Mestrado Profissional em Educação

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Educação de Surdos no âmbito da Superintendência Regional de Educação de Nova Venécia/ES : a formação de professores em foco
(Universidade Federal do Espírito Santo, 2019-08-13) Lacerda, Lara Regina Cassani; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; https://orcid.org/; http://lattes.cnpq.br/0767701763591429; Alcantara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Francischetto, Gilsilene Passon Picoretti; https://orcid.org/0000-0002-5515-5881; http://lattes.cnpq.br/3383944246681351
The research aims to critically understand the challenges and possibilities that permeated the schooling of deaf people in schools under the Regional Superintendence of education of Nova Venécia/ES and, through the contributions of professionals who work in these schools, to find essential grounds to the continuing formation of these subjects. As it is a professional master's degree study, it assumes, as a final product, the systematization of a continuing education proposal in context, which promotes interactions between the educational legislation (national and local), the experience in schools and the educational literature. The study has the theoretical contributions of Boaventura de Sousa Santos (2006, 2007, 2010), Philippe Meirieu 2002, 2005) and authors who directly discuss special education and deafness, such as Skliar (1999, 2016), Quadros (1997, 2004, 2006, 2009) and Lacerda (1998, 2006, 2009). The theoretical-methodological reference involves a qualitative approach, through a case study. For data collection, it uses documentary analysis, the composition of moments of continuing formation and the realization of focal groups and interviews. The subjects involved in the research process in formative moments were a pedagogical technicians and a school supervisors of the Regional Superintendence of Education, pedagogues, coordinators and specialized educational service teams working in schools linked to the superintendence of Nova Venécia. Once, interviews were conducted with a school supervisor and a pedagogical technique of this regional institution. The data collection period was effective between July and December 2018. As results, in the narratives collected in the focal group and in the interviews, we searched for cross-linked data with the guiding documents of the inclusion of deaf, emerging a course of continuing formation, composed based on the reports of the professionals who were heard in the focal group, based on their experiences and formative needs within the challenges and possibilities experienced in the everyday school in which they are involved. Thus, it is evident the need for continuing formation in context, highlighting, based on the narratives collected in the field, that the themes arising from the dialogues with the subjects surveyed could compose four modules of the training proposal, presented as the real needs of the group: 1) Right to education and schooling: dialogues with current legislation and the diffusion of Libras in schools; 2) Literacy of deaf people in common school and the approach of Libras and Portuguese language in the schooling of deaf people; 3) Support networks: articulation of specialized educational service with the classroom, attributions and contributions in the schooling of the deaf; 4) Curriculum, pedagogical practices and evaluation: challenges and tensions in the schooling of deaf people. In the composition of the modules of the formative proposal, the challenges and possibilities that cross the schooling of the deaf in the researched region are evident. Thus, the study achieves its objective and proposes an intervention that can contribute to the transformation of this reality.
Geografia das cores: práticas pedagógicas libertárias e ecologistas em educação nos cotidianos escolares
(Universidade Federal do Espírito Santo, 2019-08-14) Silveira, Roberto Marcio da; Gonzalez, Soler; https://orcid.org/0000-0003-2572-5449; http://lattes.cnpq.br/5829639085638451; https://orcid.org/0000-0003-2155-2333 ; http://lattes.cnpq.br/9545307643422840; Barchi, Rodrigo; https://orcid.org/0000-0001-9198-1382; http://lattes.cnpq.br/4330160748846226; Amaral, Debora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701
The aim of this research is to problematize the political, pedagogical, ecological and libertarian contributions of education, from the narratives, images, photographs and pedagogical practices carried out in the workshops "Geography of colors" and "Garbage that generates life" in school daily life. Our methodological line are close to cartographic research and school daily life, enhancing dialogical, solidary pedagogical practices and ―inventive formation‖ movements that took place in the processes of creating canvases, diaries and field classes. Our theoretical assumptions dialogue with libertarian perspectives of education and environmental education as political environmental education, betting and believing in the transformative and creative potential of pedagogical practices and their impacts on life, relationships and ecological thinking. In the mainstay of the ecologist perspective of education, creative force was sought through meetings and conversations, as well as the knowledge and practices of the subjects who inhabit the daily life of the school were strengthened, proposing other ecologies that are dialogical, in solidarity, with the ―Workshops of living ‖, sowing transversal pedagogical practices, in dialogue with artistic, aesthetic-expressive and ecological languages, in dialogue with ―interculturality ‖, in education and with Environmental education.
