Educação - Mestrado Profissional
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- ItemEscolas multisseriadas de Rio Bananal/ES : ressignificando concepções e reinventando práticas pedagógicas(Universidade Federal do Espírito Santo, 2024-09-18) Picoli, Alessandra Altoé Ferreira; Amaral, Débora Monteiro do ; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701; https://orcid.org/0009-0009-4609-4536; http://lattes.cnpq.br/2886584930213496; Gerke, Janinha ; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635; Batista, Maria do Socorro Xavier ; https://orcid.org/0000-0002-7202-1041; http://lattes.cnpq.br/6786292528944682This dissertation study belongs to the Professional Postgraduate Program in Education of the Federal University of Espírito Santo, in the area of Concentration: Educational Practices, Diversity and School Inclusion. Its central intention is to understand the Multigrade Schools of the Countryside as a concrete possibility of guaranteeing the right of students to a quality education in/from the countryside, identifying the challenges that arise in the practices of teachers of the Multigrade Schools of the Municipality of Rio Bananal, in Espírito Santo (ES). The research was developed in the Multigrade Schools of the Countryside – Elementary Education – initial years, of the municipality of Rio Bananal/ES, initially involving 28 teachers. In this journey, we sought to base ourselves on the pertinent dialogues between Freire (1987, 1996), who presents education as an intervention capable of transforming realities in a meaningful, democratic, reflective and supportive way, ultimately, humanizing, enabling the emancipation of students; Caldart, Kolling and Cerioli (2002), whose work organized by them brings contributions related to Rural Education aimed at rural communities; Arroyo and Fernandes (1999), who present considerations regarding education in the context of multi-grades and, last but not least, the book organized by Antunes-Rocha and Hage (2015), which expresses the reality of Multi-grade Schools in the countryside. Regarding the methodology, it was decided to develop a qualitative research. To this end, bibliographic research, participant observation, field diary and questionnaire with closed and open questions were used. The purpose of this research was to understand the challenges faced by educators in Multi-grade Schools in the countryside, in the municipality of Rio Bananal. The results brought significant points, among which the lack of initial and continuing training to teach in multi-grade classrooms and the recognition of this need by the teachers stood out. Analyzing the context of the responses and with the aim of contributing, the educational product consists of a training proposal for teachers who work in the Multigrade Schools of the Countryside. A dialogic training that provides the participants with the opportunity to learn about the history of Rural Education and Freire's concepts involving humanization, problem-solving education, dialogue and generating themes. Furthermore, through practical activities resulting from these meetings, it enables reflection and reinvention of practice, based on the perception of contradictory situations in daily teaching practice in the classroom. Thus, it is expected that the provocation arising from the training will awaken a critical, dialogic and emancipatory educational vision, in which there is the possibility of work that approaches the concepts addressed, favoring the humanizing training of students in the Multigrade Schools of the Countryside, in the municipality of Rio Bananal
- ItemO processo de ensino-aprendizagem em sala multisseriada: símbolo de luta e resistência para a educação do campo(Universidade Federal do Espírito Santo, 2020-11-12) Jesus, Irani da Silva de; Amaral, Débora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701; https://orcid.org/0000-0002-0439-5543; http://lattes.cnpq.br/2500725558261763 ; Hage, Salomão Antônio Mufarrej; https://orcid.org/0000-0001-7801-0696; http://lattes.cnpq.br/1723722364556016 ; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; http://lattes.cnpq.br/5094999227615859This study seeks to investigate the teaching-learning process in a multi-graded classroom of a rural school in the city of Linhares / ES and to envision paths for a humanizing pedagogical performance. It is justified by the relevance it represents for the education of our country, in the sense of making it explicit, for society, the importance of valuing Rural Education and the multi-graded rooms, as we are faced with a scenario in which many multi-graded schools are being shut down, which represents a setback in face of all the struggle and resistance defended by social movements, which seek to guarantee a Basic Rural Education with a focus on the reality of the peasants. The proposed work also intends to analyze, exhibit and raise issues related to the teaching-learning process in multi-graded rooms in rural schools. The theoretical-methodological framework used is based on the concepts of Salomão Hage (2009, 2013, 2014), which addresses relevant knowledge about multi-graded rooms and their characteristics. We reflected on Rural Education based on the ideas of Miguel Arroyo, Roseli Caldart and Mônica Molina (2011), through the book "Por Uma Educação do Campo", in which we made a historical journey on the achievements of Basic Rural Education. Another important author that supports this study is Paulo Freire (2019, 2018), who discusses the teaching-learning process in a critical liberating perspective. For data collection and production, a qualitative research was developed, in which we used as data collection instrument the participant observation and interview in a rural school in the city of Linhares / ES, which holds classes from the 1st to the 5th year/grade of elementary school ; the field diary, which is an important instrument for recording the relevant points developed; and the individual interview. With the development of this research, it was possible to identify that 56% of rural schools in the city of Linhares joined two stages, classified, according to Paulo Freire, as literacy and post-literacy, constituting a challenging factor for teaching in multi-graded classrooms. Besides that, it was evidenced that the teaching practice is developed by a naive point of view that the didactic material should adapted itself to the reality of the students, leaving it unnoticed that the only person capable of bringing the contents closer to the reality of the student is the teacher, who is on the front line in the classroom. For this reason, we think that pedagogical work through generative themes could provide students with meaningful and questioning learning that prioritizes a critical reflection of reality. Thus, it was proposed, as an educational product, a notebook with some proposals for methodological guidelines for teaching in multi-graded rooms, focused on teaching practice based on generating themes, in the perspective of Paulo Freire, in order to contribute in a significant way to the teaching-learning process in multigraded classrooms in rural schools in the city of Linhares / ES.
