Educação

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http://repositorio.ufes.br/handle/10/17589

Programa de Pós-Graduação em Educação

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URL do programa: http://www.educacao.ufes.br/pt-br/pos-graduacao/PPGE

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Concepções de matemáticos e egressos do IMPA sobre matemática e educação de matemática
(Universidade Federal do Espírito Santo, 2003-07-21) Lorete, Eliane Oliveira; Dynnikov, Circe Mary Silva da Silva; Sad, Lígia Arantes; Fiorentini, Dario
Everal studies point out the importance of investigating the teachers. conceptions, for the influence they have upon the teaching practice. In special, the conceptions a teacher has of mathematics and of mathematical education will influence his/her methodology, and the form in which he/she perceives the student s role and the teacher.s role, etc. The Association . Instituto Nacional de Matemática Pura e Aplicada. (National Institute of Pure and Applied Math) (IMPA) has stood out throughout the last five decades as an instituition of excellence in research and in researchers. education in the area of math, both nationwide and wordwide. The public universities have absorbed a great part of the egress from such institution. The Federal University of Espírito Santo is no exception, once, in June/2001, the staff in its Math Department was constituted in its majority by IMPA egress (master and/or doctorate programs). Such a fact was characterized as the main reason for the choice of those professors as subjects of this research. Such egress. master and/or doctorate program supervisors and the egress themselves were interviewed, in an attempt to find convergences and/or divergences between the supervisors (referred to as mathematicians) conceptions and the egress. conceptions about math, mathematical education, and about the IMPA, for it is believed that the education received by the IMPA egress may influence the education of the future math teachers, since such egress also teach in the Math Licentiateship. The research, of a qualitative character, was shaped as a case study, of which the data were collected by means of semi-structured interviews. The results show that among the interviewed was prevalent a conception of math very close to the Platonism, though some instrumentalist conceptions and problem solution elements were identified. Among the interviewed, a conception of traditional mathematical education stood out, though some elements of a contemporary mathematical education were perceived. As for the IMPA, both mathematicians and egress agree that the institute s recognition is due to the quality of the research carried out by them and to the exchange programs
Recursos didáticos : mediadores semiotizando o processo ensino-aprendizagem
(Universidade Federal do Espírito Santo, 2005-12-05) Neves, Eliana Bravim Teixeira; OIiveira, Edivanda Mugrabi de; Gontijo, Cláudia Maria Mendes; Dynnikov, Circe Mary Silva da Silva; Barros, Armando Martins de
La dissertation analyse la fonction de matériels didactiques à la fois dans les livres de Didactique et dans le quotidien d´une école indienne. Elle est organisée sur deux plans, un théorique et l´autre pratique, tous les deux construits à la lumière de la perspective théorique sócio-historique postulée par Vigotski. En ce qui concerne le plan théorique, neuf livres de Didactique générale et sept livres de Didactiques spécifiques (portugais, mathématiques, sciences naturelles, histoire et géographie) ont été analysés. Dans le premier cas, l´analyse a montré que les matériels didactiques ont une place certaine dans la planification du travail par l´enseignant. Par rapport à la fonction à eux attribuée, nous avons identifié trois versants théoriques sous-jacentes au livres: l´une empiriste, l´autre qui n´est explicitement pas claire et, la dernière, constructiviste. La tendence empiriste se rend visible par l ´insistence sur le rôle des materiels didactiques en tant que stimulateurs des organes sensorielles. La tendence constructiviste n´est explicitée que dans un livre analysé, dans lequel l´auteure prend comme reference la Psychologie genétique pour attribuer un nouveau role aux matériels didactiques. Tous les livres de Didactique générale ont également le souci de classer les matériels didactiques et/ou d ´expliquer leur mode d’emploi. Face à la récurrence de la première tendance, nous avons étudié les principes empiristes qui sont à la base de l´hypothèse des origines de la connaissance humaine. Les livres de Didactiques spécifiques, au contraire de premiers, concentrent leur attention aux contenus et à la méthodologie, donc ils ne se donnent pas la tâche de conceptualiser la fonction des matériels didactiques. En ce qui concerne le plan pratique, nous avons analysé les données récoltées au moyen de l´observation participante dans l´école indienne “Pau Brasil”, située dans une des communautés du peuple Tupinikim qui habite la municipalité de Aracruz, à l ´Etat de Espiritu Santo – Brésil. Avec cette étude de cas, nous avons essayé d ´apporter des éléments de réponse à la question de savoir quelle est la fonction attribuée aux matériels didactiques dans le processus d´enseignementapprentissage de contenus scolaires. Nous en avons conclu qu´il s´agit de médiateurs qui contribuent pour la sémiotisation de certains contenus référentiels, dans le processus d´enseignement-apprentissage. Dans la mesure où ils créent des conditions de possibilités pour l´appropriation par les enfants des contenus scolaires, les matériels didactiques peuvent également exercer une certaine influence sur leur capacités cognitives. C´est le cas, par exemple, du mètre et du tableau noir. Ces matériels peuvent rendre possible d´une part une certaine réflexion sur les contenus étudiés, et d´autre part, certaines apprentissages qui sont essentielles pour d´autres apprentissages. Nous avons montre également que l’action médiatrice de l’éducatrice est essentiel, soit dans la planification ou dans l’utilisation de matériels didactiques, puisque c’est lors de ses interventions que les matériels didactiques aquièrent du sens. Il est ressorti qu’au délà de ce qui postulent les livres de Didactique Générale, les materiels didactiques peuvent devenir des outils médiateurs de l’aprentissage, etant donné les relations didactiques en salle de classe. Avec ce travail, nous esperons avoir amplifié le concept de matériels didactiques, tout en reconnaissant leur importance dans le travail des enseignants, comme le font d’ailleurs plusieurs auteurs.