CRIANÇAS CINEASTAS E SEUS ROTEIROS CRIARTEIROS: INFÂNCIAS, CURRÍCULOS E DOCÊNCIAS INVENTIVAS
(Universidade Federal do Espírito Santo, 2019-08-22) Zouain, Ana Claudia Santiago; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/; http://lattes.cnpq.br/8966483295370868; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Janete Magalhaes; https://orcid.org/; http://lattes.cnpq.br/4780081698750924; Prates, Maria Riziane Costa; https://orcid.org/; http://lattes.cnpq.br/; Delboni, Tania Mara Zanotti Guerra Frizzera; https://orcid.org/0000000339500427; http://lattes.cnpq.br/3008422505347658; Silva, Sandra Kretli da; http://lattes.cnpq.br/0611688078195189
This dissertation goes through the thought movements of children and teachers in the encounter with cinema and school images. It deals with inventive cartographies in the school daily life of a Federal Center of Early Childhood Education in the city of Vi
A licenciatura em educação do campo da UFES e os desafios da permanência campesina no ensino superior
(Universidade Federal do Espírito Santo, 2019-08-30) Duarte, Roberta Goncalves; Amaral, Debora Monteiro Do; https://orcid.org/0000-0002-8397-864X ; http://lattes.cnpq.br/8600829409961701; https://orcid.org/0000-0003-3873-2605; http://lattes.cnpq.br/; Santos, Ramofly Bicalho dos; https://orcid.org/0000-0003-0571-6481; http://lattes.cnpq.br/3815218617988955; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; http://lattes.cnpq.br/5094999227615859
This research aimed to understand the main reasons that have made it impossible for students from the Education Course to stay in the Campus of Goiabeiras’ neighborhood of the Federal University of Espírito Santo State (Ufes), as well as the paths to be followed to face this issue. According to the Ufes Education Information System, from the 354 students enrolled between 2014 and 2018, 28 formally dropped out, 39 were dismissed due to abandonment, about 40 were partly or not attending the academic activities in the first semester of 2018 and 1 student did a course re-option, which justified the need for this study. The theoretical methodological framework used is based on Paulo Freire and other popular education theorists. For data production, questionnaires, individual and collective interviews and shared analyzes were used, in line with the participant research assumptions, proposing actions that make it possible to contribute to the overcoming of the observed problems. The results indicated that the dropout in the course is a multifactorial phenomenon, as it occurs in general in the Brazilian Higher Education. Of the 14 categories of analysis that emerged, 10 are related to the challenges of student permanence and 4 refer to the pedagogical challenges of the course. Among the factors highlighted by the students as motivating the discontinuity of the studies are the lack of knowledge about the course, tensions and internal conflicts, difficulties in performing academic and work-related activities, family and financial problems, prejudice and non-recognition of the public power. Data demonstrate that the University is not yet ready to receive the working class, especially the peasants, who have different times, experiences, needs and perspectives. Since Education is a course composed mostly of women, the dialogues also denote a patriarchal view of society, in which women are seen as responsible for the care both of the family and home. Therefore, it is understood that student assistance policies should pay attention to the demands of students of poor backgrounds, offering support that dialogue with their realities.
Currículos enredados por forças, afetos e afecções: o que pode um corpo-pensamento que deseja dançar?
(Universidade Federal do Espírito Santo, 2019-09-04) Reis, Eliana Aparecida de Jesus; Delboni, Tania Mara Zanotti Guerra Frizzera; https://orcid.org/0000000339500427; http://lattes.cnpq.br/3008422505347658; https://orcid.org/0000-0001-6939-2311; http://lattes.cnpq.br/4808268130155843; Carvalho, Janete Magalhaes; https://orcid.org/; http://lattes.cnpq.br/4780081698750924; Dias, Rosimeri de Oliveira; https://orcid.org/0000-0001-9250-1010; http://lattes.cnpq.br/; Silva, Sandra Kretli da; https://orcid.org/; http://lattes.cnpq.br/0611688078195189
This paper aims to think about curriculum and teacher education in macro and micropolitical networks inside and outside the school. It is a gamble on life, but another way of life: life in wandering, free life, disfigured life. It presents Deleuze, Guattari, Rolnik, Carvalho, Corazza, Dias, among others, as theoretical intercessors, to displace the thought, which calls to stop "I" and think what is lurking. It also presents the artistic signs in the creation of sensations; philosophy, in the (trans) creation of concepts; science (Education), in the creation of functions in the weaving of plots that make up an infinite conversation. As a research method, it uses the cartography of Deleuze and Guattari and Carvalho's conversation networks to think about strengths, affections and affections in curricular compositions of a primary school and in encounters lived in continuous training spaces with teachers from the municipality of Serra (ES). Like Deleuze, whose intercessors are, besides philosophers such as Espinosa and Foucault, literature, cinema and painting, in the composition of this work we intend to make connections with sensations produced in the body-thought in the encounter with the dance-image. When relating to works by the “Quasar Cia. De Dance” and choreographer Henrique Rodovalho, some arrangements are made with dance that, as an artistic sign, is moved by intensive and extensive lines in the creation of other possible worlds, establishing infinite encounters with a life in immanence. This work assumes an ethical, aesthetic and political dimension in the attempt of a composition in becoming-artist, configuring itself as a body of research with a curious look, experimenter, questioner. A close look at what happens between the cracks left by modern science performing problematizations in relation to the certainties, the "recipes" of learning to think what vibrates in the "middle", in constant process of demolition, of (dis) (re)territorialization. A curriculum as body-relation, body-affection, and body politic dances between macro and micropolitical forces amplified by collective desire. An inventive formation as a war machine is a body of thought that wishes to dance on the move and create movements in connection with an immanent life in everyday school life. Thus, the knowledge-power-subjectivity relations are thought of differently and the invention gains momentum and speed in the "environment" creating other possible worlds, other modes of existence and active resistance: a thought that wishes to dance is constituted by processes of subjectivation inventing erasures, scribbles, cracks, cracks, other ways of existing and resisting.
