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A alfabetização/educação de surdos na história da educação do Espírito Santo
(Universidade Federal do Espírito Santo, 2014-12-16) Rodrigues, Ednalva Gutierrez; Gontijo, Cláudia Maria Mendes; Schwartz, Cleonara Maria; Jesus, Denise Meyrelles de; Bueno, José Geraldo Silveira; Rocha, Heloísa Helena Pimenta
This work integrates a research group developed by the line of research Education and Languages belonging to the Post-Graduation Program of the Espírito Santo State Federal University. It is about a historic research that aims at investigating the history of literacy of the deaf in the State of Espírito Santo, from 1950 to 1970, based on the initial thesis that education/literacy of the deaf children, in Espírito Santo, in that period, had the purpose to teach the national language through oralization, owing to the developmental project adopted by the Federal President, Juscelino Kubistchek. The work is based on Marc Bloch (2001) conceptions, by considering the History as the science of men in time, with the purpose to understand the human action according to the historic conditions of that time and on the contribution of the Bakhtin conceptions of language, specially, the text concept as enunciation, taking into consideration that each text/document brings in its central a history lived by subjects in a certain social and historical context. This way, from the analysis of school documents, journalistic texts, booklets, pedagogical materials and official documents, the work is structured in the sense of understanding the national context that gave rise to the first initiations of decentralization concerning the education of the deaf, culminating with the creation of special classes in several Brazilian states, including Espírito Santo. The repercussions, in local ambit, were analyzed from two axes. In the first one, the political aspects were analyzed, highlighting that the Government disclaimer favored the partnership between the public sphere and the private one in the configuration of the special classes, within the regular schools. The second one stood out that the Oral Method and the Perdoncini Method, which rooted the literacy process and aimed at teaching the country’s official language, regarding the oral modality, dialogued with the pedagogical and psychological conception of that time, making the process clearly educational. The work concludes that the period was marked by an educational project considered consistent and coherent with the postulates of that time, having in the responsible and polyphonic action of the Teacher Álpia Couto-Lenzi its main interlocutor.
A arte do teatro de bonecos como disparadora de encontros na constituição dos curriculosafetos na escola
(Universidade Federal do Espírito Santo, 2013-03-25) Pereira, Dulcimar; Carvalho, Janete Magalhães; Lopes, Eduardo Simonini; Perez, Carmen Lúcia Vidal; Ferreira, Martha Tristão; Ferraço, Carlos Eduardo; Simões, Regina Helena Silva
The current study intends to present the meetings/gatherings produced between dolls and the school community of EMEF Tancredo de Almeida Neves, located in São Pedro III neighborhood–district of Vitória, in the constitution of their curriculumaffections. In the meetings, some knowledge was produced with constant exchanges among the ones practicing the everyday life. This way, the study main goal is to map the experiences of that group with dolls and stories, as well as the meetings developments. It has as theoretical intercessor: Spinoza (2008) and his contribution related to the good gatherings that increase the power of acting; Foucault (2006) and his studies about the esthetics of existence and people’s care with their own selves and the others; Deleuze (1992) and the intercessors importance; still constitute the intercessor dialogues that discuss about the production of curriculums in the daily school life, as Ferraço (2003), Alves (2004), Carvalho (2009), among others. The methodological paths are constituted during the mapping intercession with studies regarding everyday life. In order to produce data in this space-time, videos, conversations, pictures and pedagogical workshops were used. The study stands out that in those meetings between intercessors-dolls, instructor and student, the power of acting is increased and other proposals are elaborated in the weaving of knowledge and sympathy nets. the work concludes that the good meetings with the dolls theater art composed more colorful mosaics, which enlarged knowledge creating more fluid relations, less tense and that amid the molars and molecular lines were also produced escaping lines that instigated, provoked other movements, enabling the acting power to increase through the exchanges and the production of affection with other meanings of experiencing the school through the ethics-policy based on the each one self-care and the care with others, the existence ethics.
A atuação do legislativo municipal no processo de deliberação das políticas públicas para a educação : "em discussão", "encerrada a discussão", "chamada para votação"
(Universidade Federal do Espírito Santo, 2015-12-21) Peixoto, Edson Maciel; Araújo, Vânia Carvalho de; Oliveira, Eduardo Augusto Moscon; Angelo, Vitor Amorim de; Simões, Regina Helena Silva; Araújo, Gilda Cardoso de
This study aims at analyzing the operation of the city council of Vítória, ES, Brazil in the process of enacting public education policies, so as to understand how the means of participation are configured in this process. We opt for the study of institutions (formal and informal norms, rules and procedures that regulate legislatures), based on the new institutionalism side (LIMONGI, 1994; HALL; TAYLOR, 2003; PERES, 2008; MARCH; OLSEN, 2008) and of the parliamentary deliberation process (FERRAZ, 2007) through which bills are considered by legislative bodies. These options were motivated by the concern about the conditions provided by the institutions that regulate legislative power and about the modus operandi of the Municipal Legislature in the deliberation process of consideration of municipal education policies. This study sees participation as a complement to representative democracy (SANTOS; AVRITZER, 2009), allowing participatory democracy practices to be built in the process of education policy consideration. Based on a case-study, this investigation was carried out through the exam of the organic law; the inside policy of the legislative power; and the 197 bills that went through legislatures from 1/1/1989 to 12/31/2014 before they were enacted. For an in-depth analysis, this study highlights 20 bills considered to represent education policies and had structuring features to the Municipal Education System. Although cases of “active participation” (LIMA, 2003) have been found, there was little practice of democracy as representative characteristic of the Legislative Power operation in the study period. This practice was characterized by poor connections between representatives and those they represent; disinterest of representatives to discuss most of the propositions about education; limitations and constraints imposed by institutions regulating the decision-making process, which encourages “nonparticipation” or “passive participation” (LIMA, 2003); willingness to keep legislature as a hegemonic decision-making process that ensures the stability of results. This reduced democratic practice is highlighted by the procedures that end the consideration of most propositions: “Under discussion”. “Discussion ended”. “Call for voting”, without any intervention by councilors.
