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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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Escurecendo o currículo: a formação inicial de professores de história da Ufes para as relações étnico-raciais
(Universidade Federal do Espírito Santo, 2025-05-29) Marcelino, Brunna Terra; Luiz, Maria Lúcia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/; https://orcid.org/0000-0001-7514-8649; http://lattes.cnpq.br/5044749074457387; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Santos, Ynaê Lopes dos; https://orcid.org/0000-0002-9685-9041; http://lattes.cnpq.br/9825396116792460
This research, developed within the Graduate Program in Education at the Federal University of Espírito Santo (PPGE/Ufes), investigates the implementation of Law No. 10.639/2003 and the “National Curriculum Guidelines for the Education of Ethnic-Racial Relations” (DCNs ERER, 2004) in the initial training of teachers, with emphasis on the History teacher education program at Ufes, particularly following the mandatory inclusion of the discipline “Education of Ethnic-Racial Relations” (ERER) in 2018. The study is grounded in theoretical contributions that examine the subalternization of Black populations in Brazil and the racist structuring of social, institutional, and educational relations, drawing on the works of Munanga and Gomes (2016), Munanga (2005, 2013, 2019, 2020), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b, 2019), Santos (2017, 2022), and Fanon (2008); as well as the historical Black resistance and the role of the Black Movement in shaping public policies, as discussed by Gomes (2017), Domingues (2007, 2008), Gonçalves e Silva (2000), and Pereira (2013). To reflect on the curriculum as a space of symbolic and political dispute, the study engages with Silva (2011), Lopes and Macedo (2011), Moreira and Silva (2013), and Sacristán (2000, 2017), while the decolonial critique of knowledge and education is supported by the works of Walsh and Mignolo (2006, 2018), Quijano (2010), Walsh (2009), Maldonado-Torres (2007, 2008a, 2008b), Mignolo (2008, 2017), Gomes (2020), and hooks (2017, 2019, 2020, 2021). Teacher education is conceived from a perspective that goes beyond a merely technical dimension, based on the contributions of Nóvoa (2003, 2009, 2017, 2023), Gatti and Barretto (2009), Diniz Pereira (2011), and Veiga (2008), who understand the teacher as a historical, political, and epistemic subject. Regarding the specific training of History teachers, the research draws on the studies of Nascimento (2013), Cerri (2013), Bittencourt (1993) and Fonseca (2011). For the analysis of ethnic-racial relations in education, the contributions of Gomes and Munanga (2016), Gomes (2003, 2005, 2008, 2011, 2012a, 2012b), Munanga (2005, 2013, 2019, 2020), and Coelho and Coelho (2021) are central. Methodologically, this is a historical investigation, grounded in the theoretical reflections of Bloch (2001) and Ginzburg (2001, 2002, 2006, 2007a, 2007b), whose contributions support a simultaneously rigorous and flexible approach to the analysis of traces and narratives. From an evidentiary perspective, the research aims to understand the meanings attributed to formative experiences in the History teacher education program at Ufes. To this end, multiple sources were cross-analyzed: institutional documents such as the Pedagogical Course Project (PPC), educational legislation (Law No. 10.639/2003 and the DCNs ERER), and narratives of individuals directly involved in teacher training—51 History students, 3 ERER instructors, 2 members of the course’s Structuring Teaching Core (NDE), and 1 faculty member from the History Department. The results indicate that, while the inclusion of ERER represents a significant advancement, persistent challenges remain, such as epistemological resistance to a critical approach to racism, the fragility of curricular integration, and the overburdening of a few engaged faculty members. It was also found that the absence of consistent training on ethnic-racial relations may hinder the future performance of student teachers in basic education. Thus, this study underscores the importance of this topic in initial teacher education in History, aiming to contribute to the construction of an antiracist education
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Nanoemulsão estabilizada com quitosana modificada e nanocelulose aplicadas na recuperação avançada de petróleo
(Universidade Federal do Espírito Santo, 2025-04-01) Pinto, Roberta Tristão; Nascimento, Andreas; https://orcid.org/0000-0002-4465-5450; http://lattes.cnpq.br/2072155247986639; Lacerda Júnior, Valdemar; https://orcid.org/0000-0002-8257-5443; http://lattes.cnpq.br/9819471276433138; https://orcid.org/0000-0002-7031-9813; http://lattes.cnpq.br/4067639048997633; Cunha Neto, Álvaro; https://orcid.org/0000-0002-1814-6214; http://lattes.cnpq.br/7448379486432052; Queiroz, Vagner Tebaldi de; https://orcid.org/0000-0002-8170-125X; http://lattes.cnpq.br/9963384168622230; Santos, Luiz Carlos Lobato dos; https://orcid.org/0000-0003-3824-7802; http://lattes.cnpq.br/8891045064075199; Araújo, Lorraine Louise Greco Cavalcanti de; https://orcid.org/0000-0003-3824-7802; http://lattes.cnpq.br/8891045064075199
In the current scenario of petroleum reserve depletion, chemical injection is a vital technique for enhanced oil recovery (EOR). This article presents an approach for developing an oil recovery fluid through experimental investigations and mechanistic descriptions of nanoemulsified systems. The nanoemulsions were stabilized by a cationic surfactant, cetyltrimethylammonium bromide (CTAB), an anionic amphiphilic polymer synthesized from chitosan (NaP-CMQ), and cellulose nanoparticles (CNC) extracted from banana pseudostem. The utilized compounds underwent comprehensive characterization. The physicochemical properties of the nanoemulsions include surface tension, pH, conductivity, droplet size (DLS), zeta potential, rheological behavior, phase behavior, IFT, wettability, and miscibility with crude oil. DLS results confirmed the formation of nanometric oil droplets (<500 nm) in the nanoemulsion phase for all systems. Nanoemulsions stabilized with polymer and surfactant were more efficient in reducing IFT (1.88 mN/m), while nanoemulsions stabilized with polymer/surfactant and nanoparticles promoted greater wettability alteration (19°). Rheological experiments demonstrated pseudoplastic behavior of the nanoemulsions through the adjustment of flow parameters using the power-law model. Crude oil emulsification studies revealed favorable miscibility with crude oil at 70°C, with synergistic interactions between polymer, surfactant, and nanoparticle. The recovery factor was 48.1 % of the original oil in place (OOIP) for the nanoemulsion stabilized with NaP-CMQ+CTAB+CNC. In summary, the developed nanoemulsion-based systems exhibit promising physicochemical and stabilization characteristics for EOR applications