OS CONSELHOS MUNICIPAIS DE EDUCAÇÃO DA REGIÃO METROPOLITANA DA GRANDE VITÓRIA: UMA PROPOSTA DE FORMAÇÃO
(Universidade Federal do Espírito Santo, 2019-09-05) Oliveira, Charla Barbosa de; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/; http://lattes.cnpq.br/; Peixoto, Edson Maciel; https://orcid.org/; http://lattes.cnpq.br/; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
This study analyzes the formation of participants of the municipal council of education of the Grande Vitória Metropolitan Region / ES (RMGV) in order to implement the strategies foreseen in the Municipal Education Plans (2015-2025). It seeks to identify
Imagens cinematográficas no cineclube como máquina de guerra : movimentos de pensamentos e criações curriculares
(Universidade Federal do Espírito Santo, 2019-09-09) Fernandes, Nathan Moretto Guzzo; Silva, Sandra Kretli da; https://orcid.org/; http://lattes.cnpq.br/0611688078195189; https://orcid.org/0000-0001-9541-9370; http://lattes.cnpq.br/1899782394455187; Paraiso, Marlucy Alves; https://orcid.org/0000-0002-3542-4650; http://lattes.cnpq.br/4839214907972946; Carvalho, Janete Magalhaes; https://orcid.org/; http://lattes.cnpq.br/4780081698750924; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868; Delboni, Tania Mara Zanotti Guerra Frizzera; https://orcid.org/0000000339500427; http://lattes.cnpq.br/3008422505347658
This is an invitation to sail. The text derives from research movements with cinematographic images, performed in the space of a movie club, located in a public school of the state school system in the city of Vitória/ES, where 24 meetings were held. It aims to accompany the aesthetic, ethical-political potentials and the movements of curricular inventions that are constituted by the networks of conversations, triggered with the cinematographic images exhibitions in the movie club. It presents a problematic field that explores the production/creation of thought and curriculum movements in the encounters with cinematographic images in the movie club. Dialogue with Deleuze (2013) and Machado (2009), to point out the set of image-times as the most powerful images to explore the senses and to move thought. It argues that the immanent processes of learning and teaching with films do not fit in a cliché form of display, indicating the power of aberrant forms in the film club to extrapolate what is foreseen in school curricula to create other relationships with images. It argues that the encounters with cinematographic images in the movie club, as coined by Deleuze and Guattari (2012), become a “war machine” in school daily life, which forces thought to nomadism and displacement, expands the processes of learning and teaching, creates other curricula and fables other modes of subjectivation in school. It uses cartography as a methodological tactic to accompany the inventive processes and production of subjectivity, engendered in the plane of life forces, based on Kastrup, Passos and Escóssia (2015); operates conversational networks as a micropolitical force to trigger narratives, supported by the ideas of Carvalho (2009). Bet on the notion of curricula in networks of affections, conversations and complex actions, woven into the school routine. It concludes that the cinematographic images in the movie club constitute like thinking machines - war machines - that create re-existences, which increases the strength of the school collective, inventing new/other curricula. As a product of the dissertation, Larrosa (2002) takes the notion of “experience” and unfolds it in an e-book, with reports of experiences of capixabas cineclubs, with which exposes clues to other ways of relating the cinema at school.
