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A Unesco, a Cepal e a agenda desenvolvimentista latino americana para o séc. XX : o “Combate” ao analfabetismo e a modernização do estado brasileiro (1946-1964)
(Universidade Federal do Espírito Santo, 2025-12-03) Soares, Martinho Guilherme Fonseca; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; ttp://lattes.cnpq.br/6585693734181022; https://orcid.org/0000-0003-1593-3922; http://lattes.cnpq.br/0006304975186634; Bittar, Marisa; https://orcid.org/0000-0002-3990-3210; http://lattes.cnpq.br/3059723520472948; Valle, Maria Teresa Esteban do; https://orcid.org/0000-0003-0130-149X; http://lattes.cnpq.br/9777735988809472; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405
This thesis is structured as a research report of a historiographical nature, written from a Bakhtinian perspective on language, and grounded in the theoretical framework of Transnational history. The study investigates the public policies aimed at “combating” illiteracy implemented in Latin America and, more specifically, in Brazil during the period from 1946 to 1964. This time spam covers the post-Second World Was context, marked by the management of the economy and education by the Welfare State and by the rise of developmentalist ideas. The work seeks to discuss the influence of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America (ECLAC) in shaping a developmentalist agenda. Drawing on Dialogic Discourse Analysis (DDA), it identifies educational connections and guidelines at the Latin America level, offering new perspectives for understanding the role of international organizations in planning public literacy policies throughout the 20th century. The research seeks to understand how the actions of these organizations shaped the educational policies of the time, using strategies to ‘combat’ illiteracy as a crucial vector for modernization. In the end, it argues that, during this period, literacy emerged as a cross-border phenomenon, driven by strategic planning and a strong appeal to economic and social development, so that the teaching of reading and writing was closely tied to the ideals of modernization and industrialization, especially in the developmentalist Brazil.
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Efeito protetor do ácido elágico sobre a reatividade vascular e parâmetros morfofuncionais da aorta de ratos expostos por trinta dias ao cloreto de cádmio
(Universidade Federal do Espírito Santo, 2025-08-29) Simões, Rakel Passos; Vassallo, Dalton Valentim; https://orcid.org/0000-0002-4463-4174; http://lattes.cnpq.br/7749285591179880; Padilha, Alessandra Simão ; https://orcid.org/0000-0002-9585-1347; http://lattes.cnpq.br/7658998034219799; https://orcid.org/0000-0003-0027-8128; http://lattes.cnpq.br/1703421305699091; Nunes, Karolini Zuqui ; https://orcid.org/0000-0003-3433-4925; http://lattes.cnpq.br/6888896554912256; Batista, Priscila Rossi de; https://orcid.org/0000-0001-5850-0989; http://lattes.cnpq.br/9629149780640340; Pereira, Camila Almenara Cruz ; https://orcid.org/0000-0001-7889-4161; http://lattes.cnpq.br/3103606418826712; Abreu, Glaucia Rodrigues de; https://orcid.org/0009-0008-8772-8470; http://lattes.cnpq.br/0229590907405570
Cadmium (Cd) is a toxic heavy metal widely present in the environment, and its chronic exposure is associated with several deleterious effects on the cardiovascular system, including arterial hypertension and endothelial dysfunction. Ellagic acid (EA), a natural polyphenol with antioxidant, anti inflammatory, and chelating properties, has been proposed as a potential vascular protective agent. This study investigated the effects of EA on cardiovascular alterations induced by subchronic exposure to CdCl₂ (100 ppm for 30 days) in Wistar rats. Animals were divided into four experimental groups: Control (Ct), Cd, EA, and Cd+EA. Cd was administered via drinking water, and EA was given by gavage (30 mg/kg/day). Systolic blood pressure (SBP) was monitored weekly using tail-cuff plethysmography. At the end of the protocol, blood Cd concentration was consistent with levels observed in human occupational exposure (31.15 ± 2.8 µg/L). To assess vascular function, thoracic aortic rings were mounted in organ baths and subjected to protocols with phenylephrine, acetylcholine (ACh), and sodium nitroprusside (SNP), with or without endothelium, and in the presence of inhibitors (L-NAME, apocynin, catalase, allopurinol, and SOD). Cd exposure reduced body weight, increased SBP, enhanced vascular reactivity to phenylephrine, and impaired endothelium dependent relaxation, effects associated with reduced nitric oxide (NO) bioavailability and increased reactive oxygen species (ROS) production. Increased collagen deposition and endothelial cell damage were also observed. EA treatment prevented these changes, restoring endothelial function, normalizing vascular tone, and preserving collagen content and endothelial cell integrity. These findings indicate that EA exerts a significant protective effect against Cd-induced vascular toxicity and appears promising as a functional agent for the prevention of cardiovascular diseases
