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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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A compreensão da realidade na pesquisa-ação: um estudo comparado entre Brasil, Moçambique e Portugal
(Universidade Federal do Espírito Santo, 2025-08-27) Silva, Nazareth Vidal da; Almeida, Mariângela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-8499-5089; http://lattes.cnpq.br/5614440888121268; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789
; Sobrinho, Reginaldo Célio; https://orcid.org/0000-0002-4209-2391; http://lattes.cnpq.br/8290558218053006; Franco, Maria Amélia do Rosário Santoro; http://orcid.org/0000-0003-3867-5452; http://lattes.cnpq.br/3600560690195448; Moreira, Maria Alfredo Ferreira de Freitas Lopes; https://orcid.org/0000-0002-0699-1197; http://lattes.cnpq.br/5520550196691475
The study analyzes the interests underlying the assumption of understanding reality for transformation in academic production and in the discourses produced by author researchers in the context of Brazil, Mozambique, and Portugal. It adopts action research as a research perspective, maps studies on action research produced between the period 2010-2023 and takes nine studies carried out as the corpus of analysis. It analyzes the interests that emerge in written arguments—internship reports, dissertations, and theses—and in spoken arguments—discursive spaces—defended by author-researchers regarding the understanding of reality for transformation in the different modes of action research across the countries studied. It contributes to the systematization of the training process in partnership with students and faculty from the School of Education at Eduardo Mondlane University. It is based on the concepts of rationality, constitutive interests of knowledge, communicative action, mutual understanding, provisional consensus, argument and discourse of the Theory of Communicative Action, by Jürgen Habermas. It is developed based on qualitative research and adopts the epistemological and methodological perspective of International Comparative Studies through "action research." It was organized into six stages, namely: conducting research ethics; surveying and mapping productions in institutional contexts; documentary research to understand the context of production; technical-scientific internship at the University of Minho in Braga/Portugal; organization and development of discursive spaces; and collaboration movement with Mozambique. The academic productions were organized based on a schematic framework inspired by the principles of the paradigmatic matrix. Data analysis was conducted through argumentative circles, based on the authors' arguments in written texts and discursive spaces, based on the Theory of Communicative Action. Mapping highlights the importance of understanding contexts to understand the specificities of each location. It finds that interests emerge in the arguments written and expressed by the authors researchers, and that the contexts (political, educational, and institutional), in addition to the assumptions of the intention to change, the relationship between researcher and participant, and the research process, influence the ways of acting in the movement from understanding reality to transformation. It considers that, to understand and analyze the epistemological and philosophical assumptions of action research, a willingness to collaborate is essential. It concludes with the thesis that an emancipatory interest permeated by strong communicative action among the participants (authors and actors) in understanding reality in action research is fundamental for a significant transformation of conceptions and actions in the contexts investigated.