A formação contínua para professores que atuam em uma escola de tempo integral no município de Vitória, Espírito Santo: concepções e possibilidades para uma prática reflexiva
(Universidade Federal do Espírito Santo, 2019-09-10) Menezes, Gabriela Nunes de; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X; http://lattes.cnpq.br/3939282778671246; https://orcid.org/0000-0002-4351-7056; http://lattes.cnpq.br/9926956624870371; Caprini, Aldieris Braz Amorim; https://orcid.org/0000-0003-0431-4691; http://lattes.cnpq.br/7365705316481729; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Lima, Maria Socorro Lucena
This paper studies possibilities for the continuous formation of teachers who work in a full time school in the city of Vitória-ES. It analyzes the conceptions regarding what constitutes full time education for the elementary school teachers of a private school system. It researches the processes of continuous formation in the full time school, situating needs and perspectives for the construction / reconstruction of practices that consider the reflection on the teaching activity. It presents a technical product that helps in the organization of studies and training activities for the teachers of this study. It is a case study that uses the focus group and the Conversation Circle as tools for field research and dialogue with a group of fifteen teachers who work in a full-time school. It characterizes a research of qualitative character, which uses the technique of content analysis for the data interpretation, based on the dialogue with the recent production about the continuous formation of teachers. It is based on a theoretical framework that defines teaching activity as praxis (PIMENTA, 2002), which values the unity between theory and practice and the process of individual and collective reflection of the teacher, identifying reflexivity as an important strategy for continuous formation of the teacher (PIMENTA; LIMA, 2004, 2018; PIMENTA, 2012). It invests in the theoretical perspective that highlights integral education as part of a total formation of the individual, realizing their multiplicities and pluralities, and thus becomes a real education (CAVALIERI, 2002, 2009; 2007; COELHO, 2009a; MORAES, 2009; GUARÁ , 2005; PARO, 2012; TEIXEIRA, 2007; CAVALIERI, 2002; 2004; COELHO, 2009b). As main synthesis considerations, the study indicates that: in the professional development of the teacher, in his teaching practice, in his professional career, it is necessary to value solid and consistent processes of collective reflection, situating needs and perspectives for the construction/reconstruction of his teaching practices; the teacher should be prepared to perform teaching practices considering this extended period in school, and that it is therefore necessary to invest in continuing education policies for the teacher to develop his teaching action in this context. When thinking of integral and full-time education, it is necessary to overcome current educational models and the processes of continuing education of teachers acting in this context need, therefore, constitute investment in professional development, meeting the collective reflection and about the possibilities and difficulties, pedagogical that their teaching practices present.
Processos educativos na comunidade jongueira de Anchieta: práticas de enfrentamento ao racismo na educação de jovens e adultos
(Universidade Federal do Espírito Santo, 2019-09-11) Xavier, Francisco de Assis; Andrade, Patricia Gomes Rufino; https://orcid.org/; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/5297840646648414; Guimaraes, Aissa Afonso; https://orcid.org/0000-0001-9626-4606; http://lattes.cnpq.br/5450445723454857; Amorim, Cleyde Rodrigues; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; Siss, Ahyas; https://orcid.org/0000-0001-6465-5952; http://lattes.cnpq.br/1745461007466177
The dissertation now socialized is the result of research carried out under the Graduate Program of Professional Master in Education (PPGMPE) of the Federal University of Espírito Santo (UFES) and aims to unveil the constitutive elements of Intangible Cultural Heritage in the jongueira community of Anchieta/ES Higher Education and the possible connections with pedagogical practices in the school system of that municipality. For such, the study privileged the analysis of the racial processes in the community education and the narratives of the involved ones in the research as basic premises to the understanding of the way in which the jongueiro identity construction is accomplished through the knowledge coming from its ancestors, as well as the perception of teachers and students to ethnic-racial relations in the school space. From field research in two school units and interviews with professionals and students of these establishments, as well as members of the Jongo de São Benedito Sol e Lua Group, it was possible to verify the intertwining of the boundaries established between the jongueiro territory and the school community, portrayed from the theoretical perspective of authors such as Santos (2005), Freire (2005; 2010), Bauman (2003), Munanga (2005), among others. From this research it was inferred that the cultural practices lived in the communities must go beyond the limits of the gates of the teaching units, so that the students can recognize themselves in the activities of the curriculum that are experienced there and this empathy generated during these experiences. an education intended to be liberating
O ensino de história e cultura afro-brasileira e africana: a importância da formação e a efetivação de um currículo
(Universidade Federal do Espírito Santo, 2019-09-11) Dias, Ione Aparecida Duarte Santos; Amorim, Cleyde Rodrigues; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; https://orcid.org/0000-0002-2513-7623; http://lattes.cnpq.br/2457222194962799; Andrade, Patricia Gomes Rufino; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; Siss, Ahyas; https://orcid.org/0000-0001-6465-5952; http://lattes.cnpq.br/1745461007466177
ABSTRACT: The present work aims to follow how the formation of the teacher has contributed to the elaboration of a curriculum that contemplates the applicably of the Law number 10.639/2003, in the schools of city of Cariacica/ES. We hypothesize that there are few or nonextente classes that guarantee the applicability of Law. To dialogue with the theme we elected some theorists as Freire (1996, 2004), Santos (2007, 2016), Munanga (2003, 2008), Brandão (1984), among others. For the accomplishment of this work, the participant research/action research was used. As methodological ways, we researched and analyzed the legislation aimed at combating racism and discrimination in the municipality of Cariacica. We conducted a qualitative analysis of continuing education for Ethnic-Racial Relations Education in the municipality of Cariacica. We participated in the formation of the course “Training and Research for Education of Ethnic-Racial Relations”, Federal University of Espirito Santo , as well as accompanying its developments within some educational institutions in the municipality of Cariacica. In summary, the demands presented pointed to the need for the implementation of a curriculum that includes Law number 10.639/2003 and the importance of teacher education in the process of confronting racism, since, with more than 15 years of Law number 10.639/2003 the practices proposed in schools do not yet address the issues cited in the Law.