(Sobre)vivências: um estudo fenomenológico-existencial acerca dos modos de ser sendo crianças e adolescentes em situação de rua
(Universidade Federal do Espírito Santo, 2006-01-01) Paiva, Jacyara Silva de; Pinel, Hiran; Ferraço, Carlos Eduardo; Paiva Júnior, Fernando Gomes de; Jesus, Denise Meyrelles de; Araújo, Vânia Carvalho
The phenomenon of children and adolescents experiencing destitution and abandonment has become even worse in our country. This felt fact instigates us to take a position and to research this matter in hand which urgently unveils itself in our society. This study aims to answer three questions: 1) How have I, as a researcher, become interested in streets and how have streets become my place of work, evoking a feeling into my ways of being as a(n) (social) educator conducting a research in streets?; 2) What is and How is to exist in streets undergoing such a status quo?; 3) How can we understand the power of a group in the existential survival of children and adolescents living in streets? Thus, the subject or matter/phenomenon of this study/research is the genesis (what is) and the interdynamics not separate from the genesis (how is) of the human being (boy or girl and/or child or adolescent living in streets) in the ways (s)he reveals her/himself, shows her/himself, appears, and allows her/himself to be captured by the look of a scientist who also has a feeling relation to the streets. To do so, we have resorted to the the exitential-phenomenological inspiration, since we are interested in what has been lived and exprerienced by these human beings. The chosen theoretical marks have risen out of the categories of: Paulo Freire (the importance of dialogue ), Victor E. Frankl ( life sense ), and Hiran Pinel ( the ways of being as being oneself in the world s everyday life ). We understand that children and adolescents show diverse ways of being as being ... ephemeral, finite, incomplete, etc. like life itself. Therefore, sometimes they are bold , sometimes they are dramatic in their modes of lives; however, always being brave and having ingenious tactics such as forming survival and resistance groups in order to be able to live in streets or discussing their matters so as to understand themselves, even if they do not manage to meet regularly. This study has shown significant implications to the construction of public politics (social and educational) and politics of impact to the social educator s everyday live and to that of the school teacher s as well. Such inclusive processes can be made viable since these ways of being as being a(n) are understood.
Uma educação imperfeita para uma liberdade imperfeita : escravidão e educação no Espírito Santo (1869-1889)
(Universidade Federal do Espírito Santo, 2006-04-27) França, Aldaíres Souto; Leite, Juçara Luzia; Scwartz, Cleonara Maria; Campos, Adriana Pereira; Araújo, Vânia de Carvalho; Franco, José Eduardo
This study aimed to investigate the education, official measures or not, regarding the enslaved workers who are black, free or freed during the last decades of the century XIX, from the thought of the ruling-intellectual elite “espírito-santense” expressed principally in the local press; as well as to understand the means of appropriation of these education practices for these historical subjects. The research was based on the field of the History of the Education with the proposal of boarding anchored in Cultural History. The investigation was based on printed fountains, specifically the Espírito Santo´s press, and on the crossroad with other documentary corresponding fountains of that period, such as: provincial laws, regulations, presidents' reports of the Province, newspapers of other provinces and of the Court, and Annals of the Legislative Assemblies, available in the State Archive of the Espírito Santo (APEES), in the Archive of the Curia Diocesana and in the Archive of the Legislative Assembly. Besides, they were thought other bibliographical specific fountains on the Province of the Espírito Santo in this period, like, for example, Basílio Carvalho Daemon (1879), Amâncio Pereira (1914), Maria Stela de Novaes (1963 and 1964), Primitive Moacyr (1940), Serafim Derenzi (1965) and José Teixeira Oliveira (1975). The reports and Jean-Baptiste's images (1978), the photographies of George Ermakoff (2004) and the reports of Saint-Hilaire (1974) were also of great importance for our research. So, it was possible to conclude that the education offered to the black enslaved, free and freed workers was imperfect like the freedom offered and conquered by these, since it privileged the preoccupation of the ruling-intellectual elite with the “education for the work ” and in the imposition of a model of integration, aiming to maintain the hierarchy so much racial like the social one