A campanha de educação de adolescentes e adultos no Brasil e no estado do Espírito Santo (1947-1963): um projeto civilizador
(Universidade Federal do Espírito Santo, 2012-06-28) Costa, Deane Monteiro Vieira; Araújo, Gilda Cardoso de; Soares, Leôncio José Gomes; Veiga, Cynthia Greive; Oliveira, Edna Castro de; Gontijo, Cláudia Maria Mendes
This dissertation analyzes, through a historical perspective, the first governmental initiative started in 1947 and promoted by the Ministry of Education and Health in educating youngsters and adults in urban and rural areas of Brazil and in the state of Espírito Santo. Entitled Campanha de Educação de Adolescentes e Adultos (CEAA) – Educational Campaign of Youngsters and Adults – it was a milestone in the process of elaboration of both theoretical and practical grounds for the education of youngsters and adults. With this purpose, official documents and various didactic productions elaborated by the Pedagogic Orientation Sector of CEAA of the Ministry of Education and Health are studied. These organizations, with a peacemaking approach of sanitation, patriotism, and education, proposed a civilizing process. In his book, O processocivilizador (The civilizing process), Norbert Elias analyzes the process through which western society went habit and behavioral changes, which started in the alterations in the relationships of interdependence among individuals and social groups, and therefore, in the relationships of power. In his analysis, he uses “after-school” texts distributed throughout the country by the Serviço de Educação de Adultos (Adult Education Service), targeted to students matriculated in CEAA classes that had already mastered reading. In this social figuration, therefore, the struggle against illiteracy generated stigmatization and dishonor processes of the others – the illiterate. The inferior place was declared with the type of language used in the CEAA official documents which utilized pejorative and depreciative terms and nicknames applied to the illiterate, and also the use of indicators of low expectations towards them, fact that may be noticed in the language used in the book JucaFubávisitaumacidade. In addition to that, in the book Mulheresexemplares – Ideal women - the amplification of the role of women, taking over different social functions starting in the decade of 1940 was also oriented by CEAA.The book indicated that the roles proposed by urbanization and industrialization could not compete with the role of national pride – the role of wife and housewife. The civilizing role of the working women highlighted by this “official” text helped us construct the image of “abstained” attributed to the teacher of Cachoeiro de Itapemirim, Zilma Coelho Pinto, who led the “initiative/battle” to eradicate illiteracy in her region, in the state of Espírito Santo. Her state, national, and international recognition happened after the creation of a not-for-profit organization whose main objective was to eradicate illiteracy in her municipality, the Campanha de Alfabetizaçãoe Assistência Social de Cachoeiro de Itapemirim (CAASCI) – Campaign of Assistance and Literacy of Cachoeiro de Itapemirim –, and whose conception of education was similar to the one of CEAA, presented as the “redemption” of the Brazilian man. The teenagers, youngsters, and adults that attended this organization were seen as individuals in stage of development which could be shaped in to attend to the social demands, in other words, to occupy places that were attributed to them by the natural development of society. From the reflections raised in this study, we highlight that CEAA’s proposition of literacy played an integral role in the ongoing Brazilian civilizing process, which presented schooling since the XIX century as a civilizing reference, in its interdependence limits and of the local practice correlations in under development
A cartilha midiática de Capricho para a educação da jovem brasileira
(Universidade Federal do Espírito Santo, 2014-03-21) Mesquita, Letícia Nassar Matos; Rebouças, Moema Lúcia Martins; Gontijo, Cláudia Maria Mendes; Schwartz, Cleonara Maria; Oliveira, Ana Cláudia Mei Alves de; Peruzzo, Cicilia Maria Krohling
This study has as its theme the prescriptive discourse of the press media directed at the young female audience in Brazil. The corpus is CAPRICHO magazine, which has been published by Editora Abril since 1952. Currently this magazine is the publication for young girls with the largest circulation in the country. The issues under study were published in the period from January 2010 to December 2011, among these, 27 issues from 2010 and 25 from 2011. Our aim was to analyze how the discursive and narrative strategies impose on youth values in circulation in the magazine which enable the young readers to develop skills , attitudes and behaviors, turning the publication into a media booklet that teaches certain modes of presence in the world that constitute the Capricho way of being. Our thesis is that CAPRICHO is a didactic communication vehicle, a sort of booklet that dictates behavior, ways of being in the world, highlighting gender issues, especially regarding young Brazilian girls. To defend this thesis, the following hypotheses were tested: a) the Capricho way of being is built by reiterations of discursive and narrative strategies that contribute to the circulation of social values and axiologies; b) the syncretism of languages plays a major role in convincing the readers; c) the intersubjective interaction of intimacy is what characterizes the close interaction between enunciator and enunciatee, marking the acts of advising and following the advice; d) the manipulation strategy of seduction covers the prescriptive discourse which is valued as a daily participant; e) due to this condition of daily routine presence, CAPRICHO is valued as a manual that helps to make sense to the being in the world, the magazine is considered as an object of collection; f) as an accessible manual, it can leave the shelf according to the needs of the young readers. The analysis is based on the theoretical and methodological contributions of discoursive semiotic. The analysis is based on the theoretical and methodological contributions of discoursive semiotic, focusing on studies about syncretism of languages. As a result, it was found that as CAPRICHO uses rich plasticity and words taken from the young enunciatee, the reader is subjected to the social values attributed to Brazilian women: kindness, sociability linked to aesthetics and the importance of studying for the working market. Consumerism is embedded in each part of the magazine, like a driving force which makes the reader believe to be the addresser. The relevance of this thesis is also to prove that the analyzes of the relationship between visual and verbal writing are essential for grasping the meaning of a syncretic text and building a critical reader
