Ensino, Educação Básica e Formação de Professores
URI Permanente desta comunidade
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
Navegar
Navegando Ensino, Educação Básica e Formação de Professores por Autor "Abreu, Vanessa Holanda Righetti de"
Agora exibindo 1 - 3 de 3
Resultados por página
Opções de Ordenação
- ItemAtividades 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; Abreu, Vanessa Holanda Righetti de ; http://orcid.org/0000-0002-2989-3151; http://lattes.cnpq.br/4665452925539605; Peçanha, Anderson Lopes ; https://orcid.org/0000-0001-8029-0092; http://lattes.cnpq.br/6011630397289924; https://orcid.org/0000-0002-2918-614X; http://lattes.cnpq.br/6676741997685663; Meira, Ana Cláudia Hebling ; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Araújo Junior, Aramis Cortes de ; https://orcid.org/0000-0002-4273-2758; http://lattes.cnpq.br/8921763377930836Environmental 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
- ItemO terrário como prática pedagógica: promovendo a educação ambiental crítica na educação infantil(Universidade Federal do Espírito Santo, 2024-07-02) Oliveira, Márcia de Souza; Abreu, Vanessa Holanda Righetti de; https://orcid.org/0000-0002-2989-3151; https://orcid.org/; http://lattes.cnpq.br/; Peçanha, Anderson Lopes; https://orcid.org/; http://lattes.cnpq.br/; Abreu, Karla Maria Pedra de; https://orcid.org/; http://lattes.cnpq.br/The school is a place of learning and construction of knowledge; therefore, discussing the theme of environmental education in different teaching modalities is crucial for developing the critical thinking of the subjects involved in this process. The terrarium is a practice that aids in children’s education and contributes to sustainable development. This research aimed to investigate the process of continuing education for teachers and its relationship with the teaching of Critical Environmental Education and Scientific Literacy in Early Childhood Education, using the terrarium as a practical environmental activity. The methodology employed was a qualitative approach and a case study involving the construction of a terrarium as a practical experiment. The subjects of the process were teachers working in Early Childhood Education and PreSchool from two municipal schools in the city of Cachoeiro de Itapemirim, and their respective schoolchildren. The research was conducted between August and November 2023, totaling ten meetings. The following data collection instruments were used in the study: document analysis, observation of daily school activities, questionnaires, field diary, and the development of a didactic sequence with the application of the terrarium. Based on the data production instruments, the results were evaluated through content analysis, in which four categories were created for thematic analysis: concepts explored and the degree of influence of continuing education in Critical Environmental Education in the view of participating teachers; science teaching in early childhood education; knowledge and use of the didactic sequence and the terrarium as pedagogical practices; and knowledge and existence of socioenvironmental projects included in the schools’ Political-Pedagogical Project. It was possible to observe the need for specific continuing education in Critical Environmental Education for teachers and that the practical experiment with the terrarium helped stimulate and understand content related to concepts and theories to guide children in Early Childhood Education in favor of Critical Environmental Education and Scientific Literacy, contributing to the development of critical thinking and environmental awareness.
- ItemRelação entre saúde mental, perfil social e estilo de vida de estudantes de graduação e seu percurso acadêmico(Universidade Federal do Espírito Santo, 2025-07-09) Fiorese, Juliana; Meira, Fabiana Dayse Magalhães Siman; http://lattes.cnpq.br/9468453605243748; Abreu, Vanessa Holanda Righetti de; http://orcid.org/0000-0002-2989-3151; http://lattes.cnpq.br/4665452925539605; https://orcid.org/0009-0006-8573-6739; http://lattes.cnpq.br/3480393078817414; Souza, Luceli de; http://lattes.cnpq.br/8782112208959493 ; Ramos, Fabiana Pinheiro; http://lattes.cnpq.br/6388152062755064 ; Tondin, Celso Francisco; http://lattes.cnpq.br/8115893378050619External factors and individual characteristics have a relevant influence on the mental health of undergraduates, affecting their interpersonal relationships, academic performance and adaptation to university demands. The aim of this study was to investigate the relationship between symptoms of stress, anxiety and depression, lifestyle, sociodemographic profile and the academic career of undergraduate students. 177 students from the Biological Sciences courses (Bachelor’s and Licentiate) at the Federal University of Espírito Santo (UFES), Alegre campus, took part in the study, divided into three groups: beginners, intermediate and graduates. For data collection, the N.I.S.E.S.T.E. (Student Stress Level) and SRQ-20 (Self Reporting Questionnaire) inventories were used, and the results were analyzed using Jamovi software. It was found that 66,7% of the students had moderate levels of stress, 33,3% had high levels and 76,3% had signs of Common Mental Disorders. Relevant academic challenges were also identified: 85,3% reported excessive workloads, 75,7% pointed to the Course Conclusion Paper (TCC) as the greatest difficulty and 41,8% said they were undecided about their professional future. Only 34,5% of the students perceived a considerable closeness with their teachers, although 81,4% recognized their mastery of the content and 75,2% reported freedom to ask questions. To gain a deeper understanding of these relationships, a Principal Component Analysis (PCA) was carried out, which revealed clusters of students with different patterns of academic experience and mental health. It is concluded that emotional, academic and institutional factors have a direct impact on student well being, and that it is essential to implement institutional strategies and targeted interventions that promote mental health and academic success in higher education.