O direito ao grito : os múltiplos espaçostempos do cotidiano de uma escola pública do interior e as marcas dos alunos migrantes nos/dos currículos realizados
(Universidade Federal do Espírito Santo, 2006-12-11) Girelli, Danielle Piontkovsky; Ferraço, Carlos Eduardo; Goulart, Paulo Sergio Sgarbi; Carvalho, Janete Magalhães; Simões, Regina Helena Silva
The text presents an attempt of translation of the moments lived starting from the research that investigates the nets of woven you know-do and shared by the migrating students in the daily of a municipal public school of São Roque of Canaan, looking for to problematize the marks left in the accomplished curricula, before the multiples life space-times and of the established relationships with the contexts of the daily of those students. It appears for the need of problematizing such marks that are configured as tracks left in your actions in the curricula, expressing know, you do, feelings, cultures, languages, ideas, movements and they are placed for in addition it is allowed. They concern the to be-do forms, to the daily of life, to the cultural manifestations and, a lot of times, they constitute to the school a threat to the instituted, being silenced, excluded, marginalized. He/she/you tries to discuss a little of that that happens in the daily, of the experiences lived by the students that move for long distances for us to be at the school, with all the c, fears, fatigues and utopias that your daily courses demand. He/she/you assumes the characters of the research as " hybrid " subjects that inhabit the among-places, establishing negotiation practices and translation and leaving your marks through actions and uncontrollable experiences, in movements unable of fixation. It accomplishes the investigation with the daily and it uses methodological roads of qualitative character, with base in the studies ethnographic. It uses as procedures for collection of the data participant observation, glimpses intensive and analysis of documents, besides other resources, as: filming, picture, recording and field diary. He/she/you emphasizes that the curriculum would be accomplished in the daily relationships, with change manifestations, negotiation and in the several practices that involve to can, speech and creation of meanings. It still believes in the possibility of producing other-new movements in the accomplished curricula, that consider the differences among the subjects; the identities placed in displacement processes and escape; the manifestations and cultural articulations
Arte e vida : as tramas dos currículos tecidos em redes pelo T.A.P.A-UFES no cotidiano do Centro de Artes
(Universidade Federal do Espírito Santo, 2007-07-12) Alves, Djenane Soares; Ferraço, Carlos Eduardo; Simões, Regina Helena Silva; Victorio Filho, Aldo; Pinel, Hiran
The text brings memory fragments from the individuals which report pieces of the quotidian lived by the T.A.P.A UFES group inside the know-do needlework nets along with the accomplished curriculum at the Art Center of UFES during graduation. It defends the dimension of the curriculum that cares about the uses that individuals make out of the prescript documents and about the daily cheating to the regulamentation that resides in the academy. It shows how, in the course of the last decade, many different curriculum proposals were formulated to License at Visual Arts and Bachelor at Plastic Arts although there is a significative separation between the departments and buildings that compose the Art Center, making the space-time in to a place that separates the practices from the theories. Emphasizes the acting of the group of students which found out strategies to overcome the instituted and make art works and art studs actually happen, which as a matter of fact provoked a pluri-multi-inter-poli-disciplinarity in the classes coursed. Discusses the dimension that the individuals´ accomplishments reach when surpass the curriculum grate and propose other more creative forms of actually living the curriculum coursed in the quotidian. It considerates absolutely necessary the horizontality of relation experienced between students and teachers, expanding possibilities to the effectuation of art works. Accomplishes the investigation of quotidian and applies metodogical paths which includes memory ransom and narratives, emphasizing the accomplished curriculum as know-do nets, standing out the uses of it in the lived experiences. Emphasizes that the rebellion acts in front of the regulamentation makes the exchanges of know-do more true and legitimate by being based on life and then surpassing the writings. It believes that it is in the experience of quotidian that actually happens the accomplishments of things that prescriptions can not reach.