A autorreflexão colaborativo-crítica como princípio para formação continuada: perspectivas para inclusão escolar
(Universidade Federal do Espírito Santo, 2019-09-11) Silva, Fernanda Nunes da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-2750-5098; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Magalhaes, Rita de Cassia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/0351736925269307
This dissertation aimed to comprehend how the continuing education of education professionals, from a perspective of collaborative-critical self-reflection, with the intention of contributing to the process of school inclusion of the target audience of Special Education. Thereunto, it was fundamented in communicative action theory of Habermas and in the self reflective collaboration between researchers and participant professors proposed by Carr and Kemmis, also taking them as authors and investigators of their practice. From qualitative nature, collaborative-critical action research was assumed as investigative perspective with the other, whose realization happened through nonlinear movements of understanding and collaboration with the context. At the same time, it was sought to understand the processes of continuing education in its interface with Special Education in a municipal elementary school of Serra/ES and colaborate with the construction of a formative process by study-reflection group assuming the collaborative-critical self-reflection and the school inclusion as principles. Data production was based on instruments and strategies such as participant observation with register in field journaling, semi-structured interviews, semi-open quizzes, written narratives and dialogues established in the study-reflection group and at school. The data were organized from the content review and analyzed in the light of Habermas’ critical theory. Data analysis indicates that the conceptions of Special Education, school inclusion and continuing education present in the education professional’s speech, although still quite permeated by instrumental rationality, reveal a possible transition towards more critical and/or communicative perspectives. Professionals emphasized the necessity of a continuing education focused on the process of school inclusion, since the guarantee of reflection spaces and teacher education was, at that time, a challenge for the school organization. Thus, a study-reflection group was formed with professionals from this school, accepting the Special Education as a common interest from the perspective of school inclusion. The group was configured in a discursive space in which, through collaborative-critical self-reflection, it can rethink its own practices. The study shows that the reflection-study group has put itself as an alternative to the traditional models of teacher education and the collaborative-critical action research as a possibility of knowledge construction with the other, transforming conceptions and practices in favor of an inclusive school that favors everyone's learning. The educational product of this research presents a proposal for continuing education through study-reflection groups to guide and support the construction of other modes of education by education professionals in their own spaces.
Práticas de leitura e produção de textos em diálogo com as práticas sociais dos sujeitos do campo: por uma interdiscursividade nas produções de textos orais e escritos
(Universidade Federal do Espírito Santo, 2019-09-13) Pimenta, Ghane Kelly Gianizelli; Silva, Dulcinea Campos; https://orcid.org/; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0000-0002-9298-7935; http://lattes.cnpq.br/; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; Stieg, Vanildo; https://orcid.org/0000-0002-1153-8135 ; http://lattes.cnpq.br/5154995727091651
This work shows a study developed around to pedagogical practice of text production in a multiseried classroom on the basis of reflection and understanding, the context of life of the countryside students. The general goal of the approach is to organize pedagogical practices of reading and text production which involves educator, learners and community in the challenge of a literacy as social practice that opening up the way of the necessary link of the school with living process and contradictory of the social life. The study deals with a participative research based on assumption of language bakhtinians and literacy as human social praxis. A inventory of data production was used to know the condictions and potentialities existing in the reality of the community of the learners. The analysis of the data employed the dialectic method which has as its principle the discursives, the historicity and social contradiction. The discursive practice of the text production developed from themes of the reality of the learners. The results showed that the production of text articulated with life themes enables reading acts and production of texts aimed at possibilities of actions that reverberate in the improvement of the life of people in community. From the results achieved in this research was produced a pedagogical book with proposals of actions/ interventions on multiseried classroom. As resulted it is expected to offer a contribution to production of knowledge in pedagogical practice based on establishment of the intrinsic relation between education and the context of life of the students
Atuação do pedagogo na perspectiva da inclusão escolar: a articulação entre o professor do atendimento educacional especializado e o da sala de aula comum
(Universidade Federal do Espírito Santo, 2019-09-13) Estevam, Mariana Karoline Dias Coelho; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0002-3386-1523; http://lattes.cnpq.br/3227781762212639; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7642-6206; http://lattes.cnpq.br/0529970839857956; Ronchi Filho, Jair ; https://orcid.org/; http://lattes.cnpq.br/1684807534900881; Magalhaes, Rita de Cassia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/
In order to discuss about the articulation of the pedagogue´s work with high school teachers and the specialized educational assistance, the dissertation was based on the school inclusion of students with intellectual disabilities in a state public school in the city of Barra de São Francisco/ ES. This is a qualitative research, having as methodology the case study. The research subjects were the effective teachers and those in temporary character designation of the regular classroom and the specialized educational attendance. As data production instruments, semi structured interviews were conducted, participant observation and focus group. The theoretical framework consists on Paulo´s Freire discussions about the concept of dialogicity. Through dialogue with teachers, it was possible to know the reality and context of the school and the challenges presented in the process of school inclusion of students with intellectual disabilities enrolled at high school. The research illustrates that a significant number of teachers are interested, participate and propose change practices that meets and effectively include these students. Some teachers recognize about are their role, but they point out difficulties on perform it, claiming that they still need the help with working with such a diverse group, beyond guidance and support regarding planning and elaboration of different assessment, in different languages and periods to meet everyone. In this sense, the final product was built, materialized in a formation training, which allowed participants to share their doubts and daily demands, concerning students with intellectual disabilities, and to elaborate, together with the group of teachers, strategies that would create opportunities to construct knowledge and ensures the education quality for these students.
