Doutorado em Educação

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Navegando Doutorado em Educação por Autor "1º membro da banca"

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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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    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.