Mestrado Profissional em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17593

Nível: Mestrado Profissional
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Navegando Mestrado Profissional em Educação por Autor "2º membro da banca"

Agora exibindo 1 - 2 de 2
  • Nenhuma Miniatura disponível
    Item
    A privatização da educação básica pública no município de Cariacica-ES (2017-2023) : implicações para a garantia da gestão democrática
    (Universidade Federal do Espírito Santo, 2024-07-01) Proximozer, Liudimila Katrini; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    This dissertation consists of an investigation guided by the following question: Could the Full-Time Elementary Schools Program, proposed by the Espírito Santo Business Movement in Action and the Cariacica Business Association (AEC) in partnership with the Cariacica Department of Education, have implications for the democratic management of education? In order to answer this question, the general objective was to examine the privatization strategy of public basic education in the municipality of Cariacica and its implications for guaranteeing the principle of democratic management of education in full-time elementary schools. The research timeframe was seven years (2017–2023), and the locus was in the municipal education network of Cariacica. The methodological approach, of a qualitative nature, occurred through bibliographical and documentary research and semi-structured interviews. Documentary research was used as the main methodological path for collecting and analyzing data that allowed answering the central question of this dissertation, involving, among others, reports, federal, state and municipal laws, decrees, technical cooperation agreements, contracts, notebooks ICE, websites of for-profit and non-profit organizations of private actors mapped. A mapping of educational programs, projects and actions in force between 2017 and 2023 that are being developed by private actors in public basic education in the municipality of Cariacica was carried out. Among the programs/projects listed, the Full-Time Elementary Schools Program was characterized and its implications for the democratic management of education were analyzed. As a final product of this research, an online and asynchronous training proposal was developed, the theme of which is the privatization of public basic education and the implications for democratic management. The results of the analyzes demonstrate that there is an intensification of the privatization processes of public basic education in the researched municipality, as well as the Full-Time Elementary Schools Program, in its implementation, disrespected democratic principles, when the collegiate bodies were not listened to and contributed moving away from democratic management, adopting a business model management, guided by managerialist principles
  • Nenhuma Miniatura disponível
    Item
    Educação para o patrimônio cultural na construção do conhecimento histórico : saberes e fazeres de professores de história no município de Vitória, Espírito Santo
    (Universidade Federal do Espírito Santo, 2024-07-16) Moro, Fabiana Moura Gonçalves; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    As a general objective, the study aims at researching on what ways the approaches and practices of the education for the heritage in History teaching allow the feeling of belonging, the appreciation of collective and individual memories, the construction of citizenship and identities and the production of historical knowledge. This paper is carried out of the line of research 1, namely, Docência e Gestão de Processos Educativos (Teaching and Management of Educational Processes) from Professional Graduate Program in Education at the Federal University of Espírito Santo. The research emerges from the following questioning: in History teaching, does the education for the heritage allow the formation of historical sense, promoting the appreciation of collective and individual memories? The study is based on the reflections and conceptions of a History teaching that walks towards the formation of a historical subject and of the historical sense elaborated by Rüsen (2010) and the discussions on memory proposed by Jacques Le Goff (2013) and Bosi (2023) out of the reflections on narratives as the ones conceived by Benjamin (2012), which, related to the pedagogical practices in education for the heritage as the propositions of Fernandes (1993 and 2021), Fernandes and Pereira (2012), Tolentino (2019) and Mattozzi (2008), dialogue with a teaching construction that faces the appreciation of culture, memory, the construction of identities, the acknowledgment of collective and individual histories and the construction of historical knowledge. By reflecting on the conception of education for the heritage, its construction and evolution in the last decades, the international and national legislations that enable it and the pedagogical practices that promote identities in History teaching, we sought to dialogue with five teachers from the municipal school system of Vitória, ES, supported by the oral history methodology and based on the assumptions of Thompson (1992), Meihy and Holanda (2022) Meihy and Seawright (2022), Delgado (2010), Aberti (2004) and Portelli (2010). We gave the teachers visibility by listening to their narratives and through the socialization of their practices. We conclude this study by highlighting that the education for the heritage in History teaching is a challenging but powerful practice that enables the reflection and construction of identities and the production of historical knowledge