Mestrado Profissional em Educação

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A autorreflexão colaborativo-crítica como princípio para formação continuada: perspectivas para inclusão escolar
(Universidade Federal do Espírito Santo, 2019-09-11) Silva, Fernanda Nunes da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-2750-5098; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Magalhaes, Rita de Cassia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/0351736925269307
This dissertation aimed to comprehend how the continuing education of education professionals, from a perspective of collaborative-critical self-reflection, with the intention of contributing to the process of school inclusion of the target audience of Special Education. Thereunto, it was fundamented in communicative action theory of Habermas and in the self reflective collaboration between researchers and participant professors proposed by Carr and Kemmis, also taking them as authors and investigators of their practice. From qualitative nature, collaborative-critical action research was assumed as investigative perspective with the other, whose realization happened through nonlinear movements of understanding and collaboration with the context. At the same time, it was sought to understand the processes of continuing education in its interface with Special Education in a municipal elementary school of Serra/ES and colaborate with the construction of a formative process by study-reflection group assuming the collaborative-critical self-reflection and the school inclusion as principles. Data production was based on instruments and strategies such as participant observation with register in field journaling, semi-structured interviews, semi-open quizzes, written narratives and dialogues established in the study-reflection group and at school. The data were organized from the content review and analyzed in the light of Habermas’ critical theory. Data analysis indicates that the conceptions of Special Education, school inclusion and continuing education present in the education professional’s speech, although still quite permeated by instrumental rationality, reveal a possible transition towards more critical and/or communicative perspectives. Professionals emphasized the necessity of a continuing education focused on the process of school inclusion, since the guarantee of reflection spaces and teacher education was, at that time, a challenge for the school organization. Thus, a study-reflection group was formed with professionals from this school, accepting the Special Education as a common interest from the perspective of school inclusion. The group was configured in a discursive space in which, through collaborative-critical self-reflection, it can rethink its own practices. The study shows that the reflection-study group has put itself as an alternative to the traditional models of teacher education and the collaborative-critical action research as a possibility of knowledge construction with the other, transforming conceptions and practices in favor of an inclusive school that favors everyone's learning. The educational product of this research presents a proposal for continuing education through study-reflection groups to guide and support the construction of other modes of education by education professionals in their own spaces.
A formação contínua para professores que atuam em uma escola de tempo integral no município de Vitória, Espírito Santo: concepções e possibilidades para uma prática reflexiva
(Universidade Federal do Espírito Santo, 2019-09-10) Menezes, Gabriela Nunes de; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X; http://lattes.cnpq.br/3939282778671246; https://orcid.org/0000-0002-4351-7056; http://lattes.cnpq.br/9926956624870371; Caprini, Aldieris Braz Amorim; https://orcid.org/0000-0003-0431-4691; http://lattes.cnpq.br/7365705316481729; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Lima, Maria Socorro Lucena
This paper studies possibilities for the continuous formation of teachers who work in a full time school in the city of Vitória-ES. It analyzes the conceptions regarding what constitutes full time education for the elementary school teachers of a private school system. It researches the processes of continuous formation in the full time school, situating needs and perspectives for the construction / reconstruction of practices that consider the reflection on the teaching activity. It presents a technical product that helps in the organization of studies and training activities for the teachers of this study. It is a case study that uses the focus group and the Conversation Circle as tools for field research and dialogue with a group of fifteen teachers who work in a full-time school. It characterizes a research of qualitative character, which uses the technique of content analysis for the data interpretation, based on the dialogue with the recent production about the continuous formation of teachers. It is based on a theoretical framework that defines teaching activity as praxis (PIMENTA, 2002), which values the unity between theory and practice and the process of individual and collective reflection of the teacher, identifying reflexivity as an important strategy for continuous formation of the teacher (PIMENTA; LIMA, 2004, 2018; PIMENTA, 2012). It invests in the theoretical perspective that highlights integral education as part of a total formation of the individual, realizing their multiplicities and pluralities, and thus becomes a real education (CAVALIERI, 2002, 2009; 2007; COELHO, 2009a; MORAES, 2009; GUARÁ , 2005; PARO, 2012; TEIXEIRA, 2007; CAVALIERI, 2002; 2004; COELHO, 2009b). As main synthesis considerations, the study indicates that: in the professional development of the teacher, in his teaching practice, in his professional career, it is necessary to value solid and consistent processes of collective reflection, situating needs and perspectives for the construction/reconstruction of his teaching practices; the teacher should be prepared to perform teaching practices considering this extended period in school, and that it is therefore necessary to invest in continuing education policies for the teacher to develop his teaching action in this context. When thinking of integral and full-time education, it is necessary to overcome current educational models and the processes of continuing education of teachers acting in this context need, therefore, constitute investment in professional development, meeting the collective reflection and about the possibilities and difficulties, pedagogical that their teaching practices present.
