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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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O debate político e social acerca da instrução de cegos no Brasil e na França nos séculos XIX e XX
(Universidade Federal do Espírito Santo, 2025-12-19) Lipari, Sergio Vitor Gomes; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0009-0005-0234-8777; http://lattes.cnpq.br/; Luiz, Miriã Lucia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; Costa, Vanderlei Balbino da; https://orcid.org/0000-0002-1330-747X; http://lattes.cnpq.br/9675106511430204
This dissertation aims to investigate the political and social debate triggered in Brazil and France during the 19th and 20th centuries that enabled the systematization of education for people with visual disabilities in both countries. The central problem lies in the critical analysis of this process of appropriation and adaptation, considering the social and political context of the period. The hypothesis is that elites, while coexisting with effective practices of exclusion and social control, legitimizing formal modernization and maintaining the real exclusion of a large part of the population, used education for people with visual disabilities as a symbol of civilizational progress. By investigating this past, the study seeks: 1) to understand why the development of Special Education in Brazil began with education for people with visual disabilities; 2) to investigate the foundational bases and continuity of specialized institutes in Brazil and France, highlighting their structure, permanence, and influence on the educational model; 3) to examine the influence of European congresses on Brazilian education for visually impaired people during the period, focusing on intellectual exchanges and institutional impacts; and 4) to analyze the social role assigned or delegated to people with disabilities at the turn of the century and its consequences in the present. The theoretical foundation is based on historical-dialectical materialism and Gramsci's philosophy of praxis, integrating authors from educational and social historiography, with emphasis on the analysis of historical and discursive processes that constituted the field of special education. The research is supported by document analysis, critical literature review, and examination of primary sources, incorporating Discourse Analysis as an interpretive procedure for educational practices. The results show that the introduction of the Braille system and the foundation of the Imperial Institute for Blind Boys consolidated technical and pedagogical advances, but reaffirmed assistentialist and social control practices, limiting the full emancipation of subjects. The structures of the past influence current practices, and the protagonism of people with disabilities still challenges institutional, technical, and cultural barriers. The study reveals that Brazilian special education is the result of symbolic and material disputes, configuring itself as a field open to transformation and social critique.
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Mulheres indígenas ciberativistas : territorialidades digitais no Instagram
(Universidade Federal do Espírito Santo, 2024-11-05) Celeste, Larissa Rais; Zanetti, Daniela; https://orcid.org/0000-0002-3252-2271; http://lattes.cnpq.br/1014410108339962; https://orcid.org/0000-0002-2868-5705; http://lattes.cnpq.br/0711314385740857; Reis, Ruth de Cássia dos ; https://orcid.org/0000-0003-3571-3580; http://lattes.cnpq.br/2483123134241477; Aguiar, Lisiane Machado ; https://orcid.org/0000-0002-7840-0923; http://lattes.cnpq.br/7856133108794707; Ferreira, Sérgio Rodrigo da Silva; https://orcid.org/0000-0002-9899-4378; http://lattes.cnpq.br/6898076743592293; Queiroz Filho, Antonio Carlos; https://orcid.org/0000-0002-8068-2325; http://lattes.cnpq.br/4151555053545172
This dissertation aims to investigate the expressions of identity promoted by Brazilian Indigenous women cyber-activists, with an emphasis on the communication strategies employed on social media, particularly Instagram. The research analyzed the profiles of nine Brazilian Indigenous cyber-activists, focusing on posts made during the week following April 19, 2023, a date that symbolizes the national campaign celebrating Indigenous culture and struggles. The methodology employed included a categorical content analysis of the collected posts, followed by a critical analysis of the data to deepen the understanding of the discursive and communications strategies adopted. These steps allowed an evaluation of the visibility achieved by these activists' actions on social media during the analyzed period in 2023. The results highlight how these women construct and share narratives that reinforce their personal and collective identities, transforming digital platforms into spaces of expression, resistance, and rights advocacy. Social media thus emerges as a fundamental tool for cyber-activism, enabling Indigenous women to amplify their voices, strengthen their causes, and fight for dignity. On the other hand, the study also underscores the numerous challenges faced by these cyber-activists, stemming from their dual identity as women and Indigenous peoples. These challenges include sociocultural barriers, structural prejudices, and access limitations, making their pursuit of equity and social justice a constant struggle in both dimensions. This research, therefore, contributes to the field of communication by shedding light on the dynamics of visibility, resistance, and representativeness on social media, highlighting the protagonism of Brazilian Indigenous women in the digital landscape
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Experiências extensionistas formativas e socialmente implicadas: o projeto prática pedagógica de educação física adaptada em debate