A constituição da escola activa e a formação de professores no Espírito Santo (1928-1930)
(Universidade Federal do Espírito Santo, 2013-04-11) Berto, Rosianny Campos; Simões, Regina Helena Silva; Gonçalves Neto, Wenceslau; Vidal, Diana Gonçalves; Franco, Sebastião Pimentel; Ferreira Neto, Amarilio; Carvalho, Janete Magalhães
The research historically analyzes the active school constitution process in the State of Espírito Santo, in the context of the public instruction reform in the State proposed by Attilio Vivacqua, Instruction secretary, between 1928 and 1930. It aims at searching for strategies that configure the teachers formation process as key element of the New School reform in Espírito Santo, taking the Rehearse Active School and the Course of Pedagogical Culture as irradiator centers of the “new” in Espírito Santo education, inspired by the New School precepts and, more specifically, by the active school in circulation in Brazil and all over the world. The documental corpus is constituted of government messages, reports of the Instruction Secretariat, articles published in local, national and international periodic (News, official and pedagogical), inspection reports, laws and decrees, bibliographic sources and images. For the document analysis, it is advised by the propositions of Ginzburg (1987, 2002, 2003, 2007), through the comprehension of the historiography as tapestry and searching for force relations that can permeate the production of sources and for an understanding that goes beyond the text. The work dialogues with the past/present relations regarding Bloch (2001) and with notions of strategy and tactics, Certeau (2004), in order to think the questions that involve: dialogues with the local and national academic productions about the reforms based on the active school precepts; interlocutions with other renovation movements, in other social ambits, in local and national scenes; configuration elements and the rigging of the instruction reform in Espírito Santo; formation of teachers within scientific principles and strategies to circulate ideas of the reform by the State of Espírito Santo, by the hands of the school inspectors or by the disclosure of the ideas through the press. It considers that the active school constitution in Espírito Santo was processed in nets weaved by the subjects who used to think about education and the reform in the State, owing to the articulation with the modernization ideas going on in national and international ambits. This research was developed among the tensions between the new and the old, nationalist wishes and Brazilianness feelings, at the same time when it was strongly dialogued with scientific precepts in a way to orientate, as the reform engine, process of teachers formation that could enable to propagate the active school ideas inside the Espírito Santo schools, what had as obstacles some economic issues and poor conditions to work as teachers in most of the schools in Espírito Santo.
A criança surda na educação infantil : contribuições para pensar a educação bilíngue e o atendimento educacional especializado
(Universidade Federal do Espírito Santo, 2016-02-29) Teixeira, Keila Cardoso; Victor, Sonia Lopes; Machado, Lucyenne Matos da Costa Vieira; Célio Sobrinho, Reginaldo; Silva, Angela Maria Caulyt Santos da; Barroco, Sonia Mari Shima
This study points out the need and the viability of the gradual implantation of bilingual and special education policies, with an emphasis on special education services (SES), that are constituted through language and collaboration among special education professionals, other professionals at the institution or school, local authorities and the families of deaf children, with the objective of appropriating knowledge. Through a historical-cultural approach, we defend that the child, as a sociohistorical subject, needs to appropriate and develop language based on his or her necessities, and in the case of the deaf child, the need to acquire and construct sign language as a first language. Inclusive education has proposed certain challenges, such as special education services (SES), which are present in the guidelines of public policies of the Brazilian Ministry of Education. Bilingual education holds a place of distinction today in the debate around how to deal with the linguistic and cultural differences of deaf people, serving as a banner to fight for in the Brazilian deaf community and thus deserving of our special attention. Special education services, such as educational support, mean complementary and supplementary services that favor access to the school curriculum and can be offered within the classroom, as assistance for the teacher in relating to the strategies chosen, or outside of it, in student services during afterschool hours. In its complementary form, its objective is additional pedagogical work needed for the development of the competencies and skills of the different levels of teaching, carried out during afterschool hours and through the following services: resource rooms, pedagogical workshops for vocational and professional training. Our study’s general objective is to analyze, through language, the knowledge appropriation of deaf children in early childhood education, having as a reference the work carried out in the activity room and in the special education services, in a continual process of collaboration among institution, local authorities and families. This study also has the following specific objectives: a) to describe and discuss the proposal of bilingual education and SES proposed by local and national educational policies; b) to analyze the pedagogical practices developed for the learning and development of deaf children in early childhood education and carried out in activity rooms and in SES; c) to describe the deaf child’s processes of learning sign language in the different spaces of the common school and of the special education services; d) to reflect, based on the interaction and dialogue with the institutional professionals, the local authorities and the families, on the deaf child’s processes of learning in the early childhood learning institution, with the objective of the child’s inclusion in the school. In the collection of the necessary information for the preliminary analysis, we realized that there is a need to systematize information pertinent to the different groups and, in this case, to the deaf subject that is assisted by the municipality. This work has the objective of school inclusion through reflection with school professionals about policies of inclusion, bilingual policies, and the processes of language appropriation by the deaf child in an early childhood education facility. There is need for a broader discussion about the bilingualism that has been established in Brazil, and mainly for more information about the deaf movement in favor of bilingual education and how it is processed.