Mediações da imagem na educação a distância
(Universidade Federal do Espírito Santo, 2008-10-31) Lins, Andreia Chiari; Foerste, Gerda Margit Schütz; Rebouças, Moema Lúcia Martins; Foerste, Erineu; Gonçalves, Maria Gorete Dadalto; Cruz, Dulce Márcia
This doctoral research, realized at the Program of Post-Graduated on Educacion - Universidade Federal do Espírito Santo (UFES) -, analyzes the production of didactic images in the course Visual Arts – Distance Education (EAD), from the categories of mediation and contradiction. Investigates: Which mediating categories emerge in the field of courseware production, in a distance learning mode? How these particular contexts affect the imaging process in the teaching material? The theoretical framework of the research focuses on the historical and dialectical materialism, particularly the concepts of mediation and contradiction based on Marx and Engels (1985, 1996, 1998, 2001, 2008), Mészáros (2006), Konder (1998) Smolka and Nogueira (2002), Lukacs (1979), Vigotski (2003), Ciavatta (2004). It aims to know the mediations and contradictions inherent in the teaching image production process, analyzing limits and materials production possibilities in the course of Arts-EAD. The research performs data collection in the context of image production for the course Arts-EAD, in its 2nd offer, in the disciplines of the first module. Takes the view that the didactic image has its own mediating categories and its changes while the educational material production process, especially in teaching mediation. This allows studies of productive context. Data were produced during a year of observation, document analysis, interviews, discussions and monitoring the production of educational materials in six subjects of the course Arts-EAD. Qualitative research base was supplemented with quantitative data. In the five analyzes the situations encountered explicit mediations and contradictions inherent in the process. The analysis of the context studied show process of contradictions, in which these subjects are intertwined in terms of the structures given to teaching and learning. These analytics show mediations given that particular process. It is evident as the given conditions, the individuals and collective decisions promote changes in the production of "didactic pictures", assessing them results and modes of educational uses that were not conceived initially, increasing the teaching process or generating contradictions. Three analytical studies have been done from the necessity of the degree in Visual Arts - EAD use images of works of art as a didactic image. The research and analysis showed how the work of art and the image became goods regulated by their owners and by national legislation in its diversity of forms and 10 demonstrated how the procedural actions of the subject producers change between the initial pedagogical proposal devised by the teacher and the result of the product generated. Within the same analytical proposal, two other studies on the didactic images were made from images produced in UFES animation techniques and illustration. So in five cases sought to demonstrate how and which mediating categories of analysis on the production process transformed the initial pedagogical proposal. The research results allow us to understand which factors increase the difficulty to access the production of pictorial materials for general education. Research indicates the need for changes in the modes of producing imagery teaching materials and training of teachers of distance education
As políticas públicas de valoriz(ação) do trabalho docente na rede de ensino da Serra/ES : a produção de efeitos no “chão da escola” : (De que valor se trata?)
(Universidade Federal do Espírito Santo, 2009-06-28) Queiroz, Marcos Gonçalves; Barros, Maria Elizabeth Barros de ; https://orcid.org/0000-0003-1123-4374; http://lattes.cnpq.br/1908967025244386; https://orcid.org/; http://lattes.cnpq.br/; Barros, Maria Elizabeth Barros de; https://orcid.org/0000-0003-1123-4374; http://lattes.cnpq.br/1908967025244386
This study aimed at analyzing the teacher valorization policy in elementary schools in the city of Serra-ES, during the city administration taking place between 1997 and 2004. The study uses Yves Schwartz’s ergological perspective and is also based on Marx’s Theory of Value. Therefore, it considers work as a collective activity in which the human being needs to co-construct management and widen its autonomy in order to handle the teaching task in public schools. Education is understood as a non-dimensional value whose mode of operation organization should be turned towards producing education with social quality and commitment to asserting life as a common good value to society. Starting from this premise, the paper realize that the educational policy in the period under study neither strengthened nor provided visibility to other modes of operation of schools, besides valuing the mercantile logic as a policy to organize and attribute value to the activity of education workers. On the other hand, it also realize that even with the statute reform and application of Programa Escola Campeã (Champion School Program) during the administration studied, educators developed strategies of daily struggle and ways of (re)existing to government policies in this period. Thus, school work is not limited to the classroom, but must also be constituted as an act of effective and collective participation in the production of educational policies, which should be co-produced with the ones “in the school ground” so that school education can play its social role of producing the common good. This study can contribute to the need of problematizing the process of attributing value to teaching in its multiple dimensions and also understand administration as production of autonomy and an important aspect in the process of widening and potentializing the ongoing instituting movements of schools in order to improve public education social quality and the value of work management in education organization.
Des-atando os nós : a violência sexual na Internet nos sentidos atribuídos pelos jovens
(Universidade Federal do Espírito Santo, 2009-07-10) Fávero, Rutinelli da Penha; Pinel, Hiran; Ferreira, Martha Tristão; Foerste, Gerda Margit Schütz; Landini, Tatiana Savoia
The frequency of the spreading of events related to the sexual violence in the media, the use of images and infantile or youthful videos for pornographic ends, as well as the news of allurement of children and young, the “assented” involvement of adolescents with adults for sexual ends initiated from the Internet, and all the other forms of sexual violence against children and adolescents in the Internet are more and more apparent. From this reality, the objectives of this work are: to give voice to the young about the meanings they attribute to the sexual violence, in special that one that presents itself in the Internet; beyond questioning if it is possible that by means of the relations established for the young, either through the resources of the Net, either through the relationships established in presentably , that practices may be built of which the education can make use for the confrontation or the prevention of the sexual violence. This research has fenomenological inspiration and uses the technique of group of focus for the attainment material for the study. The group was carried through with youngsters of the