(Universidade Federal do Espírito Santo, 2025-10-31) Araújo, Fabiana Zanol; Chicon, José Francisco; https://orcid.org/0000-0003-1689-8604; http://lattes.cnpq.br/3869508834388913; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; https://orcid.org/0000-0002-6260-8228; http://lattes.cnpq.br/3258766319203506; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Dias, Maria Aparecida; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Rodrigues, Graciele Massoli; https://orcid.org/0000-0002-0275-0193; http://lattes.cnpq.br/2769145171001675
This research focuses on the extension project "Pedagogical Practices of Adapted Physical Education for People with Disabilities," developed at the Adapted Physical Education Laboratory of the Physical Education Center at the Federal University of Espírito Santo (LAEFA/CEFD/UFES). This project combines extension, teaching, and research and signals approaches to inclusive practices, aiming to welcome and empower participants with disabilities and autism, expanding the possibilities of academics' knowledge regarding inclusive practices. The theoretical framework for this research is Paulo Freire's assumptions, based on the assumption that students and graduates are in ongoing education, immersed in a historical process that develops from social and cultural experiences, with emancipatory and liberating possibilities in interactions with others. The research's general objective is to understand and problematize the socially involved formative experiences within/with the extension/teaching/research project "Practice of Adapted Physical Education for People with Disabilities" at CEFD/UFES, highlighting its inclusive potential produced in dialogical and problematizing contexts. The specific objectives are to describe and problematize the actions of this project and its articulation with extension guidelines, highlighting dialogic interaction, interdisciplinarity, interprofessionality, and the inseparability of teaching, research, and extension. Furthermore, it seeks to understand and problematize how the formative experiences fostered within the extension project "Pedagogical Practice of Adapted Physical Education for People with Disabilities" are configured, in light of Freire's concepts of humanization, dialogicity, lovingness, autonomy, practice, and social justice. Finally, it seeks to reflect rigorously and critically on the possible contributions, limits, and challenges that permeate the formative experiences produced within/with/by the project under discussion. The methodology adopted is based on the assumptions of a qualitative case study approach. However, the field of investigation is guided by the theoretical and methodological principles of existential action research, configuring a methodological hybridism. Among the analytical methods used, ethnoresearch stands out, with its implication, elaboration, and sensitive listening, enabling the encompassing of the complex network of intersubjectivities that intertwined in the research context, creating opportunities for reflection and awareness. The study finds that Laefa/Cefd/Ufes, founded on the inseparability of extension, teaching, and research, is a fruitful space for the exchange of experiences, contributing significantly to the education of students and graduates involved in the project. The data collected demonstrate that, from a Freirean perspective, the inclusive and formative potential of the experiences produced at Laefa/Cefd/Ufes was constituted by the intertwining of dialogue, problematization, and social implication. From formative experiences in teaching, research, and outreach, a liberating praxis emerged, enabling sensitive listening, critical thinking, and an ethical commitment to human dignity. The project transcends the technical dimension of practice and reaffirms education as a space for resistance, dialogue, and social transformation.
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Sensoriamento remoto aéreo na avaliação do estado nutricional de cafeeiro arábica cultivado em lavoura microterraceada
(Universidade Federal do Espírito Santo, 2025-09-25) Jordaim, Renan Baptista; Tomaz, Marcelo Antonio ; https://orcid.org/0000-0002-5307-0219; http://lattes.cnpq.br/7116075671588859; Xavier, Alexandre Cândido ; https://orcid.org/0000-0003-3221-6028; http://lattes.cnpq.br/3713312751406061; Silva, Samuel de Assis ; https://orcid.org/0000-0002-0718-7328
; http://lattes.cnpq.br/5587612692274561; https://orcid.org/0000-0001-9111-8730; http://lattes.cnpq.br/0517234952022031; Garcia, Giovanni de Oliveira ; https://orcid.org/0000-0003-1326-9909; http://lattes.cnpq.br/6763740612916491; Ferrari, Jeferson Luiz ; https://orcid.org/0000-0001-5663-6428; http://lattes.cnpq.br/5213847780149836; Moraes, Simone de Paiva Caetano Bucker ; https://orcid.org/0000-0002-8214-5873; http://lattes.cnpq.br/5042766148748174; Carvalho, Luis Carlos Cirilo ; https://orcid.org/0000-0002-2790-3723; http://lattes.cnpq.br/3224951740660438
Coffee farming is one of the main sources of income and employment for rural properties in Espírito Santo. More than half of the crops are cultivated in the southern region of the state, in mountainous areas with sloping terrain, low technological levels, and soils with low natural fertility. Among the main factors that have limited the increase in the productivity of these crops, the low efficiency in fertilization management stands out, which has compromised the sustainability of coffee farming in mountainous regions. The application of precision agriculture tools can help in detecting the spatial and temporal variability of the nutritional status of these crops and enable more adequate plant nutrition management in order to achieve a higher productive potential. In this sense, this study aimed to evaluate the spatio-temporal behavior of the nutritional status of coffee plants and its relationship with productivity in microterraced crops, as well as to use multispectral remote sensing in the delineation of management zones for the purpose of diagnosing the nutritional status of the