A disciplina de história da educação em perspectiva histórica : da Faculdade de Filosofia, Ciências e Letras à Universidade Federal do Espírito Santo (1951-2000)
(Universidade Federal do Espírito Santo, 2014-03-27) Oliveira, Sandro Nandolpho de; Simões, Regina Helena Silva; Carvalho, Janete Magalhães; Gontijo, Claudia Maria Mendes; Fonseca, Thais Nívia de Lima e; Pinto, Antônio Henrique
The research analyzes the historical development of the discipline “History of Education”, taught at the Sciences Philosophy and Letters Faculty of The Espírito Santo, subsequently incorporated to the Federal University of Espírito Santo, between the years of 1951 and 2000. It investigates the historical constitution of the discipline, the pragmatics, legal and institutional transformations related to the History of Education” discipline, as well the historiographical approaches, periodization and time concepts, history and education. The theoric and methodologic fundamentation articulates itself dialogically from the conceptual and methodologic constructions of Carlos Ginzburg and Mikhail Bakhtin. The voices and the dialogs, printed in the discipline and its guideline’s narratives (in the superficial or deep layers that were found in the consulted and analyzed documental corpus, that respond to: educational programs, transparencies, laws, curriculum, department documents, reviews and book reports, compulsory and complementary bibliography, valuations and interviews) were investigated from the polyphony and dialogism concept, common to both. Sought to reassemble a complex historical, and not a directly perceptible reality, apparently insignificant data, in the documental corpus – clues, evidences and signs -. While investigating historically the trajectory of the discipline "History of Education" and its teaching, (from the legal, pragmatics and institutionals parameters) was possible to see that the deeper changes operated in the discipline don’t originate from legislation and curricular restructuring, but from places of production and socialization of historical knowledge. During the reporting period, the two historiographical production spheres that most influenced the approaches, periodization and concepts of time, history and education of the discipline of “History of Education” in the researched Pedagogy course, were: the editor responsible for the publication and disclosure of the Manuais de História da Educação da coleção Atualidades Pedagógicas (1951-1979) e os Programas de Pós-graduação em Educação e História (1980 - 2000). Between 1951 and the late 1970’s the influence of Manuais de História da Educação is observed in the organization and programming of the teaching of “History of Education” and an philosophical approach toward the history of pedagogical ideas and analysis of philosophers and educators thoughts about education and its inserts in European philosophical doctrines. Since 1980, the economical, political and ideological approaches of the historical educative contexts began to predominate in the educational programs in the disciplines of “History of Education I and II” and remained until mid 1990. In the discipline of History of Education I, the approach is marked by analysis of production and organization contexts of social classes; with respect to the discipline of History of Education II, until mid 1995, dealing with Brazilian education. Since the approach grounded in the Teoria da Dependência after 1995, the consulted documents begin to show other brands that suggests an approach toward the political and social dimension, addressing the history of Brazilian education, from the social movements and its educational projects.
A educação do corpo no projeto republicano na cidade de Vitória (1908-1912)
(Universidade Federal do Espírito Santo, 2016-02-18) Campos, Karen Calegari Santos; Simões, Regina Helena Silva; Carvalho, Janete Magalhães; Pinto, Antônio Henrique; Salim, Maria Alayde Alcântara; Vago, Tarcísio Mauro
Historical analyze the visibility given to the body in the urban scene in Vitória between 1908 and 1912 during Jerônimo de Souza Monteiro government context. Seeks to understand the formation of a new ethic that would displace the thought of bodily exercise associated both work as the legitimate practice of increase of the spirit through the strengthening bodily and the visibility that the body begins to assume on the urban scene as favorable and confluent practice to speeches in favor of modernity and progress. In continuity of this proposal, we turn to the gymnastics teaching constitutional process in schools and sports physical practices priority in clubs and associations, investigating processes that aimed to produce the educability of the bodies in the urban scene. The privileged scenery of the research is Vitória, capital of Espírito Santo, during the period analyzed, focused a significant number of Republicans investments, establishing itself as exemplary place of modernity and the capixaba progress. The documentary corpus consists of government messages, the Education Department reports, articles published in the local periodical press, laws and decrees, bibliographic sources and images. For the analysis of the sources of the understanding that the story establish through relations of power produced in the context investigated (Ginzburg, 1990, 2002, 2006, 2007). Dialogues with the notions of staging and drama in Balandier (1976, 1982) for analysis of issues surrounding the process of speculation and staging of republican principles linked to the notion of modernity. Considers that the government of Espírito Santo kept alert to the debate about the valorization and the spreading of sports, gymnastics and the civism coming to Brazil. Soon this spreading expands as practice and bodily prescription, adding references that lined to the civility and progress, becomes merchandise for consumption and production the ways of educability for the Republican body – evidence already observed in studies of Moreno (2001), Melo (2001), Linhales (2006) and Vago (1999).