DISCURSOS MEDICALIZANTES NA EDUCAÇÃO INFANTIL: PROBLEMATIZAÇÕES EM TORNO DA EDUCAÇÃO ESPECIAL
(Universidade Federal do Espírito Santo, 2019-09-16) Oliveira, Debora Nascimento de; Filho, Jair Ronchi; https://orcid.org/; http://lattes.cnpq.br/1684807534900881; https://orcid.org/; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/; http://lattes.cnpq.br/3568062062898469; Prates, Maria Riziane Costa; https://orcid.org/; http://lattes.cnpq.br/; Bassani, Elizabete; https://orcid.org/; http://lattes.cnpq.br/6963604132826532
This paper presents as a central question how the discourses include medicalization in the daily life of pre-primary education and how special education is brokered by such medicalizing discourses. By medicalization we mean the process of transforming soc
O método fenomenológico de pesquisa e o professor do atendimento educacional especializado em altas habilidades/superdotação: desvelando vivências a partir de uma formação continuada
(Universidade Federal do Espírito Santo, 2019-09-16) Fraga, Maria Amelia Barcellos; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; https://orcid.org/0000-0002-3665-7237; http://lattes.cnpq.br/1700973619427202; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Trugilho, Silvia Moreira; https://orcid.org/0000-0002-6248-6056; http://lattes.cnpq.br/2312551073489897
This is a study to unveil Versions of Meaning (VS) about the speeches of teachers specialized in High Skills / Giftedness (AH/SD), from the knowledge of the phenomenological research method applied to their area of expertise. It presents historical-constitutive aspects of the policy of care in AH /SD based on the evolution of national standards of Special Education from the early twentieth century to the present day. Theoretically, it refers to the Holanda (2003), Forghieri (2004), Amatuzzi (2010), Gomes (2012), Virgolim (2007), Renzulli (2014) and others. In methodological terms, it is an eidetic phenomenological research, whose purpose is the elucidation of the lived experience. It considers that Phenomenology is not the science of eternal truths and conceives man as an unfinished being, with limitations, open to possibilities and choices, in a continuous becoming. It understands Phenomenology as a comprehensive method. It uses as instruments: Observation, Field diary and VS. It takes as reference the phenomenological experience, within space/time/history, constituted by continuing formation. It delimits as researched universe a set of municipal schools and as subjects the specialized teachers of the area of AH/SD. The results and discussions showed that humanistic conceptions, such as Phenomenology, presented significant methodological contributions to sharpen the perception of the researched subjects, in order to unveil the potentialities/skills of the students sent to the “Specialized Educational Care” (AEE), favoring their understanding, enrichment and well-being. It enabled them to broaden their vision beyond psychometric or instrumentalizing logic, which, in a way, served to produce stereotypes about the person with AH/SD. In the conclusions, it indicates the necessity of understanding of the students in their multidimensional aspects involving, as much the biological, the psychological, the emotional and the socio historical one, as in their essential/existential aspects, in a demonstration that it is necessary to understand them qualitatively as individuals, in their particularities, in an attitude open to inclusion. It presents as a product video classes on the researched theme, in the phenomenological perspective.
