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Crianças no movimento sem terra e a política como “rito de iniciação”
(Universidade Federal do Espírito Santo, 2025-07-04) Auer, Franceila; Araújo, Vania Carvalho de; http://orcid.org/0000-0002-7678-1689; http://lattes.cnpq.br/4422269305808605; https://orcid.org/0000-0002-1913-854X; http://lattes.cnpq.br/; Oliveira, Edna Castro de; http://lattes.cnpq.br/1029441038069805; Voltarelli, Monique Aparecida; Fernandes, Natália; Almeida, Vanessa Sievers de
Based on an ethnographic study conducted in the Histórias Vividas Settlement, located in the municipality of São Mateus/ES, this study employs observations, interviews, discussion circles, photographs, children’s drawings, and field notes, aiming to analyze whether children’s participation in the Landless Workers’ Movement (MST) constitutes a form of political confrontation experienced by them in the company of adults. At the intersection of Hannah Arendt’s philosophy and the reflections of the field of Sociology of Childhood, which have distinct epistemological paths, the study questions whether the experience of MST, in its present and/or past expression, may reveal a form of political participation by children. It presents, as inspiration, an episode discussed by the philosopher Hannah Arendt and the African-American author Ralph Ellison, which took place in the United States of America during the 1950s, after racial segregation in schools was declared unconstitutional, leading to black children attending an institution in Little Rock that had previously been attended by white students, causing an uproar in society. For Hannah Arendt, such a situation represented the exposure of children to a political problem that should be solved by adults. Ralph Ellison, on the other hand, pointed out that black children would go through an “initiation rite” from an early age, as a basic test of survival for life, which led Hannah Arendt to rethink her positioning. The study questions whether children involved in social movements are similarly exposed to political struggles alongside other generational groups. Contemporary fields of study, such as Sociology of Childhood, advocate for children’s participation in public life, although they do not explicitly define a concept of politics. The findings indicate that, in their own ways of interpreting the world, children share with adults a form of “action”, extracting politics from the intergenerational experience. By being initiated in politics, they are educated and engage in politics with the other generational categories, within their own rationalities and ways of understanding the world. The study concludes that there is a political confrontation of adults with children, without making them responsible for problems that precede their birth, nor throwing them alone and unprotected into the world, but from the perspective that recognizes them as participants in the struggle, considering them both in the present and future, and not separating them from a world in which they are expected to act and establish new beginnings.
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DECISÃO AD REFERENDUM - 23068.017824/2025-04
(2025-07-11) Conselho Universitário
Criação do Curso – Especialização em Gestão Escolar – Modalidade EAD - Programa Nacional de Formação em Administração Pública – PNAP
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Influência do letramento em saúde de pais e cuidadores nos resultados em saúde de crianças e adolescentes com diabetes mellitus: uma revisão sistemática
(Universidade Federal do Espírito Santo, 2025-03-12) Javarini, Haidelucia Rodrigues Vieira; Silva, Rafaella de Oliveira Santos; http://lattes.cnpq.br/4008596465243842; Santos Junior, Genival Araújo dos; https://orcid.org/0000-0002-5618-1846; http://lattes.cnpq.br/5917097187533724; https://orcid.org/0000-0002-9097-5383; http://lattes.cnpq.br/4264956234766448; Oliveira, Rinaldo Eduardo Machado de; https://orcid.org/0000-0003-1684-1456; http://lattes.cnpq.br/6972987080245418; Jesus, Elisdete Maria Santos de; https://orcid.org/0000-0002-9503-7433; http://lattes.cnpq.br/4210908440313625
Parents and caregivers are essential in the management of Diabetes Mellitus (DM) in children and adolescents. This is due to the dependence on support for the management of this health condition. Thus, the health literacy (HL) of parents and caregivers can play an important role in the health outcomes of these children and adolescents. Given the above, this study aims to evaluate the influence of the HL of parents and caregivers on the health outcomes of children and adolescents with DM. This is a systematic review, with searches carried out on October 2, 2024, in the following databases: PubMed, Embase, Cochrane, Scopus, Web of Science, Cinahl and Virtual Health Library, using descriptors related to “parents”, “caregivers”, “children”, “adolescents”, “diabetes mellitus” and “health literacy”. Two reviewers read the titles, abstracts and full texts according to the eligibility criteria and extracted the data from the included articles. The systematic review was registered in the prospero database (CRD42024604530). A total of 829 studies were identified in the initial search, of which six articles met the eligibility criteria and were included in this systematic review. The studies were published in different countries in Africa, America, Asia, and Europe. All studies had a cross-sectional design and evaluated clinical outcomes. Of these, three studies showed a statistically positive influence on the HL of parents and caregivers with adequate glycemic control, measured by glycated hemoglobin. Only one study evaluated humanistic outcomes, measured by quality of life, and was unable to statistically demonstrate the influence of the HL of parents and caregivers on this outcome. No study evaluated economic outcomes. The other studies did not present statistically significant results, which shows heterogeneity of findings. Thus, the results regarding the influence of the HL of parents and caregivers on child and adolescent health outcomes were inconclusive, highlighting a gap and reinforcing the need for further studies on the subject.