A educação em cena : a Revista de Educação como circulação de representações sobre saberes educacionais no Espírito Santo (1934-1937)
(Universidade Federal do Espírito Santo, 2014-03-31) Nascimento, Geciane Soares do; Leite, Juçara Luzia; Aguiar, Thiago Borges de; Ramos, Márcia Elisa Teté; Simões, Regina Helena Silva; Gontijo, Cláudia Maria Mendes
This study analyzes the processes of circulation and understanding of representations about school education knowledge spread by magazine Revista de Educação do Espírito Santo between 1934 and 1937. The study was based on Chartier (1990) and his concept of representation; Balandier (1982) and the concept of staging instituted power through the magazine, which displays political actions of a particular group; and Julia (2001) and the concept of school culture. From this theoretical framework, we employed research methodology departing from historical analysis of the source, i.e. different documents and records that make up our data source. It is about analyzing representations that debate training, spreading and understanding the set of pedagogical practices and knowledge addressing teachers by a group of local intellectuals who claimed to hold the project for modernizing the State of Espírito Santo in the Brazilian context. Revista de Educação/ES had among its main goals (in)forming teachers, that is, adapting their practice to new educational demands. Thus, the magazine was bound to an educational project in which intellectuals corroborated the widespread of a set of representations about modernity supported by the magazine. This is clear because even the magazine’s covers displayed "modernization monuments" such as school buildings and a whole complex array of symbolic artifacts that were often translated into school parties and rituals that evoked "a new era for education in this state", that is, making school education a spectacle.
A educação infantil para crianças surdas em municípios da região metropolitana de Vitória
(Universidade Federal do Espírito Santo, 2018-12-21) Rabelo, Dayane Bollis; Oliveira, Ivone Martins de; Côco, Dilza; Trugilho, Silvia Moreira; Drago, Rogério; Machado, Lucyenne Matos da Costa Vieira
This study it had as objective to analyze the conditions of implementation of the educative proposals in vigor for deaf children in the infantile education in cities of the metropolitan region of Vitória (ES), capital of Espírito Santo state. The study it was carried through in four cities of metropolitan region: Serra, Vila Velha, Cariacica and Vitória. As procedure of collection of the empirical material, national official documents and of the investigated cities that guide the education of children and, specifically of deaf people had been analyzed; as well as interviews semistructuralized with professionals of Secretariat of Education of these cities and centers of infantile education that possesses registered deaf children in the period where the field research was carried through. As theoretician-metodológico arrives in port, he was based in the description-cultural perspective of the human development, understanding that the human being if constitutes in social relations e, this context, its development occurs in the relation with the other, mediated for the language. Beyond media, the language is basic for the constitution of the thought. This perspective considers that the insertion of the child in the culture allows the development of superior psychic functions, amongst them the language, a system of signs that is created and transmitted socially. The research points that politics of education of distinct deaf people in national level and municipal theatres come being elaborated. However, many are the doubts and tensions found for the professionals who take care of these children in what the conceptualization says respect on the deafness, teaching of Brazilian language of signals (Libras in portuguese) and pedagogical practical one effectively education bilíngue. The research concluded that it has fragilities in the proposals of education for deaf children in the infantile education, in the investigated cities, over all in what it refers to to the formation of the professionals for the practical development of one educative one that recognizes and considers its especificidades. We evidence that efforts have been envidados aiming at to the education of these children, however, it has very what to be analyzed on the official orientações, practical pedagogical and its conditions of implementation for an education that recognizes its singularidades and makes possible they it constitution as subject, the participation in the culture, the appropriation of its language, at last, its integral development.
A educação popular nas experiências e práticas de integração curricular no PROEJA do IFES
(Universidade Federal do Espírito Santo, 2017-01-31) Scopel, Edna Graça; Oliveira, Edna Castro de; Ferreira, Eliza Bartolozzi; Foerste, Gerda Margit Schutz; Pinto, Antônio Henrique; Rodrigues, Maria Emília de Castro
The problem issue that instigated this research reports to the way in which the experiences lived in the Proeja’s educational practices explicit the search for the curricular integration and the collective construction, in the perspective of the popular education. It has as general objective to analyze the experiences of the subjects involved in Proeja, in the Ifes - Campus Vitória, in contexts of differentiated educational practicesin aiming at the curricular integration and collective construction.The epistemological fundamentals of popular education, from a liberating perspective, are taken as the main theoretical and methodological contribution, to dialogue with practices and experiences In Proeja’s scope, from the field of studies produced in the Latin American context, characterized by a proper thought and a political and pedagogical practice of resistance to domination and neoliberal hegemonic thinking, having as basic option the transformation of the conditions that perpetuate inequality, injustice and social exclusion.We worked with the hypothesis that the Proeja, over 10 years of its implementation, has produced Innumerable experiences that, despite their contradictions, have been expressed in the observed changes in educational practices that incorporate some principles of popular education, in the search for curricular integration.We worked with the systematization of experiences as a methodological strategy, supported by the deconstructive epistemological approach and historical-dialectic, Attempting to the critical and analytical posture and the estrangement of who carry it out, and to the conditions of the context and the historical moment of realization of the experiences , Which involved 25 educators, 15 students and 5 gestores. The analyzes were performed from the production from records of the pedagogical meetings, the field diary, interviews and observations in loco. The experiences here systematized lead us to reaffirm the thesis that the epistemological foundations and practices of popular education constitute an alternative to rethink the educational processes in Proeja on Campus Vitória.The results indicate the protagonism of the subjects, their critical reflections about the practices in order to understand them and produce interferences in what demand transformation. In spite of the contradictions, is perceived the exercise of dialogue with one of the principles of the integrated curriculum, in the collective construction of general and specific knowledge.
