Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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    Atividades de educação ambiental na educação de jovens e adultos do centro prisional feminino de Cachoeiro de Itapemirim-ES
    (Universidade Federal do Espírito Santo, 2024-06-07) Costa, Denize Gomes Duarte; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; 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; https://orcid.org/; 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/
    Environmental education becomes effective only when it encourages individuals to develop a critical perspective on environmental issues. In this process, the teacher acts as an active mediator, enabling opportunities for students to engage with knowledge about problems affecting the environment. This study aimed to analyze the contributions of environmental education activities, using educational games, films, and documentaries, to the teaching and learning of the following subjects: greenhouse effect, global warming, climate change, environmental balance, and socio-environmental responsibility, in the final grades (7th and 8th) of the second segment of Youth and Adult Education (EJA), at the Women's Prison Center (CPFCI) in Cachoeiro do Itapemirim-ES. It was a qualitative research of an applied nature, configured as action research, employing exploratory methods. The target audience was the students of CPFCI, who are part of the State Elementary School “Professora Inah Werneck.” Data collection occurred in three ways: through participant observation, questionnaires, and discussions in conversation circles. The data produced were analyzed in accordance with the frameword of Barbier (2004) and Prodanov and Freitas (2013). The results demonstrated that the methodology used is efficient in advancing teaching and learning when well-planned and grounded in concepts and the application of activities in a relaxed and active manner, involving students in all stages of its implementation. In conclusion, it can be said that the educational resources used were highly effective and can be utilized by other researchers, as they stimulated the students’ interest in the applied content, leading them to participate effectively and engagingly at all times, thereby ensuring the assimilation of the material covered
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    Jogos digitais no ensino das operações da matemática escolar e a construção de conhecimentos matemáticos
    (Universidade Federal do Espírito Santo, 2024-07-30) Galo, Charlene Onhas; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Alana Nunes Pereira de ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Gualandi, Jorge Henrique ; https://orcid.org/; http://lattes.cnpq.br/; Grossi, Flávia Cristina Duarte Pôssas ; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; 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 general objective of this research is to analyze the use of digital games in the teaching of mathematics, with regard to the possibility that this resource can contribute to the construction of mathematical knowledge in a 6th-grade class of Elementary School. As theoretical support, studies by authors regarding the use of digital games as a teaching tool were primarily discussed, as well as those that emphasize the use of digital technologies in mathematics education. The research is qualitative in nature and took place during the months of September and October of the 2023 academic year, with students from a 6th-grade class of Elementary School. The research was developed over six meetings, with the first one involving the application of a written diagnostic assessment task, followed by a questionnaire completed by the students to obtain information about the integration and use of digital games in mathematics classes. During the subsequent four meetings, a workshop was held in the school’s computer lab with three digital board games focusing on the four basic mathematical operations. In the final meeting, students participated in a discussion circle as a methodological proposal, promoting dynamic and productive communication about the processes. As a result, the students exhibited a playful relationship with the games, which in turn proved to be effective educational tools in addressing the students’ learning difficulties. It was found that the use of digital games enhanced the construction of mathematical knowledge, dynamizing and bringing playfulness to the process of teaching and learning mathematics for students from a municipal school in Cachoeiro de Itapemirim, located in the southern region of the State of Espírito Santo
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    Tudo que se planta..., se colhe : a formação continuada de professores e a construção do conhecimento agroecológico em escolas famílias agrícolas do Movimento de Educação Promocional do Espírito Santo (MEPES)
    (Universidade Federal do Espírito Santo, 2024-07-05) Fernandes, Aline Gomes; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; 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; https://orcid.org/; 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 work aims to understand the process of building in the context of rural education, focusing on agroecological knowledge, among teachers who work in Family Agricultural Schools (EFAs) of the Promotional Education Movement of Espirito Santo (MEPES), in the southern of Espirito Santo. The research justifies itself by the importance of understanding the training process of teachers, weather they have initial training in Agroecology or not. The methodology employs a qualitative approach, based on Paulo Freire ideas, and is conduct by life history. The research participants include six teachers currently working in Family Agricultural Schools (EFAs) who adopts an agroecological perspective in their teaching practice. These schools are: Family Agricultural School of Cachoeiro de Itapemirim, Family Agricultural School of Castelo, and Family Agricultural School of Ibitirama. As methodological approach, the life history method was adopted, employing interviews as data collection instrument. The interviews were recorded and then transcribed to be analyzed and interpreted from the methodological perspective of content analysis, and underwent the necessary treatment for text production. As a conclusion, it is clear that the teacher training focused on building agroecological knowledge, as provided by the Centre for Formation of Promotional Education Movement of Espirito Santo (MEPES), along with continuing education, is crucial for promoting safe practices that respect agroecological principles and value the biological and cultural diversity. Furthermore, continuing education offers benefits beyond professional development, also contributing significantly to the personal growth of teachers
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    Uma composição cartográfica linguística : reflexos da colonialidade no processo de formação curricular da língua portuguesa
    (Universidade Federal do Espírito Santo, 2024-07-11) Santos, Poliana Boone dos; Bortoleto, Edivaldo José ; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Brandão, Helen Moura Pessoa ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; França, Marileide Gonçalves; https://orcid.org/; http://lattes.cnpq.br/; Valtão, Rosana Carvalho Dias; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; https://orcid.org/; 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 research aimed to investigate how coloniality is established in the formation of the curriculum and the curricular practices of Portuguese Language in a state school located in the city of Alegre, in the interior of the State of Espírito Santo. Therefore, we decide on qualitative research, adopting cartography as a methodological tool. To outline this research, we employed semi-structured interviews, document consultation, field diaries, and conversation networks. The development of this text was shaped alongside powerful agents: the Portuguese Language teaching staff and a 9th-grade class from elementary school. Given the cartographic nature of this research, its analytical corpus is a processual composition, an integrating of the semi-structured interviews with the consultation of the National Common Core Curriculum, but mainly with the Curricular Guidelines of the State of Espírito Santo for the Portuguese Language discipline, as well as the students’ voices in the conversation networks. Regarding the theoretical framework, in outlining the theoretical reference for the study of language, we recognized the need for both a critical and decolonial theoretical approach. Moreover, we emphasize that this text is situated within the field of post structuralist research, and thus we seek to address the curriculum from a post-critical perspective aligned with a decolonial outlook. This research dialogues with authors from Critical Applied Linguistics, such as Lopes (2008) and Zolin-Vesz (2017), and from Decolonial Linguistics, notably Walsh (2009). Concerning decoloniality, our theoretical framework sources on the works of Mignolo (2008, 2017, 2020); Maldonado-Torres (2018); Fanon (2008); Quijano (2005), and in relation to curriculum studies, we interact with Alves (2013, 2014), Carvalho (2012), and Ferraço (2017). Thus, this study addresses the theme of coloniality and its intersections within the curriculum, influencing Brazilian linguistic education, particularly in the public sector, from a theoretical perspective that clearly opposes this phenomenon. That said, throughout our research, we observed that coloniality emerges through curricular constructions. However, we have noted subtle curricular contributions for minority groups, considering their struggle and resistance in favor of improvements through legal means. Regarding curricular documents such as the BNCC and the Curricular Guidelines from the State Department of Education, we found that external evaluations have played a significant colonizing role in teaching practices. Nevertheless, we emphasize the need for decolonial curricular practices, especially concerning Portuguese Language teaching, that focus on incorporating both linguistic and cultural diversity to break away from the Eurocentric epistemic hegemony