crop. The study was conducted in an arabica coffee plantation located in the municipality of Ibatiba-ES. For data collection, an irregular sampling grid containing 100 sampling points was created. Leaf samples were collected during the 2019/2020 and 2021/2022 growing seasons. Aerial surveys were carried out using a drone equipped with a RedEdge MX multispectral sensor to determine the spectral signature of the canopy and subsequently calculate different vegetation indices. The values obtained from the spectral bands and vegetation indices were correlated with the foliar nutrients of the plants, and those that showed a significant, moderate to high correlation were used to delineate management zones. The Kappa index was used to verify the agreement between the management zone classes and the foliar nutrients. The study highlighted the significant spatial and temporal variability in the productivity and nutritional status of coffee plants in a microterraced system. Through multispectral aerial remote sensing, it was possible to characterize the vegetative vigor of the plants and delineate management zones that can be used to support fertilization strategies at variable rates. The NIR and RedEdge spectral bands and the NDVI and GNDVI vegetation indices stood out in this process as more stable, and the Blue band and GNDVI index showed potential for the nutritional assessment of coffee plants
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Dinheiro, investimento e endividamento: representações e práticas de estudantes universitários de Administração
(Universidade Federal do Espírito Santo, 2025-12-15) Bessa, Lucas Marin; Silva, Priscilla de Oliveira Martins da; https://orcid.org/0000-0002-2922-6607; http://lattes.cnpq.br/7158091678487373; https://orcid.org/0000-0001-8488-7232; http://lattes.cnpq.br/0226125761952514; Menandro, Maria Cristina Smith ; https://orcid.org/0000-0003-4339-2975; http://lattes.cnpq.br/5351297661579846; Wolter, Rafael Moura Coelho Pecly; https://orcid.org/0000-0003-1633-2141; http://lattes.cnpq.br/9193777929003611; Santos, Maria de Fátima de Souza ; https://orcid.org/0000-0001-5213-9491 ; http://lattes.cnpq.br/8991172780503312; Gomes, Antonio Marcos Tosoli ; https://orcid.org/0000-0003-4235-9647 ; http://lattes.cnpq.br/2550343379671285
This study aimed to analyze the relationship between practices and social representations regarding the social objects of money, investment, and indebtedness, providing a comparative study between first-year and final-year students of a Business Administration program, based on the framework of the Theory of Social Representations (SRT). The study also analyzed the anchoring process of the social representations of these objects by the participants. The research is characterized as qualitative due to the interest in understanding the different worldviews presented by the social actors. Participants in the study were students from Business Administration of federal program at federal public educational institutions located in the state of Espírito Santo. Data collection were conducted in three stages: in the initial stage, a questionnaire was applied to identify evocations of the researched objects. In the second stage, focus groups were conducted. Finally, in the third stage, a confirmatory questionnaire, mise-en-cause, was applied with participants to verify the centrality of the researched objects. The questionnaires were composed of closed and open ended questions aimed at collecting evocations of the researched objects. The focus group followed a previously prepared script with the themes of money, investment and indebtedness. For data analysis, prototypical analysis, confirmatory questionnaire (mise-en cause), similarity analysis, and descending hierarchical classification (DHC) were used for the data collected through the questionnaires. These analyses were carried out using softwares openEvoc and IRAMUTEQ. The data related to the focus group were analyzed through thematic analysis. From data collection and analysis, it was possible to understand how the students represented socially the researched objects: the first-year students present a more idealized view of money, while for the final-year students, money is understood as a result of work. Regarding investment, both groups evaluate it out as something for the future, with the first-year students identify it as a place of opportunities to get rich, but they also understand it as a game at various times. The final-year students represented it as something necessary to ensure long-term security. As for indebtedness, the first-year students showed a greater perception of the negative aspects of the object, while the final-year students see it as something of everyday life, inherent to adult life. Regarding the anchoring process, it was noticed that the first-year and final-year students anchored the representations based on points that took into account their experience with the objects, practices and also cultural issues. In this way, family, academic environment, and experiences throughout the individual's formation impacted the social representations of the objects and how the individual anchors each one, which necessarily influences how they plan financial resources and carry out their practices, with changes also occurring over time. From this, at the end of the study, a theoretical model was proposed comprising the relationships between representations, practices and experiences. Thus, the discussions carried out proved to be important as they added knowledge to the areas of Psychology and Finance, and can be an input to assist public policies regarding the instrumentalization of the population on the correct use of financial resources. In addition, from the analyses carried out, it was observed the urgency of implementing financial education projects at all levels of education, which should be customized with language and use of tools appropriate for each age and level of knowledge.