A elaboração e instituição do currículo mínimo de matemática no Rio de Janeiro
(Universidade Federal do Espírito Santo, 2014-05-29) Lião, Tarliz; Albernaz, Jussara Martins; Sad, Lígia Arantes; Carvalho, Janete Magalhães; Paiva, Maria Auxiliadora Vilela; Nasser, Lilian
The curriculum brings himself behind the ideas of his time, the look of his society to human affairs and other policies tacitly. Brings within its scope an entire web of historical legacies and personal branding those who dedicated their construction. And thus analyze the plots of a math curriculum is much more than looking at a content linearly arranged sequence. It is, above all, understanding that this construction was woven in order to sustain a body of ideas that say about your time. This research showed the process of elaboration and institucion of the minimum curriculum in Seeduc/RJ and brought questions and concerns of cognitive and social nature. The first reason for those concerns is the disposal of contents of the previous curriculum, which resulted in a new one. This elaboration reflected the lack of dialogue between the various social segments and professionals of the field. Governmental interests went beyond the educational objective and in this course of action democracy was subtracted from public policy actions. The perception that there wasn’t clear ideas was evident when contrasted with the elaboration of this legislation. Formatting Minimum Curriculum sought to unify all the schools in the Seeduc/RJ, within a small and not academicist utilitarian perspective, disregarding local specificities of each group. Thus, denied educational dialectic and rhetoric of academic mathematics as a school subject, that can be seen as a particular form of social relationship from which passive teachers and students who are considered minimal immerge
A escola interrompida : uma análise dos discursos imagéticos e verbais fenomenológico existencial de mulheres que abandonaram a escola prematuramente
(Universidade Federal do Espírito Santo, 2015-03-20) Jantorno, Alessandra Azevedo; Cola, César Pereira; Rebouças, Moema Lúcia Martins; Delboni, Tânia Mara Zanotti Guerra Frizzera; Mettrau, Marsyl Bukool; Pinel, Hiran
La escuela interrumpió: un análisis del discurso fenomenológico existencial contenida en el discurso verbal y el dibujo del hombre que abandonó la escuela antes de tiempo es. un estudio sobre el abandono escolar prematuro. Un problema visto en todo el mundo , pero vemos este problema mediante la ampliación de cada año como consecuencia de la diversidad cultural , económica, política , social y de género. Vemos, pues, cómo se podía hacer nada, sino para medir estadísticamente los datos y acompañarlos en una ardua tarea para supervisarlos para que no se salgan de control . La investigación busca identificar las diversas razones (intrínsecos y externos ) que los niños de plomo y adolescentes a abandonar el entorno escolar . La pregunta de investigación que propongo para buscar refiere a un fenómeno : el problema del abandono escolar prematuro . A medida que los sujetos involucrados en este tema se dan cuenta de este hecho ? Como esto se convierte en algo presente , manifiesto, percibido y comprendido por último conocido por este tipo? Como este fenómeno se describe por el sujeto como una experiencia ? Cómo diseños pueden contribuir a la clarificación de este fenómeno antes de tiempo abandonar el entorno escolar ? Para ello voy a utilizar el método de la fenomenología descriptiva. Este método tiene el principio de máxima " a las cosas mismas que " propuesto por Edmund Husserl ( 1859-1938 ) . Siendo una investigación fenomenológica y sus construcciones . Debe reflexionar sobre la tarea principal que me propongo con este estudio, que es entender las percepciones y significados que experimentan los sujetos que hayan dejado los estudios prematuramente de sus propias experiencias e historias. El objetivo de esta investigación es el fenomenológico ser personas que abandonan la escuela antes de tiempo
A escolarização de alunos com deficiência : políticas instituídas e práticas educativas
(Universidade Federal do Espírito Santo, 2017-01-26) Effgen, Ariadna Pereira Siqueira; Jesus, Denise Meyrelles de; Oliveira, Ivone Martins de; Drago, Rogério; Baptista, Claudio Roberto; Givigi, Rosana Carla do Nascimento
This study was developed from March 2014 to December 2015, in a Primary and Secondary School of Serra (a municipality in the State of Espírito Santo, Brazil). It focuses on thinking about the schooling processes of students who are the target audience of Special Education, through the collaborative work of the researcher and the specialist teacher with the regular classroom teacher. We also analyzed, along with a student with Global Developmental Disorders, pedagogical mediation strategies that provide the constitution of processes that enable the experience of written language as one of the multiple learning languages, and the use of alternative and expanded communication as necessary elements for the learning and development of the student. The study relies on the contributions of Matrix of Historical-Cultural Psychology and Historical-Critical Pedagogy. Thus, it dialogues with theoretical constructs that help us explore the issue of learning and development through mediation and pedagogical practice in the classroom. For the discussion of issues relating to the process of appropriation, learning and development, we dialogue with the works of Vygotsky, Malik, Góes, Saviani and Duarte; in the educational field, with Meirieu, Drago and Sforni; and in Special Education, with researchers such as Jesus, Vasques and Baptista. As a theoretical-methodological perspective, it is based on assumptions of collaborative-critical research, as a means to build alternatives to the school so that all students can access knowledge, that is, so everyone can learn. It was observed, through data analysis, that pedagogical practices can be a powerful route to ensure access to mediated knowledge in school; teacher mediation is the foundation for the student's process of appropriation, learning and development; there is a constant need to resume the discussions about pedagogical practice, in moments of continuing education in context. Collaborative-critical action research has enabled us to create collaborative alternative movements to the space-time of the educational context, in order to enhance the process of education of students who are also attended by Special Education. It is essential that in the teaching process the professor counts on different supports to enhance the actions in the regular classroom as the guarantee of the right to education of all students.