A formação continuada de professores, profissionais da educação e colaboradores na perspectiva da inclusão escolar
(Universidade Federal do Espírito Santo, 2021-03-26) Buss, Joziane Jaske; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0003-2687-3929; http://lattes.cnpq.br/5561501432069166; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Pletsch, Márcia Denise; https://orcid.org/0000-0001-5906-0487; http://lattes.cnpq.br/5622440291569151; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789
The purpose of this research is to analyze, in the continuous formation of teachers (regent teachers, teachers from specific areas, Specialized Educational Assistance teachers), education professionals (school supervisors, area coordinators, principals), and collaborators (Special Education assistants, kindergarten assistants, librarians, school secretaries, trainees, janitors, cooks, drivers), at the municipality of Santa Maria de Jetibá, ES, Brazil, both challenges and inclusion possibilities for students with deficiency. Continuous formation’s challenges under the school-inclusion perspective are here discussed, based on contextual demands, to build other, possible dialogues, actions and practices making access, permanence, apprenticeship and development of students with deficiency possible, considering the importance of the construction of a collective knowledge-production space. To develop this discussion, we present, for the theoretical dialogue, the contributions by Lev Semyonovich Vygotsky, António Nóvoa, and authors that have been debating the teachers’ continuous formation to aim at inclusion in school. Methodology has designed a qualitative research, with a case study of the ethnographic type, research subjects being the teachers, education professionals and education collaborators. As a data-generation instrument, participantobservation, open and closed formularies, semi-structured interviewes and focus groups havebeen used. Data have demonstrated the importance of the constitution of formative spaces committed with the creation of a team, marked by the exchange of several knowledge kinds, by the collaboration and participation of all members in school inclusion. We consider that it is in the group that possibilities are built, for continuous formation to become a transformation tool in the pedagogical practices, thus tightening the bonds between all education professionalsand the scientific-pedagogical knowledge kinds. As an end-product of this dissertation, we have prepared some short-play videos about school inclusion and the importance of the constitution of collective formative spaces in the school’s ambit, considering the challenges found in the schooling of students with deficiency, published on the Youtube channel of the Municipality of Santa Maria de Jetibá and on the website of the Secretariat of Education of that municipality.
Atuação do pedagogo na perspectiva da inclusão escolar: a articulação entre o professor do atendimento educacional especializado e o da sala de aula comum
(Universidade Federal do Espírito Santo, 2019-09-13) Estevam, Mariana Karoline Dias Coelho; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0002-3386-1523; http://lattes.cnpq.br/3227781762212639; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7642-6206; http://lattes.cnpq.br/0529970839857956; Ronchi Filho, Jair ; https://orcid.org/; http://lattes.cnpq.br/1684807534900881; Magalhaes, Rita de Cassia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/
In order to discuss about the articulation of the pedagogue´s work with high school teachers and the specialized educational assistance, the dissertation was based on the school inclusion of students with intellectual disabilities in a state public school in the city of Barra de São Francisco/ ES. This is a qualitative research, having as methodology the case study. The research subjects were the effective teachers and those in temporary character designation of the regular classroom and the specialized educational attendance. As data production instruments, semi structured interviews were conducted, participant observation and focus group. The theoretical framework consists on Paulo´s Freire discussions about the concept of dialogicity. Through dialogue with teachers, it was possible to know the reality and context of the school and the challenges presented in the process of school inclusion of students with intellectual disabilities enrolled at high school. The research illustrates that a significant number of teachers are interested, participate and propose change practices that meets and effectively include these students. Some teachers recognize about are their role, but they point out difficulties on perform it, claiming that they still need the help with working with such a diverse group, beyond guidance and support regarding planning and elaboration of different assessment, in different languages and periods to meet everyone. In this sense, the final product was built, materialized in a formation training, which allowed participants to share their doubts and daily demands, concerning students with intellectual disabilities, and to elaborate, together with the group of teachers, strategies that would create opportunities to construct knowledge and ensures the education quality for these students.