Análise de uma sequência de ensino investigativo sobre decompositores na promoção da alfabetização científica de um grupo de alunos do 6º ano do ensino fundamental
(Universidade Federal do Espírito Santo, 2019-09-16) Caprini, Jessica Cremonini; Trazzi, Patricia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; https://orcid.org/0000-0002-9232-033X; http://lattes.cnpq.br/9025591562237116; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079
The following research aimed to analyze an Investigative Teaching Sequence on decomposers in the promotion of Scientific Literacy, from a group of 6th grade elementary school students from a public school in the city of Iconha - ES. Based on the Teaching of Research Science as a didactic approach and on Scientific Literacy,It was used a qualitative approach to intervention research. The production of data occurred from the elaboration and application of an Investigative Teaching Sequence. The analysis were based on the Scientific Literacy axes considering the students speeches during the interactions and the logbook records. The application of SEI enabled the identification of evidence of Scientific Literacy such as: serialization, organization and classification of information, logical and proportional reasoning, hypothesis raising, justification and explanation. In the educational product we introduce SEI to Science teachers in order to reflect on teaching practice and propose ways for other teachers to use Science teaching by research in the development of didactic sequences in order to achieve Scientific Literacy.
FORMAÇÃO PARA OS CONSELHEIROS ESCOLARES DO MUNICÍPIO DE CARIACICA: POSSIBILIDADE DE TRANSFORMAÇÃO DA REALIDADE
(Universidade Federal do Espírito Santo, 2019-09-17) Almeida Júnior, Aníbal Saltório de; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211; https://orcid.org/; http://lattes.cnpq.br/3755091702132537; Giovedi, Valter Martins; https://orcid.org/; http://lattes.cnpq.br/5094999227615859; Lima, Marcelo; https://orcid.org/; http://lattes.cnpq.br/6745822194240257; Sgarbi, Antonio Donizetti; https://orcid.org/; http://lattes.cnpq.br/
The school councils were created to make the school action shared between the person that composes it and who has an interest in education. This study reflects the school councils of the educational public system of Cariacica/ES and their form of composit
Produção de textos na alfabetização: por uma proposta discursiva
(Universidade Federal do Espírito Santo, 2019-09-17) Potkul, Renata Strzepa; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; https://orcid.org/0000-0003-1821-8254; http://lattes.cnpq.br/3183287088031932; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Coco, Dilza; https://orcid.org/0000-0001-8371-8517; http://lattes.cnpq.br/3131702431327694; Silva, Dulcinea Campos; https://orcid.org/; http://lattes.cnpq.br/0081472286593661
The work integrates the studies of the research line Educational Practices, Diversity and School Inclusion of the Post-Graduate Program of Professional Master's in Education of the Federal University of Espírito Santo. It is a case study, developed in a school in the municipal network of Vila Velha / ES with a class of 3rd year of elementary school, aiming to understand how children produce texts in literacy. It is based on the Bakhtinian approach to language, from the conception of enunciative discursive language, and the studies of João Wanderley Geraldi, especially with regard to the conditions of text production. In Vygotsky, we try to elaborate a dialogue about pedagogical mediation in the production of texts. These theoretical perspectives guided the research procedures and the analyzes carried out on the empirical material produced with the children, considered in this study as active and responsive subjects. The data were produced using techniques such as participant observation, interviews, audio and video recordings. Considering these data, the analyzes were organized into two categories - Production of texts and production conditions and Production of texts and linguistic analysis -, taking into account aspects (considered relevant) of situations of text production. It was possible to verify the urgency of adopting the text as a teaching unit for the creation of a dialogical space in the classroom, which is inhabited by socio-historical subjects and in which, through interaction and interlocution, production situations are provided from the conditions of production. Thus, subjects can share different knowledge as part of the process of meaning production and, in the process of producing texts, educational work can occur, integrating the discursive (discursive project) and linguistic (working with knowledge of the language).