A escolarização do aluno com autismo no ensino médio no contexto das políticas de educação especial no Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2017-12-19) Chiote, Fernanda de Araújo Binatti; Oliveira, Ivone Martins de; Célio Sobrinho, Reginaldo; Della Fonte, Sandro Soares; Padilha, Anna Maria Lunardi; Silva, Angela Maria Caulyt Santos da
This thesis aims to analyze how the schooling of the student with autism in high school has been carried out before the implementation of special education policies. The study was carried out in the state-run system of public education in Espírito Santo and used as data gathering procedure: documentary analysis; semi-structured interviews with regular and special education teachers, pedagogues and special education public administrators; and daily observation of three schools. It uses as a theoretical-methodological reference historical-dialectical materialism in order to understand the movement and the transformations of the research subject in the historical process of social organization that takes place in the capitalist mode of production and its contradictions. The historical-cultural approach and the historicalcritical pedagogy contribute to the social and historical understanding of human development and the revolutionary role of school education in this evolvement, in order to overcome the biologizing conception concerning people with autism. Schooling is understood as crucial in the process of human formation, which aims at humanization, full extent possible, through the transmission of essential cultural elements that promote the elevation of the levels of consciousness of the subject for participation and intervention in the natural and social environment. In the process of analysis, it situates educational policies within the framework of capitalist society and considers the extended concept of state in the apprehension of these policies as a means of establishing consensus for the maintenance of bourgeois hegemony. In this context, it considers that, in contemporary society, modes of participation and social (re)production take place within the limits imposed by the logic of capital, which profoundly affects the life and schooling of young people with autism. The research reiterates that educational policies, at national and state levels, are seductive in their discourses, nevertheless they intensify the processes of alienation in capitalist society, both in relation to student training - market-oriented, consumption and employability - as regards the teaching work, which deprives the educational practice of its political and pedagogical dimension, with numerous attributions that put teaching school contents aside. Special education, as a transversal modality to regular education, has been configured in its essence in the specialized educational service, both in the guidance documents as well as within the researched schools contexts, fragmenting the educational proposal for students with disabilities and global developmental disorders into common education; centralizing the responsibility of the teaching of these subjects to the special education teachers and lessening the possibilities of configuration of a fruitful teaching for these subjects. The educational policy propositions for high school and special education disassociate the problems of school inequality from the totality of the capitalist society that produce them. The schooling of students with autism in high school does not promote the overcoming of the social and cultural limitations placed by their condition of "having autism", before the objectives of high school education - throughout life, student as the center of the process, employment, etc. – there is a discredit in their possibilities of school development and participation in productive social life.
A escrita para o outro no processo de alfabetização
(Universidade Federal do Espírito Santo, 2013-04-30) Costa, Dania Monteiro Vieira; Gontijo, Cláudia Maria Mendes; Goulart, Cecilia Maria Aldigueri; Smolka, Ana Luíza Bustamante; Côco, Valdete; Oliveira, Ivone Martins de; Schwartz, Cleonara Maria
The paper integrates studies developed in the language area, in an enunciative-discursive approach, though the Education and Languages research line of the Post-Graduation Education Program of the Federal University in the State of Espírito Santo. It is about a study-case that aims at discussing the following thesis: in the beginning process of literacy, the children write texts in order to dialogue among each other. It was held in an Elementary School institution in the district of Vila Velha/ES. The work is based on the bakhtinian language approach, mainly on the instruction idea discussed by Bakhtin and on Vigotski contributions regarding the relation between development and learning, postulating that learning the written language cannot be laid on the processes that must be mature in the children, because those processes are constituted during that learning. The study sees that the domination of the skills to read and write is not a requirement for the production of texts, however, it is through the production of texts that the children appropriate the written language fully: as in form and discourse. It analyzes the texts produced by children, at school, from the interlocutors chosen by them, constituting the following categories: in the first one, named Writing for the others: the emergency of an interlocutor, the work analyzes an event, which there is a dialogue with the children about the possibility to write for a fairy tale character; in the second one, titled Writing for the others: the dialogue with family, it analyzes events, which the children wrote for their relatives (mother, father, uncles, aunts, cousins and others); in the third and last category, Writing for the others: the dialogue with friends, it is discussed the texts produced for their mates. The paper concludes that the children when writing with communication purposes make their discursive projects by writing instructions full of their own life stories, their conflicts, affections and wishes. In this context, the children also dialogue about their ideas concerning the writing system, thus reflecting on the discursive and linguistic aspects of the written language
A força revolucionária das experimentações políticas de amizade, alegria e grupalidade nos currículos e na formação de professores da educação infantil
(Universidade Federal do Espírito Santo, 2016-06-09) Prates, Maria Riziane Costa; Carvalho, Janete Magalhães; Ferraço, Carlos Eduardo; Lins, Daniel Soares; Gomes, Maria Regina Lopes; Ferreira, Martha Tristão
Discusses curricular streams and teachers training in early childhood education. Weaves different movements of research in two spaces and times: pedagogas formation promoted by Ministry of education, the teacher training Center of the Sierra and the curriculum in the daily production of an early childhood Center, also in the municipality of Serra-Espírito Santo. Enhances the emergence of new spaces and times of teacher training and new modes of composition and experimentation with children in early childhood education, by inventions of affective learning. Data production consists in theoretical-methodological intercession of Espinosa, Gilles Deleuze, Felix Guattari, Michel Foucault, Giorgio Agamben, Peter Pélbart, Daniel Lins and many others, in their dialogue with the childhood and the differential processes of education. Uses the cartography in talks, as afectibilidade political exercise with woven practices with the subjects on composition of a micropolitics and curricular (de) formation. Defends the affections and political trials of friendship and joy as revolutionary forces and power of a grouping that resists the curricular engessamentos and invent new ways of teaching Constitution, for meetings, production of affective learning, enable the immanence of a life. Argues for emerging agendas in teacher training in their dialogue with the curriculum at school, the production potential of bodies in compositions of differential becomes thy other plans in search of singularities at infinity.