Professional Education of High School Level, for reflection, questioning, survey of the opinions and report of the experiences of the related thematic. In a school institution like Ifes, knowledge and technique are very important and they are valued by the pupils for their future professional performances, however, this certainty does not hinder the young of understanding the school as much more that a place of technique only. The technological transformations generate changes caused mainly for the modifications in the relations and, the Internet serves to the young, beyond the daily uses of research and leisure, as a resource to initiate them, to keep or to deepen relations by the resources of the Net itself. There are left notes of the possibility to construct learning relations that include a more ethical, however, not without flavor and joy existence; more religious e, in a return to our common feelings and in spirituality that in link we back to ourselves and to the ones we’re surround by (KIERKEGAARD, 1859/1986). Some possibilities are: to invest in the creation of nets of support and cooperation between these youngsters, virtual communities mediated by the professors and the youngsters themselves, place for discussion of the specific thematic raised by the youngsters in lists of discussions or sites of relationships, among others resources to be built along with the youngsters in their attributions of meanings
Meninos não choram? um estudo sobre fracasso escolar e jovens masculinidades no ensino médio
(Universidade Federal do Espírito Santo, 2009-08-28) Rodriguez, Fernanda Ribeiro Pinto; Araújo, Gilda Cardoso de; Leite, Juçara Luzia; Camacho, Luiza Mitiko Yshiguro; Auad, Daniela
The issue of school failure has been much discussed today. Dropout rates and school failure are significant, especially when considering males. Investigate information on school failure, either as repetition or as abandonment, allowed a more sensitive look at this problem in our society and enabled reflection on how much there is to be done in relation to secondary education because, in that it proposes universal primary education, little has been done to ensure the continued education so that students have completed basic education. Thus, based on statistical data and studies that indicated that boys tend to fail in school, believe it would be possible to assume that the meanings attributed by these young avoidance may be related to your becoming a man. Thus the central question of our research was: To what extent the process of constitution of masculinity for young men influence or interfere with academic failure? Were wondering how young males who have left school during the stage of secondary education, signify his or her story (s) of school leavers and to what extent the meanings attributed by these young dropout are related to the process of constitution their masculinities. We adopted the Gender and Youth categories to make research on the failure of young men who escaped and returned to school. The aim of our study was to analyze the relationship between the young men trace constitution of their masculinities and school failure. We used interviews with 12 young males, 7 who had escaped and returned to school and 5 that are evaded. And we conducted a focus group with the group that returned. From the information obtained in the interviews and focus groups, we can infer that the issue of masculinity influence truancy these boys, since it relates, among others with the appearance of independence, responsibility and resistance model adopted by the school current in which it is expected that the subjects are seen only as a student , being forgotten because they are young.
Linguagens em curto-circuito : os impactos da televisão junto aos estudantes de 5ª. série do ensino fundamental e suas relações com a educação escolar
(Universidade Federal do Espírito Santo, 2009-08-28) Aquino, Fernando Santos de; Cola, César Pereira; Araújo, Vânia Carvalho de; Pinel, Hiran; Carvalho, Maria Cristina Monteiro Pereira de
This research aims to investigate, to describe and to analyze the pupils opinions about the impacts of the TV programs in their daily, individual and collective existences and their implications in the school environment. It tries to observe how they behave themselves before the limits between fiction and reality and in what way they experiment the knowledge and the invention that are present in the television plots. It searches to know how they interact, respect, rebuild and subvert values, gone through by these experiences with the TV. It adopts as theoretical-methodological assumptions elements of the analysis of the discourse, the socio-historical perspective and the cultural studies, for a case study with ethnographical approach. The realization of the research occurred from the showing of television programs, with a focal group, composed by students of the 5th grade of the basic teaching, in a teaching unity of the Public System of Vitória-ES. It is yearned with this work to contribute for the esthetic improvement of our pupil, provoking his/her reflection and critical interventions about the ethical and political values of our society.
"Jovens de Projetos": um estudo de caso sobre os jovens do Programa Jovem Aprendiz no município de Vitória/ES.
(Universidade Federal do Espírito Santo, 2010-01-01) Mariani, Geovana Cristina de Almeida; Camacho, Luiza Mitiko Yshiguro; Manfroi, Vania Maria; Araújo, Gilda Cardoso de; Ferraz, Ana Targina Rodrigues
This is a study about young people who participate in Jovem Aprendiz Program, located in Vitória - ES. This research aimed to answer the question: Who are the young participants of the Jovem Aprendiz Program and what their networks of sociability are? To this purpose, we used quantitative and qualitative methodological approaches. We opted for a case study in ethnographic patterns. Some techniques were used for data collection: participant observation; the use of a questionnaire for the participants (both sexes); individual and semi-structured interviews with the technicians and teachers; group interview with young participants, record informal conversations and documents of the Program. The Jovem Aprendiz Program, which appears in the setting of public policy as a policy-oriented for training and placing young people in the labor market, was focused on this research as a place of socialization for young people. The results allow us to consider that the profile of this young people is aged 16 to 17 years, mostly male, mixed race, unmarried, without children, who has studied in high school and belongs to popular class. As for personal and professional expectations, the survey revealed the desire of young people in further study; in postpone marriage, fatherhood and motherhood. This study highlights the importance of sociality for young people in the context of friends, forming groups, the affections, and also in the context of religion and consumption. It was noticed also that participants hid their youth identity in this program, ie, there was no space or time and place for expression or demonstration typically youngs, so there were not understanding and recognition about youth needs and demands in this space. Furthermore, Program’s participants undergo for process of becoming adults sooner. Therefore, we noted two parallel worlds in the same context: the world for young and the world of Program, with its regulations, controls and rules.