Saberes experienciais docentes e suas potencialidades para formação de professores de ciências/biologia
(Universidade Federal do Espírito Santo, 2019-09-17) Gatti, Mariana Donateli; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; https://orcid.org/0000-0002-9004-3287; http://lattes.cnpq.br/8697611511940134; Pozzatti, Mariana; https://orcid.org/000-0003-1716-3378; http://lattes.cnpq.br/3569455295558153; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Trazzi, Patricia Silveira da Silva; https://orcid.org/; http://lattes.cnpq.br/3216357509717121
This research aimed to understand how school contexts influence the construction of experiential knowledge of Science/Biology teachers. For this, we rely mainly on Tardif's ideas about teaching knowledge and Wersth's studies on mediated action, considering that experiential knowledge is built on the irreducible tension between the agents and the cultural tools they employ. We chose to produce the data through narratives from a focus group in which teachers discussed aspects related to school planning, classroom practice, and teacher work evaluation. Data analysis was performed using mediated action as a unit. Thus, we focus on the relationships established between the subjects and the mediation means they used to perform their actions. The results reveal that school contexts interfere in the construction of teaching experiential knowledge in several aspects. Institutional organization can influence the moment of exchange of experiences between peers, which influences the planning of interdisciplinary work and the possibilities for shared reflections. The resources present in schools interfere in the development of teaching practice as they enable or limit teachers' know-how. Another aspect that caught our attention was that, even with the many resources available in some schools, usually in private institutions, the choice or not to use them in practice may be linked to the opinions of other subjects who interact with teachers, such as example, the students themselves and their families. In this context, we have seen that, although mastering a certain cultural tool, it may or may not be appropriate by the teacher due to these interpersonal relationships and the discourses of power and authority that certain school agents exercise in the institutions. We note that external evaluations that fall on public institutions also influence teaching practice, as they generate a field of tension between management and teachers to ensure better results and, in turn, ensure a larger allocation of funds for institution. In addition, the bureaucracy that focuses teachers on tasks and curriculum content takes up a great deal of the time they have to plan and can stiffen lesson/teaching plans and, consequently, classroom practice. Although we have identified evidence of aspects that are more present in private schools, such as a greater presence of material resources and the strong influence of students' families on school dynamics; and aspects more present in public schools, such as the precariousness of material resources and greater freedom of teachers to make curricular adaptations, it is not possible and nor was it our intention to categorize these institutions, in view of the uniqueness of each context. Thus, even being in unique contexts of professional practice, and at different times of the teaching career, our results indicate that teachers share experiential knowledge. In this way, from this research emerged “Elements for a proposal for the formation of Science/Biology teachers that consider the teaching experiential knowledge”, which was constituted as the product of this work. Thus, we conclude that the experiential knowledge, which is part of the teaching knowledge, needs to be mobilized and further discussed in Science/Biology teacher education programs, in view of the possibility of contributing both to the teaching and learning process and to building a teacher’s professionalism.
Educação e pobreza: diálogos sobre a prática pedagógica e o currículo no ensino fundamental
(Universidade Federal do Espírito Santo, 2019-09-17) Bremenkamp, Hadassa da Costa Santiago; Simoes, Renata Duarte; https://orcid.org/0000-0002-8378-2890; http://lattes.cnpq.br/1114035410099626; https://orcid.org/0000-0001-6948-3213; http://lattes.cnpq.br/3179888371062311; Freitas, Marcos Cezar de; https://orcid.org/0000-0003-1050-415X; http://lattes.cnpq.br/6855478178963979; Pires, Marlene de Fatima Cararo; https://orcid.org/; http://lattes.cnpq.br/9927289483795110; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
The research aims to understand the historical-social constitution of poverty in relation to education, with emphasis on pedagogical practice and curriculum, fostering debate in a formative context of teachers from Cariacica/ES. It understands poverty as a complex, structural and multifaceted phenomenon, the result of a historical course that has promoted the social disqualification of a large part of society to the detriment of the privileges of a ruling class. It uses research already conducted to observe the impacts of poverty on students' learning processes and the importance of the Programa Bolsa Família as a social policy of income transfer to families that are in the poverty and extreme poverty line, considering the contributions of conditionality education for the improvement of the school trajectory of children. Noteworthy are the perceptions of the social function of the school, when it contributes to the critical and problematizing formation of reality, allowing the subjects an understanding that goes beyond the hegemonic discourses about poverty, which disseminates the moralizing and naturalizing views of this social condition. It uses authors Arroyo (2012; 2013, 2016; 2017), Saviani (2011; 2012; 2013) and Freire (1969; 1996; 2005) to ground the debate on the historical production of poverty, social inequality, public policies, on socialfunction of the school and on dialogical relations in educational contexts. With a qualitative approach, it bases actions on the assumptions presented by action research, organizing a formative context with education professionals in the municipality of Cariacica/ES, through the Extension Course “Pedagogical practice and curriculum in the discussion of poverty in teaching fundamental”. With a semi-presential character, the formation promotes debates on the themes related to poverty, social inequality, education, Human Rights, the Programa Bolsa Família and education conditionality, contributing to the reflection on the possibilities of dialogue with the curriculum and pedagogical practice in this context. The course, which totaled 98 enrollments and 56 students who finished the process, encompassed education professionals working in various functions and in different educational contexts. Through the proposal of memory retrieval, with the writing of a memorial, we can see the close relationship that these subjects had/have with poverty, being possible to problematize the naturalizing and moralizing conceptions that have prevailed in society over people who experience this social condition. We highlight the change in understanding about the PBF and its beneficiaries, recognizing the Program as a public policy that guarantees basic rights to families who experience poverty and extreme poverty. The debate provided throughout the Course enhances the preparation of Action Plans by the participating professionals, with the objective of broadening the debate on poverty in education, seeking to reduce the impacts of this condition on the teaching and learning processes, aiming at the transformation of social practice. With the collaboration of the subjects participating in this research, it is concluded that it is possible to rethink the curriculum and pedagogical practice so that they provide a quality education that promotes human development and enables access to historical and critical knowledge about poverty, aiming at its overcoming.

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