviews, and the analysis followed procedures of content analysis and thematic reflection (Bardin, 2016; Tracy, 2020; Braun; Clarke, 2021; Minayo, 2022). The results indicated a repertoire of possibilities consistent with integral education: systematic use of active methodologies (project based learning, station rotation, cooperative learning, peer tutoring, case study, and inquiry into effort/recovery), inclusive practices guided by clear criteria of participation and progression, integration of digital technologies (apps and body-monitoring instruments), and ethical-pedagogical mediations oriented toward democratic coexistence and a culture of peace (Batista; Graça; Estriga, 2024; Brasil, 2024; Betti; Zuliani, 2021). These findings suggest that extended time becomes expanded learning when formative purposes are explicit, content is intentionally selected, assessment is formative, and the cultural mediation of movement practices is consistent. Nonetheless, structural bottlenecks persist, such as insufficient infrastructure, a monoculture of activities, material constraints, and narrow understandings of the role of FTE, which strain the pluralization of experiences and demand investment policies and continuing education centered on teachers’ collaborative professional learning (Garcia; Vaillant, 2020; Nogueira; Carvalho, 2020). We conclude that PE within FTE, when anchored in a clear pedagogical project and supported by enabling policies, expands cultural repertoires, strengthens bonds, and enhances the meanings of learning and living together in everyday school life (Betti; Zuliani, 2021; Brasil, 2024).