Doutorado em Educação

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Navegando Doutorado em 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.