Educação

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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 "2º membro da banca"

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    Cartas-tese biografemáticas : a saúde docente escrita a muitas mãos
    (Universidade Federal do Espírito Santo, 2024-06-10) Coelho, Denise Carla Goldner; 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 thesis-letter, and also Letters-thesis, carried out in collaboration with educators from a federal school institution. The methodology employed was the exchange of letters among those professionals. It presents a methodology for the analysis of teaching activity using a conversational method, based on Roland Barthes' biographical proposal. The premise is that writing transforms lived experiences, observations, and auditory perceptions into a form of “by force and blood”. It transforms knowledge, discourses, and so forth into principles of action and modes of being. This research direction in the Clinic of Activit represents a novel approach to traditional methods in this field, which have typically relied on photo and video analyses. The exchange of letters, however, facilitates dialogue, which is a crucial – perhaps even fundamental – methodological principle of this clinic. The objective of the study, entitled "Biographical thesis letters: teachers' health written by many hands" is to analyze the (re)existence movements of teachers at the Serra Campus of the Federal Institute of Espírito Santo during and after the pandemic caused by the SARS-CoV-2 virus, when working methods underwent significant changes. The biographical methodological strategy, which was written in the first person and presented in the form of letters, exhibits a fragmentation of content, abrupt transitions, and erotic intermittency. These characteristics reflect the creative aspects of this conversational method. The Letters-thesis – that is, Letters with a capital "L" and "thesis" with a small "t" – forms the basis of a thesis that is not aligned with posits the existence of neutral, objective knowledge, and a clear separation between the subject and object of "science". In this thesis, the capital L denotes the Letter as a method of analyzing teaching activity. In this sense, the thesis can be considered minor in Deleuzian terms, as it ethically and politically embraces the processuality of the movements that teachers engender in their daily lives through conversations. The letters are divided into blocks of sensations, without any indication of linearity or completeness between them. This allows the reader to navigate the text in a way that is most appealing to them. In conversation with Barthes, Foucault, Clot, and Canguilhem, this research endeavors to identify conceptual elements that contribute to the analysis of teacher work activity at Ifes – Campus Serra. The thesis is interspersed with elements of fiction and aligned with conversations with a character, also created as a methodological strategy, who is referred to as "Mrs. Teaching". The use of conversational methodology creates opportunities for teachers to engage in creative actions at work, thereby enhancing their capacity for action at the Ifes – Campus Serra
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    O Consed e o Instituto Unibanco : uma articulação para a definição das agendas políticas educacionais para o ensino médio (2017–2022)
    (Universidade Federal do Espírito Santo, 2024-05-28) Peterle, Tatiana Gomes dos Santos; 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/
    The research proposal integrates the interests of the Federalism and Educational Policies research group, addressing the role of the National Council of Education Secretaries (Consed) in intergovernmental relations and the growing prominence of the Unibanco Institute in educational policy decisions. By exploring the dynamics between Consed and the Unibanco Institute, two influential entities in the formulation of policies for Brazilian education and situated within the context of recent political and educational changes in Brazil, the research aims to identify and analyze how the articulation between these two entities has influenced the definition and implementation of educational policies, especially concerning High School. The relevance of the study is anchored in the observation of the significant prominence of the Unibanco Institute in Consed's actions, suggesting a possible reconfiguration of educational policies that favor market logics. Methodologically, the research adopts a qualitative approach, employing systematic literature review techniques and document analysis to collect and analyze data. The theoretical framework mobilizes concepts of State, Hegemony, and Private Apparatuses of Hegemony by Antonio Gramsci (2000, 2002, 2004, 2012), Privatization of Education from Adrião (2015; 2018; 2022), also drawing on the concepts of Political Agenda by John Kingdon (1995). This theoretical framework guides the investigation into how education can be influenced by private interests, particularly regarding management, curriculum, and school offerings. The main points include the increasing evidence of the Unibanco Institute's participation in Consed's decisions, suggesting a reconfiguration of educational policies that favor market logics. It highlights the influence of the articulation between the Unibanco Institute and Consed in educational reforms such as the New High School Reform and the implementation of the BNCC, and finally presents the categorization of Consed documents indicating privatization in dimensions that directly affect management, curriculum, and school offerings, aligning with business interests. The thesis validates the hypothesis that policies for High School are influenced by the agendas of private interest organizations through the articulation between Consed and Instituto Unibanco, which play a central role in the privatization of High School.
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    Reforma no trabalho docente : os efeitos da lei 13.415/2017 na rede estadual de ensino médio do Espírito Santo
    (Universidade Federal do Espírito Santo, 2024-06-28) Lyrio, Anderson Santos; 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 study proposes to analyze the conditions of teaching work in two schools of the state education network in Espírito Santo with the implementation of the New High School (NEM) Law No. 13,415/2017 (Brazil 2017). The dissertation builds on the discussions produced by the Center for Studies and Research in Educational Policies of the Federal University of Espírito Santo (Nepe/UFES) with the research "Policies for High School in Espírito Santo: models of provision, structural conditions, and public action." This dissertation aims to investigate the reality of teaching workers, focusing on the experiences lived in two schools of the state network of Espírito Santo. The guiding questions were: How do these local actors implement Law No. 13,415/2017 in the school where they work? What are the effects of the law on the conditions of professional practice? What meanings and significances does the law present to these workers? Therefore, we start from the hypothesis that the NEM intensifies and precarizes the teaching profession and career by diverting teachers' training to work with curricular components unrelated to their initial training. The research is qualitative, using the following methodological instruments: document analysis of the implementation of training itineraries during the Covid-19 Pandemic; the network supply map showing intense expansion of Full-Time schooling without ensuring adequate working conditions for teachers; the observation of two schools; and the analysis of questionnaires applied to teachers. The data reveal a large volume of creation of elective quarterly subjects; loss of jobs due to reduced workload and subjects when comparing curricular organizations; lack of dialogue in implementing the NEM as depicted by the surveyed teachers, among others. The research data confirm our hypothesis that the reform deepens the precarization of teaching work as it results in a loss of workload, work with subjects unrelated to the teacher's initial training, and excessive need for planning of elective subjects