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Os desafios no processo de implementação da Lei n° 10.639/2003 no Ensino de Ciências em uma escola municipal em Castelo-ES
(Universidade Federal do Espírito Santo, 2025-08-26) Rezende, Marcia Eduarda Rosa Rodrigues; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088 ; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000-0002-4859-0375; http://lattes.cnpq.br/; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Diório, Ana Paula Inacio; https://orcid.org/0000-0003-1787-5981; http://lattes.cnpq.br/2996481978672741; Silva, Joaklebio Alves da; https://orcid.org/0000-0002-2807-2853; http://lattes.cnpq.br/0215925305692586
Science built from a Eurocentric perspective has historically silenced and devalued the knowledge of African and Afro-Brazilian peoples. Law No. 10,639/2003, which establishes the mandatory teaching of Afro-Brazilian and African history and culture, emerges as a possibility to integrate the Education of Ethnic-Racial Relations (Erer) and the Teaching of Sciences. However, its implementation still faces challenges, especially with regard to teacher training, curriculum development and pedagogical practices. Therefore, this study aimed to investigate how the materialization of Erer in the Teaching of Science in a municipal school of Early Childhood Education and Elementary Education in the municipality of Castelo-ES. The theoretical framework of the research is based on authors such as Machado (2014), Machado and Loras (2017) and Costa Junior (2021), who highlight African contributions to science and technology. In addition, we discuss the implications of the historical constitution of the concept of race in Brazil, based on authors such as Schwarcz (1993), Guimarães (2003), Munanga (2003, 2016) and Seyferth (2016), analyzing the role of Biological Sciences in sustaining racist discourses. Finally, proposals for the decolonization of the curriculum and the valorization of Erer in Science Teaching are addressed, with theoretical support in Gomes (2018), Pinheiro (2019), Silva (2022) and Verrangia (2010, 2013, 2016). The methodology adopted was qualitative, with a participant research approach (Brandão, 2006), enabling the construction of the research in collaboration with the participants involved. The data production instruments included documentary consultation of educational norms, participant observation of science classes, field diary and semi-structured interviews with two science teachers and management. Data analysis was carried out based on content analysis, according to Franco (2005). The results reveal that the curriculum and the syllabus of Science Teaching present in their theoretical assumptions mentions about ERER, but we did not find in the curricular contents specific mentions of this area of knowledge, maintaining a Eurocentric perspective centered on scientists and European knowledge. The Political-Pedagogical Project (PPP) does not present guidelines on Erer or actions to combat racism. We also found a lack of knowledge on the part of professionals about Law No. 10,639/2003, which limits the insertion of the theme in pedagogical practices. Although there are initiatives aimed at ERER, they do not involve the entire school community and often reinforce stereotypes, the approaches in Science only occur at specific times and are not rooted in the daily life of classes. Pedagogical practices in collaboration with the teachers were presented as a possibility to promote dialogue between Science Teaching and ERER. Thus, the research highlights the urgency of integrating Erer as a central axis in Science Teaching and the need for continuing education of educators to break with racist and silencing practices in the school space, as well as to constitute anti-racist practices that promote the recognition and appreciation of African and Afro-Brazilian history and culture.