Estratégias e táticas do poder com a infância
(Universidade Federal do Espírito Santo, 2010-03-29) Serute, Marcelo; Araújo, Vânia Carvalho de; Pinel, Hiran; Ferraço, Carlos Eduardo; Ratto, Ana Lúcia Silva
From Foucault is thrown into relief childhood at school / institution: the practices of power, the discursive practices (or discursive formations) - as these theories imply for works of education, which it has been called foucaultian (Veiga- Netto, Ratto, Bujes, Larrosa, Kohan). The source show the experience that circulates the notions of: normativity, subjectivity and the rules of the educational system, but they are inserts with childhood, childhoods of power with and take into account the platform erected for the sociology of childhood and could advance the discussion theoretical, in specific, the image of the invisible children - to the extent that considers sociohistorical and cultural. Thus, the research seeks practical approach to "manage" their childhood, right, practices the power of "domination" of childhood, or is formulated, from that iconic, a problem to be solved in the following investigative situation: About what strategies and tactics of power is exercised control of children in school? Furthermore, behold, one also considers the ethics Foucauldian understanding, this approach has already distended domination. Objective is then to measure these practices through a deal more mobile power, or rather it is a notion of power that circulates and also contrasts the experiences of children in school. Thus, the literature, with qualitative approach, seeks to investigate the discursive practices exercisable on the concept of childhood as it appears woven the threshold of the institution of school, practices that make the child compatible (normal, docile and useful) rules that system. Already on the issue of disciplining diluted interests focus on childhood as a social subject, history, or rather the modern phase (XVII and XVIII) has as main feature the kind of disciplinary society that is, but that legacy is still fluent in educational practices and pedagogical machinery of modern society and school discipline, some, like Deleuze, is the society of control current. The reading of the bibliography of Foucault (and hence the productions that distend) state that work in a critical, interpretative and consistent. For the practical effect - since the last chapter of this work - effective to attempt to propose theories that enhance the resistance (or struggle) of the children often fought precisely from the brink of his own childhood institutionalized by the school.
Que História é essa? : percursos da História ensinada a crianças em escolas do ensino fundamental
(Universidade Federal do Espírito Santo, 2010-04-26) Luiz, Miriã Lúcia; Simões, Regina Helena Silva; Ricci, Cláudia Sapag; Ferraço, Carlos Eduardo; Carvalho, Janete Magalhães
This study investigates how history is taught in early grades of elementary school. It departs from the propositions by Marc Bloch (2001) and Le Goff (2001, 2003, 2005, 2009), which allow broadening the notion of historical time, as well as the concept of historical sources. By understanding teachers as those who mediate the processes of learning and teaching history, I see them as intellectual agents of change (GIROUX, 1997) in constant formative process, always marked by reflection on their own practices (NÓVOA, 1995). I thus understand that teachers appropriate (CHARTIER, 1990) the curriculum presented to them through different ways. The curriculum therefore is not neutral (SACRISTÁN, 1998). Thus, teachers are inevitably mediators to whom I also assign the role of adaptors or, in a broader sense, creators (SACRISTÁN (1998). The curriculum, in this sense, can be understood as suggested by Ferraço (2004), i.e. in the knowledge-actions and discourse-practice networks. By means of questionnaires, observation, interviews and content analysis approach (BARDIN, 2007), I investigated the teachers‟ practice in the city of Mantenópolis in order to understand how history teaching takes place, and the appropriation these teachers make of the curriculum guidelines. In the study context, the following themes are pointed out to be taught during the classes: local history; the child‟s history; commemorative dates and temporality, for which the main resource was the coursebook. I understand that it is by these means that teachers appropriate the curricular guideline contents. I see that these are multifaceted situations, taking place in moments in which history is revealed fragmented and randomly through the predominant use of a coursebook, which shows history as distant experiences of the teachers and students'. However, in other situations, History is portrayed with its joys and pleasures, in an integrated way, blending with the other knowledge that makes up the context of early school grades. Therefore, I notice that, in the study context, History emerges as an auxiliary subject that, when integrated with other types of knowledge, contributes to students‟ learning process, especially reading and writing – essential goals at early stages
Estranhamento e particularidade na prática de leitura de imagens : mediações nas aulas de Arte em séries iniciais do ensino fundamental.
(Universidade Federal do Espírito Santo, 2010-04-26) Camargo, Fernanda Monteiro Barreto; Foerste, Gerda Margit Schütz; Fichtner, Bernd; Cola, César Pereira; Foerste, Erineu
This search covers the theme settlements in reading images in art classes for children in elementary school's original series, as well as the importance of images through art. The study was carried out in a class of the first year of school in the municipality of Serra in the State of Espírito Santo in 2009. The assumption that the images present in the school environment are co-plaintiff in student productions, and this happens from mediation between children – teacher, children – textbook, children-children, children – exposed images. Three conceptual axes are the foundations of this study: infâncias, Sociology of childhood and dialogues with Krammer, Vasconcellos, Sarmento and Lopes, "pictures-art" from studies of Barbosa, Ciavatta, Santaella and Schütz – Foerste and "parameter-mediation" having as main referrers Vygotsky, Benjamin and Lukács. Based on dialectical analysis of educational phenomena takes reference methodological qualitative approach in the review of theoretical, documentary analysis, application of questionnaires, intervention with Project Malaquias in the classroom. It was found that the images present in the school environment are ideological domination instrument which gives them an important role in pedagogical mediation, however, this power has been overlooked in all spheres of education, since the preparation of PPP to day-to-day practice room in the classroom. Therefore reaffirms the need for actions aimed at addressing the particularities of the initial series of Fundamental Education, in particular, on the understanding of infâncias are present in this space and art that are fueling the reflective and creative process.