A formação de educadores e a travessia de cercas invisíveis de acesso/produção de conhecimentos : experiências do MST nas inter-relações com universidades brasileiras
(Universidade Federal do Espírito Santo, 2014-12-15) Pizetta, Adelar João; Carvalho, Janete Magalhães; Ferraço, Carlos Eduardo; Linhares, Célia Frazão Soares; Oliveira, Edna Castro de; Salim, Maria Alayde Alcantara; Gonçalves, Regina Célia; Simões, Regina Helena Silva
This study systematizes and addresses the theme of political training of educators developed in the inter-relations between Brazilian universities and Landless Rural Workers” Movement, specifically in the graduating course in History at the Federal University of Paraiba and Agriculture Engineering at the Federal University of Sergipe, from 2004 to 2008. This process is developed in a difficult and complex context of the struggle for Agrarian Reform in Brazil, mainly by the changes that took place in the last years derived from the logic of agribusiness production. This condition takes the MST to debate and propose a new conception of Agrarian Reform. That is designated as People”s Agrarian Reform, replacing the Classic Agrarian Reform Proposal. On the other side, it presents a vision of the Brazilian universities and of the projects built and implemented in the last years, also observing the coincidences with the general economic policy for the society. It presents a conception of political training that has been built within the MST practices, that also looks for the universities to sign conventions and to develop schooling and political training processes for their educator activists. Among the dimensions of this educational and political process, stand out: permanent bond of the organic processes, political training as a ethical, aesthetic, mystical process that deals with attitudes and behaviours; as a dialogic, critical and articulated process that contemplates knowledges, experiences, in an interaction that seeks to overcome the monocultures. Capture through field research: estrangements, barriers, senses of the pedagogical and collective occupation, alternatives, legacies that remain not only in the MST but also at the universities, and that presents the result of the involvement and acting of the graduates from both courses nowadays. It also points to the challenges, other possibilities to confront the difficult but necessary task of training politically the educators, activists capable of carrying forward collectively the struggle for a fairer, more solidary and democratic world, in which the land and the knowledge together with the other economic and cultural goods be deeply democratized. It intends to be a contribution to the debate about the relevance of these inter-relations between the universities and social movements, in which these experiences demarcates new possibilities of access and democratic and less elitist progresses of the university and new baselines of schooling and political training for the members of the Landless Movement.
A formação do professor de Arte na modalidade educação a distância /EAD/UAB/UFES
(Universidade Federal do Espírito Santo, 2013-04-10) Simões, Vera Lúcia de Oliveira; Rebouças, Moema Lúcia Martins; Silva, Maria Cristina da Rosa Fonseca da; Guimarães, Leda Maria de Barros; Carvalho, Janete Magalhães; Gontijo, Cláudia Maria Mendes
This thesis is the result of a research configured as a case study, with the purpose of identifying in the course of Visual Arts/UAB/UFES: conceptions of Art teacher that guide/base the semi-presential Visual Arts Course and how they manifest in the curriculum of the course, in official documents which set the standards and discourses and practices proposed by teachers and instructors; the conception that underlies the formation of Distance Education (DE) Art teacher; concepts that underlie the DE legislation/standards on the teaching of art; discourse and practices of teacher-trainers present in educational materials offered on the Moodle platform; the modes of interaction between teacher and tutor, teachers and students, students and tutors and between presential and at distance tutors. The research is supported by the bakhtinian referential analysis of verbal interactions and the construction of discourses and knowledge. Therefore, the methodological approach is grounded in the theoretical assumptions of Mikhail Bakhtin, with emphasis on the concept of dialogism, understood here as the relationship that exists between the discourses and thus between self and other, and the concept of polyphony considering the plurality of voices that coexist and interact in the discursive practices of those who inhabit a Virtual Learning Environment (VLE). Faced with a universe consisting of 44 subjects distributed in all three axes –- General and Pedagogical Training, Specific Training and Practice of Art Teaching –- which structure the course, there was the need for a breakdown and analysis was performed in the disciplines: Research Internship I, Art History III and Video being each of these components of a particular axis. As expected this virtual environment identified a multitude of voices present in the statements that constitute the writings on the DL; legislation governing teacher training, course design, the structure of the curriculum, specialist teachers' practices, mentoring interventions, the interaction of students. As it is a profusion of voices coming from different subjects and interaction, it could not be different, and therefore several conceptions of art teacher are present, sometimes perceived in the practices and discourses of the same subject. This research confirms the Bakhtinian theory that the borders of interaction between self and other, the relationship between subjects and the subjects with society that constitute the discourses are constructed and the meaning of the text. Even when the interaction is not as explicit or obvious, it is from the theory that subjects are constituted and show their inventiveness, and become responsible or "answerable" for their activities considering the specific time and place each occupies in the world.

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