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A gênese neoliberal da Ifac: profissionalização, legitimidade e memória institucional
(Universidade Federal do Espírito Santo, 2025-09-29) Rigoni, Bríscia Oliveira Prates; Vasconcelos, Angélica; https://orcid.org/0000-0003-3910-9655; http://lattes.cnpq.br/1074539828825141; Zuccolotto, Robson; https://orcid.org/0000-0002-2629-5586; http://lattes.cnpq.br/5840211354831676; https://orcid.org/0000-0003-0986-078X; http://lattes.cnpq.br/2415440488689175; Moreira, Rafael de Lacerda; https://orcid.org/0009-0006-3239-0690; http://lattes.cnpq.br/4935080818009353; Souza, Eloísio Moulin de; https://orcid.org/0000-0002-0775-7757; http://lattes.cnpq.br/1916608677096976; Andrade, Daniel Pereira; https://orcid.org/0000-0002-5668-0813; http://lattes.cnpq.br/6190661315295358; Silva, Gustavo Melo; https://orcid.org/0000-0002-9792-7288;
This study originated from concern about how historical processes, actor networks, and discourses mobilised in the years before 1977 contributed to the creation of the International Federation of Accountants (IFAC) as an expression of a new neoliberal rationality in the international accounting field. To address this question, the research aimed to identify how the origins of IFAC's formation are linked to the spread of neoliberalism within accounting institutions. The theoretical framework was based on discussions of neoliberalism and its origins, from the perspectives of Peck (2010) and Slobodian (2021); theories of professionalisation as strategic projects of collective mobilisation, as proposed by Larson (1977), Macdonald (1984, 1995), and Walker (1991, 1995, 2004); and on how history is produced and institutional memory constructed through the exercise of power that silences conflicts, based on Trouillot’s (1995) perspective. The methodological approach was grounded in the epistemology of the Nouvelle Histoire (Bloch, 2002; Burke, 2012), aiming to construct a counter-narrative about IFAC’s genesis. For this purpose, it drew on concepts from microhistory to analyse the connections among individuals in that context, the power relations at play, and how all these elements were concretely articulated, seeking to reveal the tensions and contradictions of the global accounting governance process, often hidden by a neutral and technicist narrative. The results revealed the conflicts of interest surrounding the formation of this organisation, as well as the presence of private interests, mainly those of the large auditing firms, which captured the normative space of accounting to produce a consensus that served their own agendas. Thus, it was possible to demonstrate how the creation of IFAC was a product of neoliberal rationality, which, through this institution, sought to align accounting standards with international market interests. It also became evident how this rationality was reproduced uncritically by a historical narrative that silenced asymmetries and power struggles, presenting the process as apolitical, neutral, and technical, even portraying these as intrinsic characteristics of accounting itself. In this way, historical critique proved capable of exposing what appears natural and universal, revealing how certain institutions become centres of power through the silencing of alternatives and the power relations that structure contemporary society
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Divisibilidade e congruência: aplicações didáticas no ensino médio
(Universidade Federal do Espírito Santo, 2025-10-03) Campos, Allan Golder; Ccoyllo, Rosa Elvira Quispe; https://orcid.org/0000-0002-0530-966X; http://lattes.cnpq.br/9178587038150097; https://orcid.org/0009-0007-8345-0945; https://buscatextual.cnpq.br/; Morais, Cássio Henrique Vieira; https://orcid.org/0009-0005-1520-4780; http://lattes.cnpq.br/2976593974420571; Prane, Bruna Zution Dalle; https://orcid.org/0000-0001-5380-6620; http://lattes.cnpq.br/4707006822711579
This dissertation investigates high school students’ understanding of divisibility and congruences through a structured didactic intervention. Initially, a diagnostic activity was applied to identify the main difficulties and strategies used by students when solving problems involving modular arithmetic and cyclic patterns. Based on the results obtained, a sequence of four investigative lessons was designed, aimed at consolidating the fundamental concepts. Subsequently, a second application was conducted to assess students’ progress, revealing an increase in correct answers in questions related to simultaneous congruences, day-of-the-week cycles, and patterns of remainders in powers. The results indicate that the intervention contributed to the improvement of conceptual understanding and the ability to apply appropriate problem-solving strategies, although some more complex questions still posed significant challenges. The analysis highlights the importance of contextualized activities and continuous practice for the consolidation of mathematical reasoning at the high school level
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E os fósforos continuam acesos na educação: Fahrenheit 451 e o apagar da chama crítico-emancipatória