- ItemOs desafios em ser professora e professor monitores na pedagogia da alternância(Universidade Federal do Espírito Santo, 2021-09-10) Littig, Patrícia Hand; Amaral, Débora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701; https://orcid.org/0000-0002-0204-8628; http://lattes.cnpq.br/7978452791034213; Jesus, Janinha Gerke de; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; http://lattes.cnpq.br/5094999227615859; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714This research aims to know and understand the main challenges of being a teacher and a monitor in the Pedagogy of Alternation, in the scope of the professional career, working conditions and teacher training, besides discussing possibilities of facing them in order to enhance the work at São Bento do Chapéu Family Agricultural School in Domingos Martins. Furthermore, this work sought to historically contextualize Popular Education, Rural Education, Pedagogy of Alternation and its intertwinings: knowing-recognizing the historical constitution of São Bento do Chapéu Agricultural Family School and its contributions to the education of rural peoples in the region. The research is characterized by a qualitative approach. The study is outlined as a participant research, since the researcher was directly involved as a history teacher at the institution, a mother of a student, a former student and also as a granddaughter of one of the founders, as well. Among the challenges underscored by this work, in the professional career the turnover generated by the temporary assignment stands out; in the working conditions, the journey to EFA (Family Agricultural School) was signaled as an issue, a tiring routine as a consequence of the responsibility of the weekly shift and the adjustments imposed by the national base, as a challenge in the context of teacher training was the failure to contemplate the experiences in Rural Education in the curricula Degrees and the difficulty of participating in continuing education in the Pedagogy of Alternation (PA). Supported by the listed challenges, due to the nature of the professional Master's degree, as an educational product, we bring a proposal for continuing education built in a collective and participatory way with the school community, underping the discussion of possibilities for facing them.
- ItemProduções identitárias da juventude camponesa nas experiências das escolas famílias agrícolas: traçando saberes e poéticas pelo Sul e pelo Norte do Espírito Santo(Universidade Federal do Espírito Santo, 2025-09-12) Bianchi, Raíza da Silva; Gerke, Janinha; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635 ; https://orcid.org/0009-0000-9119-5947; http://lattes.cnpq.br/6362584873914101 ; Nosella, Paolo; https://orcid.org/0000-0001-6272-9073; http://lattes.cnpq.br/7159165045266256 ; Moreto, Charles; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056 ; Amaral, Débora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701 ; Bitte, Regina Celi Frechiani; https://orcid.org/0000-0001-6819-3900; http://lattes.cnpq.br/8436866512999341This dissertation aimed, drawing on the experiences and trajectories of rural youth, to understand and/or recognize the identity development of these students, constructed through their education at the Agricultural Family Schools (EFAs) in Jaguaré and Belo Monte, in Mimoso do Sul, both in the state of Espírito Santo. Considering the organic nature of the temporalities and spatialities of school, community/work, and territory—and traversing the historicity of Popular Education,(Brandão, 1981, 2017; Freire, 1967, 1996, 2005), Rural Education (Molina, 2012; Caldart, 2012; Arroyo, 1999, 2007, 2012), and the Pedagogy of Alternation (Nosella, 1988, 2013, 2017; Gerke, 2011, 2019, 2022; Granereau, 2020),—the work sought, in the narratives arising from their formative, life, and work experiences, the knowledge and poetics of identity. The methodology used was narratives of life situations and life stories, inviting students to engage in dialogue through the creation of Freirean pedagogical letters addressing the peasant identity and/or identities of young people who develop within the relationship between school, community-work, territory, and affections. The dissertation finds that Rural Education has become a fertile ground for counter-hegemonic pedagogies. The results highlight the recognition and appreciation of educational practices and their pedagogical distinctiveness, which are present in the daily lives and knowledge of students, revealing effective alignment of belonging and active participation in the school context. However, some gaps emerge in the research, such as the weaknesses in the work category and in the knowledge and history that precede EFA.