Doutorado em Educação

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http://repositorio.ufes.br/handle/10/17590

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Navegando Doutorado em Educação por Autor "1º 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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    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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    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.