Formação continuada de gestores de educação especial pela via do grupo de estudo-reflexão
(Universidade Federal do Espírito Santo, 2021-09-30) Brito, Lucimara Gonçalves Barros; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-9384-7280; http://lattes.cnpq.br/1266941075668997; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Moreira, Sueli de Lima; https://orcid.org/0000-0002-3511-9007; http://lattes.cnpq.br/5487458746068806; Alves, Edson Pantaleão; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871
This research aims to analyze the collaborative constitution process of the studyreflection group of Special Education managers in the municipality of Serra/ES, in view of the contributions of communicative rationality and the mediating functions of the theory and praxis relationship. Search, through a research-training process, to collaborate with the continuing education of the Special Education management team, with the intention of establishing, with these subjects continuing education actions with/for education professionals in the municipal education network. It was based on the critical social theory, communicative rationality of Jürngen Habermas and on the critical self-reflection carried out among all participants: academic researchers and researchers of the context, conceived as co-authors of the process. Qualitative in nature, it assumes the perspective of collaborative-critical action research that took place in two concomitant movements: understanding the context, through document analysis, listening and negotiating demands; and collaboration with the context, for the constitution of a training process with its own management team, through the group. The production of data used instruments and strategies, such as participant observation, recorded in a field diary; semi-open questionnaires; written narratives; dialogues established in the discursive spaces and in the meetings of the study reflection group. Data were organized and analyzed in the light of Habermasian theory. This analysis indicates that the organization of public management of Special Education in the municipal education system presents itself as a differential, although it faces many challenges in relation to the school inclusion of students who are the target audience served by this modality, especially with regard to training actions triggered by the Department of Education for professionals working in municipal schools. It also shows possibilities for new/other ways of conceiving continuing education in a critical perspective, based on the demands arising from the actors/authors who participate in it. This study also presents, as an educational product, the training proposal experienced in the research itself, through the study reflection group, focusing on its foundations and strategies built in a collective and collaborative way.
FORMAÇÃO CONTINUADA E PESQUISA-AÇÃO CRÍTICA: DAS VONTADES INDIVIDUAIS AOS CONSENSOS PROVISÓRIOS
(Universidade Federal do Espírito Santo, 2021-09-28) Soave, Alana Rangel Barreto; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/; http://lattes.cnpq.br/3782504791385455; Givigi, Rosana Carla do Nascimento; https://orcid.org/0000-0001-6592-0164; http://lattes.cnpq.br/9715817922078257; Vieira, Alexandro Braga; https://orcid.org/; http://lattes.cnpq.br/9217767617403655; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789
The present study aimed to analyze, through collaborative-critical action research, the process of collaboration between academic researchers and context researchers in the constitution of processes of continuous education of public managers in the city of Domingos Martins/ES through critical self-reflection. To this end, in general terms, it focused on the training demands in their contexts of action by the two managers of the Reference Center for Inclusive Education (CREI), as well as the dialogue about the training perspectives that emerged in the course of this researchtraining, knowing, identifying and reflecting on the training concepts that guide and support the practices of public managers of the Municipal Department of Education and Sports and the Research and Training Center, considering the planning of continuous training aimed at education professionals in the municipal school system from Domingos Martins/ES. In the course undertaken, there was a collaboration with the continuous training of public managers of Special Education at CREI and of education professionals working in the municipal network, through the constitution of study-reflection groups in a collaborative-critical perspective during the period of the pandemic. It was based on the critical social theory of Jürgen Habermas, with emphasis on the concepts of Communicative Action, Strategic Action, Technical Rationality and Communicative Rationality. As an epistemological and methodological perspective, collaborative-critical action research was adopted, as postulated by Carr and Kemmis , based on the principle of critical self-reflection. Two CREI managers, a university professor, an undergraduate student of the Pedagogy course and a master's student were elected as participant-subjects. The data production process was organized in two moments, namely: The approximation and understanding of the context and constitution of a partnership with the municipality and the collaboration processes: constitution of listening groups and study-reflection groups. Participant observation, discursive spaces, study-reflection groups and dialogues that took place in the group of a social message network were used as strategies for the production of data. The interpretation and analysis of the data took place in the light of Habermasian critical social theory, in addition to authors who study the training of education professionals in a critical-emancipatory perspective. The research pointed out the power of continuous education built from a critical perspective, as well as the relevance of investing in the teaching-research-extension triad of the University as a way of contributing to collaborative and formative processes for the school inclusion of the target audience of Special Education students. in ordinary schools. It also demonstrated the formative character of collaborative-critical action research for academic researchers and researchers in the context. As a product of this dissertation emerged the continuing education called ―Pedagogical planning in times of pandemic: implications for Special/Inclusive Education‖ for education professionals in the municipal school system, in the year 2020.
