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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    Contribuições da obra o diário de Anne Frank em quadrinhos para a formação do leitor responsivo
    (Universidade Federal do Espírito Santo, 2025-08-13) Langoni, Ana Carolina; 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
    Based on the premise that reading, understood as a social and dialogic practice, can serve as a powerful instrument for the critical, aesthetic, and ethical formation of individuals, this research investigates the contributions of the graphic novel adaptation of The Diary of Anne Frank to the formation of the responsive reader. It considers the specificities of the hybrid language of comics and the pedagogical possibilities that arise when reading is intentionally mediated by teachers. Through bibliographic research and a qualitative analysis of the work, the study aims to understand how the adaptation of The Diary of Anne Frank into graphic novel format can contribute to the development of a responsive reader.The thesis defends the argument that a sensitive reading of the work—conducted with pedagogical mediation and attentive to its aesthetic and historical elements—can significantly contribute to the formation of the responsive reader. This concept, grounded in the philosophy of language of the Bakhtin Circle, refers to the reader who, when engaging with a text, reacts, interprets, takes a stance, and establishes connections between the content and their own social, cultural, and historical reality. The theoretical framework is based primarily on the concepts of dialogism and responsiveness, as developed by Bakhtin (1997), the concept of mediation from Vygotsky (2010), and the notion of semi-formation (Adorno, 2010), all articulated with historical-critical pedagogy (Saviani, 2011), which defends the school’s transformative role and the practice of reading as an emancipatory act. The thesis is structured in five chapters and proposes three axes of mediation for working with the graphic adaptation in the classroom: the dimension of Anne’s family and social relationships; the intertextuality with works of art; and the historical context of the narrative, connected to the ethical dilemmas experienced during the Holocaust. The study concludes that literary adaptations in comic format, such as the one analyzed, can be an effective strategy to foster students’ interest in literary reading— especially when combined with dialogical and reflective pedagogical practices. Moreover, it asserts that the teacher’s mediation is essential to transforming reading into a meaningful and formative aesthetic experience, capable of overcoming the distance many students show toward traditional literature. Finally, the thesis reaffirms the need to invest in public policies that ensure access to high-quality collections in schools, in critical teacher education, and in pedagogical practices that resonate with students’ repertoires—without losing sight of the commitment to the formation of autonomous individuals ethically engaged with social reality
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    Transformações curriculares na rede municipal de Vitória-ES (2018-2024): uma disputa pela função social da escola
    (Universidade Federal do Espírito Santo, 2025-07-04) Rodrigues, Fabrício José; Molina, Rodrigo Sarruge; https://orcid.org/0000-0002-4033-6049; http://lattes.cnpq.br/2167159228111253; https://orcid.org/0009-0001-7824-9442; http://lattes.cnpq.br/5421025950909276; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; Santos, Maria Cristina dos; 3º membro da banca
    This research analyzes the curricular transformations implemented in the municipal education system of Vitória, Brazil, between 2018 and 2024, with emphasis on the standardization introduced in 2022. The objective is to understand how these changes reflect neoliberal rationality and impact the social function of public schools. The study adopts historical-dialectical materialism as its analytical method, enabling the apprehension of the contradictions inherent in contemporary curricular policies. The theoretical foundation is based on historical-critical pedagogy, which emphasizes omnilateral education and the mediation between systematized knowledge and the concrete reality of students. The investigation relies on documentary analysis and adopts a multilevel approach: at the macro level, it examines the effects of the National Common Core Curriculum (BNCC) and the High School Reform on curricular guidelines; at the meso level, it analyzes the reorganization of municipal curricular matrices, marked by the inclusion of components such as Life Project and Experimental Practices, which are guided by prescriptive and fragmented orientations; at the micro level, it investigates the implementation of these changes in two schools located in socioeconomically unequal territories, based on indicators from the Jones dos Santos Neves Institute (IJSN, 2024). The findings reveal that curricular standardization disregards the material conditions of different school regions, deepening historically rooted inequalities. The reduction of formative subjects such as History and Geography and the reinforcement of a performative logic focused on large scale assessments are also observed. It is concluded that the social function of public education — to guarantee access to knowledge and contribute to the reduction of social inequalities — is being undermined by reforms that subordinate the curriculum to an instrumental rationality. It is therefore urgent to reaffirm education as a means of social justice, equal opportunities, and comprehensive human development.