Uma análise da produção acadêmica sobre os usos da pesquisa-ação em processos de inclusão escolar : entre o agir comunicativo e o agir estratégico
(Universidade Federal do Espírito Santo, 2010-04-27) Almeida, Mariangela Lima de; Jesus, Denise Meyrelles de; Simões, Regina Helena Silva; Baptista, Claudio Roberto; Gamboa, Silvio Ancisar Sanchez; Victor, Sonia Lopes
This study investigates the theoretical-methodological and epistemological presuppositions of the action research used in academic production in the field of Special Education/school inclusion. It analyzes the theses and dissertations defended all over the country in the period between 1999 and March 2008. It maps 45 studies that constitute the analysis corpus. This study is developed from the idea of research on research , using epistemological analysis as a trigger for discussions about the implicit and explicit aspects in the dialectics between question and response in the studies analyzed. The scheme chart inspired on the principles of paradigmatic scheme was used as an instrument to organize the texts. From a theoretical-methodological perspective, the study is based on the Theory of Communicative Action created by Jürgen Habermas in order to understand and analyze the presuppositions and knowledge of the action research assumed in the study, as well as the way they are approached by the authors. It builds dialogues based on argumentation between authors and researchers so as to achieve agreement and understanding. It observes that the methodological approach of the action research is incorporated into a significant number of studies from the perspective of school inclusion that mainly problematizes the continuing education of teachers and the teaching practice. It makes the theoretical-methodological arguments for the action research emerge from the dialogue between the authors and researchers: the relationship between authors (researchers) and actors (context participants); the roles attributed to these subjects; the constitution of the research question; the action research dynamics; and the dialectics between the understanding and transformation of reality. Through discussions among the authors, the study reveals that these presuppositions are used in different ways during the investigation, because of the different ways in which these authors conceive action in the action research process. It shows that, when the actions are carried out through communicative acting, there is a search for mutual understanding that can evolve into normative agreements by means of shared intersubjectivity. In this case, the action research process is carried out through critical and collaborative self-reflection. From a different perspective, when the actions are guided by the strategic acting, they are carried out based on individual interests materialized at intervention levels which focus on predefined results. The study verifies that, from the first perspective, the occurring changes begin as a process and tend to transcend immediacy, achieving the socio-political sphere. From the second perspective, the changes tend to be immediate and pragmatic. It is possible to consider that, in the Special Education field and from the school inclusion perspective, action research contributes mainly to a feasible collaborative and collective work in the school context. As far as future analyses are concerned, the study shows the importance of constructing knowledge based on reflections and actions with the other so as to understand the path of the research process
Indícios da aprendizagem da criança com deficiência intelectual : contribuições da abordagem histórico-cultural e a formação de educadores de educação infantil
(Universidade Federal do Espírito Santo, 2010-05-04) Raymundo, Davidson Nunes; Victor, Sonia Lopes; Jesus, Denise Meyrelles de; Barreto, Maria Aparecida dos Santos Correa; Capellini, Vera Lúcia Messias Fialho
This study aimed to understand how it does the learning process of children with intellectual disabilities in kindergarten in a historical-cultural perspective through the continuing education of educators. Understanding that combined understanding of Inclusion in Early Childhood Education are the concepts, practices and knowledge about childhood, children with intellectual disabilities and their learning process, we had the following objectives: Find the evidence showed that the learning of children with intellectual disabilities; Understanding through continuing education learning of children with intellectual disabilities through the collaborative action research and investigate teachers' conceptions about intellectual disability and inclusion in early childhood education and its implications in the learning process of children with intellectual disabilities. The main theoretical references of this study comes from the historical-cultural approach that presents possibilities and proposals of fundamental importance for understanding the learning of children. Its methodological approach to collaborative action research and case study. The data revealed that the teachers have a conception of children and childhood "romantic" and the concept of intellectual disability "arising out of experience or a social construction." These conceptions may be leading the practice of these professionals and therefore inhibit the process of development and learning of children with intellectual disabilities. The episodes of learning this child checked by us have shown that learning actually takes place, missing a sensitive educator in this process. However the ongoing training aimed to discuss the episodes and concepts in order to raise the need for educators to understand that child in its uniqueness within the Early Childhood Education.