INCLUSÃO ESCOLAR, FORMAÇÃO CONTINUADA, PESQUISA-AÇÃO E TECNOLOGIAS: TECITURAS POSSÍVEIS EM TEMPOS DE PANDEMIA
(Universidade Federal do Espírito Santo, 2021-07-30) Queiroz, Rafael Carlos; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/0529970839857956; https://orcid.org/; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/; http://lattes.cnpq.br/3568062062898469; Damasceno, Allan Rocha; https://orcid.org/; http://lattes.cnpq.br/; Flores, Maria Assunção; https://orcid.org/; http://lattes.cnpq.br/
The social isolation caused by the Covid-19 pandemic brought different challenges for education professionals, especially in regard to the processes of school inclusion of Target Audience students of Special Education. This study focuses on the continuing
MOVIMENTOS FORMATIVOS E POLÍTICOS DA GESTÃO DE EDUCAÇÃO ESPECIAL NO ESTADO DO ESPÍRITO SANTO
(Universidade Federal do Espírito Santo, 2020-12-18) Vieira, Islene da Silva; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/0529970839857956; https://orcid.org/; http://lattes.cnpq.br/; Melo, Douglas Christian Ferrari de; https://orcid.org/; http://lattes.cnpq.br/4115960878343816; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Cavalcante, Lucelia Cardoso; https://orcid.org/; http://lattes.cnpq.br/; Jesus, Denise Meyrelles de; http://lattes.cnpq.br/0848394898016789
This research aims to collaborate, by means of collaborative-critical action research, with the formative pathway of a group of public managers of Special Education in the State of Espírito Santo, in a perspective of communicative rationality. Using the p
O método fenomenológico de pesquisa e o professor do atendimento educacional especializado em altas habilidades/superdotação: desvelando vivências a partir de uma formação continuada
(Universidade Federal do Espírito Santo, 2019-09-16) Fraga, Maria Amelia Barcellos; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; https://orcid.org/0000-0002-3665-7237; http://lattes.cnpq.br/1700973619427202; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Trugilho, Silvia Moreira; https://orcid.org/0000-0002-6248-6056; http://lattes.cnpq.br/2312551073489897
This is a study to unveil Versions of Meaning (VS) about the speeches of teachers specialized in High Skills / Giftedness (AH/SD), from the knowledge of the phenomenological research method applied to their area of expertise. It presents historical-constitutive aspects of the policy of care in AH /SD based on the evolution of national standards of Special Education from the early twentieth century to the present day. Theoretically, it refers to the Holanda (2003), Forghieri (2004), Amatuzzi (2010), Gomes (2012), Virgolim (2007), Renzulli (2014) and others. In methodological terms, it is an eidetic phenomenological research, whose purpose is the elucidation of the lived experience. It considers that Phenomenology is not the science of eternal truths and conceives man as an unfinished being, with limitations, open to possibilities and choices, in a continuous becoming. It understands Phenomenology as a comprehensive method. It uses as instruments: Observation, Field diary and VS. It takes as reference the phenomenological experience, within space/time/history, constituted by continuing formation. It delimits as researched universe a set of municipal schools and as subjects the specialized teachers of the area of AH/SD. The results and discussions showed that humanistic conceptions, such as Phenomenology, presented significant methodological contributions to sharpen the perception of the researched subjects, in order to unveil the potentialities/skills of the students sent to the “Specialized Educational Care” (AEE), favoring their understanding, enrichment and well-being. It enabled them to broaden their vision beyond psychometric or instrumentalizing logic, which, in a way, served to produce stereotypes about the person with AH/SD. In the conclusions, it indicates the necessity of understanding of the students in their multidimensional aspects involving, as much the biological, the psychological, the emotional and the socio historical one, as in their essential/existential aspects, in a demonstration that it is necessary to understand them qualitatively as individuals, in their particularities, in an attitude open to inclusion. It presents as a product video classes on the researched theme, in the phenomenological perspective.
O TRABALHO DOCENTE ARTICULADO NUMA PERSPECTIVA COLABORATIVA ENTRE OS PROFESSORES DA SALA DE AULA REGULAR E DO ATENDIMENTO EDUCACIONAL ESPECIALIZADO
(Universidade Federal do Espírito Santo, 2021-03-31) Vassoler, Patricia; Caetano, Andressa Mafezoni; https://orcid.org/; http://lattes.cnpq.br/3568062062898469; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Mariangela Lima de; https://orcid.org/; http://lattes.cnpq.br/0529970839857956; Braun, Patricia; https://orcid.org/; http://lattes.cnpq.br/; Alves, Edson Pantaleao; https://orcid.org/; http://lattes.cnpq.br/2060844750389871
This research addresses the theme articulated teaching work under the collaborative perspective between the Specialized Education Assistance teachers and those of the Ordinary Classroom. This qualitative analysis is grounded on the ethnographic-type case

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