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Efetividade e adequação dos métodos autocompositivos em diferentes espécies de conflitos sob a perspectiva da Justiça Multiportas
(Universidade Federal do Espírito Santo, 2025-01-01) Borges, Júlia Barros Leão; Mazzei, Rodrigo Reis; https://orcid.org/0000-0003-0745-0461; http://lattes.cnpq.br/9840880011538012; https://orcid.org/0009-0001-4827-1956; http://lattes.cnpq.br/9315660095764632; Gonçalves, Tiago Figueiredo; https://orcid.org/0000-0002-4064-3567; http://lattes.cnpq.br/5320780300394578; Hill, Flávia Pereira; https://orcid.org/0000-0001-5431-9154; http://lattes.cnpq.br/0741858356618963
abstract
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Personagens e neocolonialismo em A hora dos ruminantes, de José J. Veiga
(Universidade Federal do Espírito Santo, 2025-06-06) Santos, Gustavo Oliveira dos; Soares, Luís Eustáquio; https://orcid.org/0000-0002-1430-4705; http://lattes.cnpq.br/2213072997694353; https://orcid.org/0009-0005-8017-5963; Sodré, Paulo Roberto; https://orcid.org/0000-0002-9333-2201; Sandrini, Elizabete Gerlânia Caron; https://orcid.org/0000-0002-3215-5635
Under lenses countercolonial and dialectical-materialist, this research analyzed the narrative function of five characters in A hora dos ruminantes ([1966] 2022), by José J. Veiga. Merging aspects of the textualist and contextualist critical analysis, the study concludes that these five relevant characters to the development of the novel - Geminiano Dias, Amâncio Mendes, Manuel Florêncio, Nazaré and Apolinário - act as allegorical signs of the social relations inter-related. The methodology of this work is the bibliographic survey, with the critical works used in this research being: Souza (1987), Amaral (2002), Dantas (2003), Paganini (2007), Rezende (2008), Santos (2008), Oliveira (2009), Röhrig (2011), Oliveira (2012), Kohlrausch and Augstburger (2013), Trevizan (2013), Barbosa (2018), Amâncio (2019), Mello (2020), Almeida et al. (2021), Mello (2021), Côrrea and Salla (2022), Santos (2022), Modesto (2023), Monteiro and Canarinos (2023) and Santos (2024).
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Conselho Nacional de Educação: da organicidade da educação nacional ao isomorfismo educacional global
(Universidade Federal do Espírito Santo, 2025-07-01) Negreiros, Heitor Lopes; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0001-9394-1907; http://lattes.cnpq.br/0144415848678374; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Cury, Carlos Roberto Jamil; https://orcid.org/0000-0001-5555-6602; http://lattes.cnpq.br/2686596980826238; Jacomini, Márcia Aparecida; https://orcid.org/0000-0001-9603-9732; http://lattes.cnpq.br/4864013782006939
This thesis aims to analyze, within a historical process (1842–1994), the role of Brazil’s National Education Councils and, in a more recent period (1996–2016), the networks of sociability that were established within the National Education Council (CNE). It seeks to understand how these networks contribute to the formulation of educational policies that have become increasingly isomorphic at the global level. The research adopts a qualitative approach and is based on critical-documentary analysis. Drawing on Braudel’s (1965) notion of the “dialectics of duration,” the historical contextualization made it possible to comprehend the central role of the CNE in shaping key Brazilian educational policies throughout its trajectory. The sources analyzed include the CNE members’ Lattes CVs, academic publications, available interviews, opinion articles, press reports, meeting minutes, and official opinions issued by the Council. The historical trajectory reveals that, between 1842 and 1994, the CNE (under various names) played a central role in the structuring of national education, navigating through both authoritarian and democratic regimes and engaging with different educational paradigms—thus contributing to the consolidation of education as a primary institution in Brazil. From 1996 to 2002, the CNE came under strong influence from multilateral organizations, steering Brazilian education toward a globally-oriented educational isomorphism, despite the presence of political and academic resistance within the institution. Between 2003 and 2010, the dynamics of isomorphism shifted, marked by the involvement of multilateral actors in policies promoting inclusion and diversity, as well as the growing influence of corporate philanthropic foundations. From 2011 to 2016, the CNE’s ties with multilateral organizations deepened further, as evidenced by the sociability networks of its members, their academic output, official opinions, and meeting records. These elements point to the strengthening of global educational isomorphism in Brazil—one that, although responsive to contemporary demands, retains an underlying logic of convergence. Based on David P. Baker’s theory (2014), this study understands that the diffusion of global educational models does not operate solely as external imposition but also reflects the internal logic of education as an autonomous institution of modernity. Accordingly, the CNE, while traversed by external isomorphic pressures, also reveals the institutional strength of education to re inscribe—globally and from within—its own normative contours regarding what should be taught, by whom, to whom, and for what purposes