Os sentidos da formação profissional para os lavradores do entorno do IFES-Campus Itapina
(Universidade Federal do Espírito Santo, 2010-05-19) Santos, Júlio de Souza; Oliveira, Edna Castro de; Barreto, Maria Aparecida Santos Corrêa; Scarim, Paulo César; Lima Filho, Domingos Leite
Cette étude a comme objectif general de débattre les sens attribués à la formation professionnelle par des agriculteurs des villages entourant lê IFES-Campus Itapina, dans lê cadre de l'induction de politiques qui visent à intégrer l'enseignement secondaire et professionnel sous la forme EJA. Cette étude a comme référence la notion de travail comme une dimension du développement humain, dans une perspective historico-matérialiste, ainsi que des théories sur la notion de sens dans l'approche historico-culturelle et l’abordage des concepts d'expérience et de formation dans l’optique de l'herméneutique contemporaine. La recherch a été menée dans les villages aux alentours du Campus IFES-Itapina, situes sur la rive gauche du Rio Doce, dans un rayon d'environ 30 km de cette institution. Ainsi, l'étude de cas est apparue comme la méthodologie appropriée à l'abordage de l'objet, comportant lês étapes méthodologiques suivantes: l'observation et des contacts avec les habitants des localités environnantes à travers la recherche du Groupe PROEJA / CAPES/SETEC/ES; bibliographie de productions académiques et non académiques sur l'école fédérale agrotechnique de Colatina; la participation à des forums d'échange et d'étude; lê travail sur le terrain recherché, avec la réalisation des entretiens semi-structurées auprès de 14 agriculteurs adultes, hommes et femmes, qui présentent une histoire de discontinuité académique, résidant dans lê milieu scolaire, et l'observation de la zone d'étude; des entrevues menées auprès de trois enseignants et un directeur du Campus Itapina et la systématisation et l'analyse des données produites sur le terrain. Lês sens et le non sens de la formation professionnelle attribués par les agriculteurs ont été produits à partir du contexte d'exclusion et des inégalités sociales, ce qui veut dire qu’ils sont liés à leurs besoins spécifiques et aux conditions matérielles concrètes de l'existence dans la société capitaliste. Les résultats de la recherche montrent la necessite de répondre aux demandes de formation des agriculteurs par l'IFES-Campus Itapina et assurer des conditions em vue de l'exercice du droit à l'éducation pour ces sujets.
Juventude, violência simbólica e corpo : desvelando relações de poder no cotidiano escolar
(Universidade Federal do Espírito Santo, 2010-05-24) Cerqueira, Fabíola dos Santos; Camacho, Luiza Mitiko Yshiguro; Colbari, Antônia de Lourdes; Araújo, Vânia Carvalho de; Zan, Dirce Djanira Pacheco e
This work aims to investigate the relations among youth, perfect body and symbolic violence in the school environment, relationship that deserve attention, especially if taken into consideration the efforts constant of the midia in to reinforce of “perfect body”, excluding all fleening “baking tin”. Privilegers the quarrel of the body in the perspective of culture, approach antropol, aiming to realize concerning of this body with the processes of youth sociability, in the school environment, especially with the obvious of the violence. As research subjects younger students of the Basic Education Grades of the Public School City State of Vitória/ES. It adopts a study case of type ethnographic combining the following technique for collecting data: application of questionnaire, observation, minute record in the daily field, groups semistructured individual interviews and focus. Notes that youngs the daily discriminated against, ridiculed and rejected, mainly by selves colleagues, because don’t have perfect body. Contained that this process of discrimination is to adopt by school and your professionals that there are when overlook such conduct, when don´t problematize or even when don’t adequate services to individuals of child victims of such exclusion, allowing such attitudes be repeated continuously . Further finds that strategies used by these young are varied: there were who isolate themselves in an attempt to become invisible in the eyes of others, who lead in the game and there was too who hold the press and prefer to leave school. Converses with the following authors: José Machado Pais, Mario Margulis, Luiza Mitiko Yshiguro Camacho, Juarez Dayrell, Pierre Bourdieu, Marilena Chaui, Michel Foucault, Claude Fischer, José Carlos Rodrigues, Everardo Rocha, among others.
Processo de criação em arte: estudo de caso do artista plástico e professor Nelson Leirner
(Universidade Federal do Espírito Santo, 2010-06-02) Paste, Rosana Lucia; Cola, César Pereira; Pinel, Hiran; Ferraço, Carlos Eduardo; Fonseca, João Barreto da
It’s about the art creating process on the installation Vestidas de Branco (Dressed in White), held at Vale Museum in 2008, by Nelson Leirner an artist from São Paulo. It’s an artistic proposition based on the account of his process of creation and on the development of his creative capacity through an active look of the world. It studies the process of creation in arts by other artists as aesthetic experience and awareness for the development of the creative process from who creates it. It evaluates the importance of the method which shall be created from the study of case to be defined and it observes the Genetics criticism as a theoretical support for this study. The phenomenological observation, description, and analysis were criteria used here. It observes the means through which the artist elects as part of his process for the development of his work in arts. It describes the stages which allow the changing of living structures and his existing repertoire as part of the creative process. It analyses how the object of art goes through changes until it’s seen by the public without having access to it.

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