Educação

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17589
Programa de Pós-Graduação em Educação

Centro: CE
Telefone: (27) 4009 2547
URL do programa: http://www.educacao.ufes.br/pt-br/pos-graduacao/PPGE

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Navegando Educação por Autor "1º membro da banca"

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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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    Educação ambiental e biopotência como processos interconstituintes : potencializando outros modos de existências
    (Universidade Federal do Espírito Santo, 2017-12-18) Vieiras, Rosinei Ronconi; Ferreira, Martha Tristão; 1º membro da banca
    This research, carried out in a campus of the Federal Institute of Espírito Santo, located in Colatina, aimed to observe processes related to Environmental Education practices in a daily life of the Institution, observing how these processes articulate with the curricular compositions. The study defends the Environmental Education as a vital dimension which entails other forms of existing and relating, based on Michel Foucault’s notion of ‘care of the self’ and on the concept of ‘biopower’ thought by Peter Pál Pelbart. It is also the aim of this research to debate the process of institutionalization of the Environmental Education as well as to propose the Curricular Environmentalization desired and organized by many people nowadays. It problematizes the production of subjectivities invoked by capitalism and by resistances of the production process of other dissident subjectivities. This study makes a political and methodological bet in cartography and in some of the rhizomatic principles, especially because it relies on the capacity of realization of multiple connections among different elements present in this complex and mainstreamed net where the Environmental Education is now. This methodological perspective implies a procedural ethos articulating different data production tools like images, interviews/talks and empirical observation. In addition to this, this study focuses on the socioenvironmental crime in the Basin of Rio Doce River and on the consequences in the daily life of the researched school/institution as well as all the forms of generated resistances. It also aims to articulate the ‘care of the self’ with the production of subjectivities thought by Félix Guattari and Gilles Deleuze, considering their relations to an ethical-political and philosophical proposal of the Environmental Education. In the final considerations, it was observed different movements in the institution routine, many of them performed by students, which infer a mismatch of certain stereotyped discourses, both from schools and young students. We found an Environmental Education produced and mobilized from a network of affections that needs to be empowered and inserted in different processes of formation.
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    Internacionalização da produção acadêmica sobre ensino superior na América Latina e Caribe: tensões entre o conhecimento e o reconhecimento
    (Universidade Federal do Espírito Santo, 2025-12-22) França, Cláudio Márcio de; 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 doctoral research analyzes whether the strategy of publishing in English to promote the internationalization of knowledge in higher education in Latin America and the Caribbean (LAC) achieves scientific impact, fostering dialogue among researchers, and contributing to the epistemological development of the field. The study is based on the hypothesis that the use of English as the language of science has driven a habitus among researchers whereby Anglicization serves as a means to obtain symbolic capital, visibility, and scientific impact, while also reinforcing the hierarchy of central countries. The theoretical framework is grounded in Pierre Bourdieu's relational sociology, emphasizing the concepts of habitus, field, and capital. The aforementioned theory is used to understand the power dynamics involved in the recognition within the scientific field. The study also engages with Wallerstein's socio-economic theory and De Swaan's account of global language system to highlight how the dynamics of knowledge production establish hierarchies, influenced by geopolitical conditions and the language used to disseminate research outcomes. The methodology adopted is the Relational Method of Information Analysis (RMIA), which combines bibliometric techniques and social network analysis (SNA) informed by the Bourdieusian theory. The research corpus consists of articles published in scientific journals indexed in the Scopus, Web of Science (WoS), and Lens databases between 2008 and 2023, focusing on the internationalization of higher education in LAC. The temporal cutoff point is justified because the period encompasses the decade in which many local governments developed policies aimed at strengthening support for science, directly influencing actions to promote the internationalization of higher education. Bibliometric analysis enabled the characterization of Latin American production during the period analyzed, revealing patterns in citation, co-authorship, and impact indicators. SNA was used to analyze collaboration networks among authors and institutions. Results indicate that, despite a significant increase in scientific production in LAC over the past decades, the visibility and international impact of these publications remain limited. The adoption of English as the language of publication has been a common strategy to achieve greater visibility, though not matched by proportional recognition or reciprocity on the global stage. International collaborations are predominantly with researchers from central countries, reinforcing epistemological hierarchies and dependence on Eurocentric theoretical frameworks. Additionally, scientific production in local languages, such as Spanish and Portuguese, faces challenges in visibility and impact, perpetuating inequalities in knowledge production and dissemination. The thesis concludes that the strategy of publishing in English, while potentially increasing international visibility, is insufficient to ensure the recognition and valorization of linguistic and epistemic diversity in LAC. Thus, it is necessary to rethink higher education internationalization policies, promoting a more inclusive and equitable scientific environment that values local languages and intra-regional collaborations, without disregarding the social impact of research
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    O direito de aprender dos estudantes com deficiência a partir da base nacional comum curricular: repercussões no contexto do Ifes
    (Universidade Federal do Espírito Santo, 2025-12-11) Almeida, Georgia Bulian Souza; 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 dissertation aims to analyze the repercussions of the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular – BNCC) on the right to learn of students with disabilities enrolled in Technical Courses in Mechanics integrated with Upper Secondary Education at the Federal Institute of Espírito Santo (Ifes). The research problem is grounded in the need to understand how special education policies have been structured within these programs following the Upper Secondary Education reform and the implementation of the BNCC, as well as to examine their implications for the right to education for all students. The study is theoretically grounded in the contributions of Antonio Gramsci, incorporating convergent perspectives articulated by Demerval Saviani and Karl Marx. Methodologically, this is a case study that employs documentary analysis supported by categorical content analysis. The research process involved the collection and subsequent examination of documents. Considering the delimitation of the research field, the analysis encompassed federal legislation concerning the rights of persons with disabilities, internal regulations of the Federal Institute of Espírito Santo (Ifes), pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education offered at the Aracruz, Guarapari, São Mateus, and Vitória campuses, as well as other institutional documents published before and after the implementation of the BNCC (2022). In addition, searches were conducted on institutional websites to identify legislation and other official documents related to the topic. The relevance of this research lies in addressing a recurring and fundamental issue by fostering critical reflection on the regulations applied to technical programs integrated with upper secondary education, with the aim of ensuring that the schooling of students with disabilities is fully and equitably realized. The findings indicate that, although federal legislation and Ifes institutional regulations formally recognize the right to education of students with disabilities, significant challenges persist in the effective implementation of these guidelines within Technical Courses in Mechanics integrated with Upper Secondary Education. Documentary analysis revealed gaps related to curricular structure, physical infrastructure, and the availability of specialized professionals across campuses, as well as issues concerning assessment and certification, among other aspects. These gaps highlight a mismatch between the educational reality experienced in these programs and the normative discourse prescribed by the BNCC. In this context, the BNCC, as the main regulatory reference for the curriculum and through its emphasis on competency-based education, not only fails to respond to the concrete conditions under which education is provided but also deepens historical contradictions, thereby contributing to the perpetuation of educational dualism. Given this scenario, there is a pressing need to examine the changes introduced in the pedagogical projects of the Technical Course in Mechanics integrated with Upper Secondary Education at Ifes, in order to assess whether— despite the normative impositions of the BNCC—the right to learn of students, particularly those with disabilities, has been equitably ensured, reaffirming the institutional commitment to integral education
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    O IDEB no município de Vitória-ES : um estudo sobre variações e variáveis no sistema e nas escolas (2005-2007)
    (Universidade Federal do Espírito Santo, 2010-07-01) Fernandes, Caroline Falco Reis; Araújo, Gilda Cardoso de; 1º membro da banca
    abstract