(Universidade Federal do Espírito Santo, 2025-09-10) Molini, Tatiane Sperandio Fernandes; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; https://orcid.org/0009-0002-6551-7812; http://lattes.cnpq.br/9253090226173674; Padilha, Fabíola Simão; https://orcid.org/http://lattes.cnpq.br/7299183790903513; http://lattes.cnpq.br/7299183790903513; Gonçalves, Emerson Campos; https://orcid.org/0000-0002-1355-9976; http://lattes.cnpq.br/3468133784754195; Antunes, Deborah Christina; https://orcid.org/0000-0001-5101-3811; http://lattes.cnpq.br/1065956470701739
This research analyzes the perspective of human development present in Ray Bradbury's novel Fahrenheit 451 (1953), identifying relevant educational and technological aspects to problematize the direction of Brazilian public policy for education after the 2016 coup. The work presents a futuristic, totalitarian reality, fueled by the cultural industry and marked by "herdthink," in which common sense rejects anything that deviates from the established norm. It serves as a warning against questioning values and the administration of public and private life by a state that, even under democratic guise, restricts human development to technical and instrumental parameters typical of the society of the spectacle, mediated by image-electronic devices that impoverish ethical and aesthetic experience. The research begins with the central question of how education, subordinated to the semi-formation produced by the cultural industry and driven by hegemonic economic-political power, contributes to the maintenance of the values of the current social order and, consequently, to the type of human development addressed in fiction. The hypothesis considers that there is an impoverishment of the formative experience through a formal education focused on training and adaptation to the status quo. The study connects the novel with the Critical Theory of Society, especially Theodor Adorno, and with the liberating philosophy of Paulo Freire, using concepts such as formation (Bildung), semi formation (Halbbildung), cultural industry, excited society, society of the spectacle, ideology, education, and barbarism. It argues that, taking into account historical constraints, the work anticipates and highlights processes present in contemporary Brazilian educational policy, revealing the dichotomy between the emancipatory function and the reproductive function of the dominant ideology through education
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A criança com síndrome de Rett : um estudo teórico-bibliográfico
(Universidade Federal do Espírito Santo, 2025-09-24) Nascimento, Karina da Silva; Drago, Rogério; https://orcid.org/0000-0001-8998-6299; http://lattes.cnpq.br/8595961404664412
; https://orcid.org/0009-0007-6920-0333; http://lattes.cnpq.br/7641795593468169; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; Araújo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
The general objective of this study was to investigate, in light of Vygotsky's Historical Cultural Theory, the production of knowledge about Rett Syndrome. To achieve this purpose, we sought to: Review academic works (theses and dissertations) that address Rett Syndrome; understand how these works address Rett Syndrome; and establish a dialogue between the works found and Vygotsky's Historical-Cultural Theory. The theoretical foundation was anchored in Vygotsky's Historical-Cultural Theory, which conceives of the human being as a subject constituted by social relations and culture. From this perspective, it is understood that the person, regardless of their physical, mental, or sensory conditions, is capable of producing knowledge and culture, while also appropriating collectively constructed social and historical productions. This perspective breaks with reductionist and pathologizing conceptions of disability, valuing the potential of individuals in interactive and culturally mediated contexts. The methodology adopted was theoretical, bibliographical, and conceptual, based on the analysis of previously published materials, such as books, scientific articles, journals, dissertations, theses, and other relevant sources. This methodological choice is based on Gil (2002), who defines bibliographic research as a strategy that allows the researcher to systematically and critically engage with the accumulated knowledge on a given topic. The choice of this topic is justified by the recurring questions that emerge in the school context regarding the inclusion of people with disabilities, as well as by the interest of the Study and Research Group on Inclusive Education (GEPEI) in investigating the universe of rare syndromes. Furthermore, there was a scarcity of studies nationwide addressing Rett Syndrome in the educational context, specifically in theses and dissertations focused on special education from an inclusive perspective. As a result, we found that, given the above, within the scope of CAPES and the Digital Library of Theses and Dissertations (BDTD), studies focused on Rett Syndrome predominate, mostly within the health field. A large portion of these studies consist of master's dissertations, particularly those from Mackenzie Presbyterian University, and are based on approaches centered on biological criteria and the parameters of normal human development. None of the studies analyzed directly engage with Vygotsky's historical-cultural theory. However, the Vygotskyan perspective reveals transformative potential by understanding development as a socially and culturally mediated process.