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Portaria de Pessoal N.º 03/2025
(Universidade Federal do Espírito Santo, 2025-07-10) Pró-Reitoria de Pesquisa e Pós-Graduação
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O trabalho com os gêneros textuais na alfabetização : análise das propostas de produção escrita e das intervenções do professor alfabetizador nos livros didáticos do 2º ano do ensino fundamental
(Universidade Federal do Espírito Santo, 2025-04-28) Rocha, Cleide Cordeiro da; Santos, Záira Bonfante dos ; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; https://orcid.org/0009-0008-4810-7479; http://lattes.cnpq.br/7764529845318717; Cristofoleti, Rita de Cassia ; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Pin, Adriana; https://orcid.org/0000-0002-6373-1076; http://lattes.cnpq.br/5784145679275622
This research investigated the proposals for written production in the Portuguese language textbook for 2nd Elementary School through observation of the practice of teaching literacy with the text, considering the contributions of literacy in the view of Kalantzis, Cope and Pinheiro (2020) and multimodality by Kress (2010) for working with language. It allowed us to discuss the school as a social, cultural and linguistic space capable of carrying out major transformations in the lives of its students, based on the ideas of literacy studies in the view of Street (2014) and Rojo (2012). To this end, it brought into its context the contributions of Bakhtin (1997 and 2016), with the idea of a subject who communicates through statements, whose speeches are materialized through genres. Furthermore, combined with these ideas, Vigotski (2008) brought contributions from historical-cultural theory that underlie children's learning and development in their relationships through language. To deepen these discussions in the context of literacy, Soares (1985, 2003, 2020) echoed his voice for literacy through literacy; Geraldi (1997, 2010, 2011) who defends a practice of text production, considering previously establishing the production conditions; Gontijo and Schwartz (2009 and 2003), Smolka (2012) and Mortatti (2019) who support a dialogical and discursive literacy of the language. Based on qualitative methodology, this study conducted field research in three phases: mapping written production proposals in the 2nd grade Portuguese elementary school textbook; research regarding the place and work with text as a literacy event; and investigating how written production proposals are carried out in the classroom practice of the teacher participating in the study. Based on the evidence, the analysis chapter was developed in an ethical and responsible manner. In the dialogues held with the participating teacher, the focus was always on a sensitive and welcoming perspective, recognizing that this is a work of partnership and collaboration. Based on these conversations, reflections and observation of the practice with the participating teacher, it was possible to conclude that working with text in the literacy class from a discursive perspective is still a distant dream; the textbook has a strong influence on the teacher's work; literacy is limited to the act of teaching how to read and write, with a focus on the linguistic aspect. Over time, it was noted that there was a difficulty in adopting a critical stance towards the documents that guide teachers' practice, indicating a lack of training that would lead them to problematize them. Finally, there was a need to further expand the space in the classroom for working with texts as an element that produces meaning