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Do direito à educação : a educação especial numa perspectiva inclusiva em Marilândia-ES
(Universidade Federal do Espírito Santo, 2025-12-10) Gabriel, Emilio; Co-orientador1; https://orcid.org/; Lattes; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; Lattes; 2º membro da banca; https://orcid.org/; Lattes; 3º membro da banca; https://orcid.org/; Lattes; 4º membro da banca; https://orcid.org/; Lattes
This study aims to investigate and analyze how the right to education has been implemented through educational policies and practices from an inclusive perspective for students identified as needing Special Education in the municipality of Marilândia-ES. The relevance of the topic lies in the fact that the right to education is not merely a theoretical debate about origins or foundations, but its materialization for students identified as needing Special Education in mainstream schools as an obligation of the State in promoting a society that moves towards equity in the conditions of material life. We used as a theoretical framework for the reflection and interpretation of the data produced, authors who address the historicity of rights, including the right to education, such as Norberto Bobbio and Carlos Roberto Jamil Cury, as well as Lev Semionovitch Vygotsky, in the interpretation of educational practices and for his political vision regarding inclusion. Our specific objectives were: a) to analyze official documents and municipal legal acts referring to Special Education and whether they influence the organization of this modality in the municipality; b) to understand and analyze the didactic-pedagogical organization of the municipality in order to verify the realization of the right to education for students identified as needing Special Education in daily practice; and c) to identify, through narratives, how educational practices have materialized – or not – the public policies underway in the municipality so that they converge towards the inclusion of students identified as needing Special Education in mainstream schools and, consequently, to guarantee the right to education. As a methodological approach, we used a qualitative case study, employing as data production strategies the documentary analysis of municipal laws and regulations related to Special Education and semi structured narrative interviews with professionals involved in this modality, from the Municipal Secretariat of Education – SEMED, to the schools. The data produced were transcribed and categorized, and analyzed in light of the historical-cultural matrix. We were able to ascertain, through the study, that there is a legal framework that guarantees the right of access and possible permanence of students identified as needing Special Education in mainstream schools, in addition to the existence of pedagogical practices adapted to the context of Special Education, which signals a concern with the right to learn of these individuals. However, there are issues to overcome, such as the need to create a sector to address the demands of Special Education, the revision of the Special Educational Resource Rooms (SRMs) in schools that offer Special Educational Needs support and their extension to Early Childhood Education, as well as overcoming the public-philanthropic/private relationship by prioritizing specialized institutions with human and financial resources coming from public administration
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Grafos e redes sociais: relato de uma experiência didático-prática
(Universidade Federal do Espírito Santo, 2025-08-15) Carneiro, Daniel Caxias; Valentim, Fábio Júlio; https://orcid.org/0000-0003-2405-7696; http://lattes.cnpq.br/8745134398831488; https://orcid.org/:0009-0002-0149-4316; http://lattes.cnpq.br/4057975076713924; Gonçalves Júnior, Etereldes ; https://orcid.org/0000-0002-7035-1792; http://lattes.cnpq.br/1967221536722003; Silva, Pedro Mattos; https://orcid.org/0000-0001-6239-1316; https://buscatextual.cnpq.br/
This dissertation presents an exploratory approach to the application of Graph Theory to the analysis of social networks in a school environment. Based on data collected through a sociometric questionnaire administered to four high school classes, different graphs were constructed to represent relationships of leadership, dedication, collaboration in the classroom, and preferences for group work. Using centrality metrics such as PageRank and betweenness, the study investigates interaction patterns among students, relating these findings to the formal elections of class representatives. Additionally, the concept of the Erdős number is adapted to the school context. The results reveal relevant insights into the social structure of the classes and offer teachers quantitative tools to better understand and optimize collaborative dynamics.