Mestrado em Ensino na Educação Básica

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A (re)significação do erro no ensino de química orgânica numa perspectiva construtivista
(Universidade Federal do Espírito Santo, 2019-02-25) Carrijo, Ana Regina Dalmaschio; Mendes, Ana Nery Furlan; Senatore, Regina Célia Mendes; Megna, Vivian Cornelio
Traditionally in schools, the error has been a source of condemnation, flogging and punishment, a fact that can be translated as ignorance about the interpretive character of the processes of development of the student's intelligence and their levels of structuring. However, under the piagetian constructivist perspective, error in the educational scenario is transformed into a valuable pedagogical tool for the understanding of student learning, used to indicate the stage in which the student is, and consequently, to make decisions for subsequent activities. In order to reimpose the constructive error in the teaching of Chemistry, a study was elaborated on the error committed by the student during the process of construction of knowledge in Organic Chemistry. From this perspective, excels the educator’s importance to assume, in their daily lives, the conduct of observing and making mistakes observable by the student himself. It is not a question of simply pointing them out, but rather of carrying out a work of directing and encouraging the students' attempts for a legitimate reflection and consequent regulation of what had been constructed, so that this student reaches levels of ever greater intelligence.
A ação da pedagogia da alternância no ensino de educação ambiental
(Universidade Federal do Espírito Santo, 2019-04-17) Barbosa, Eliane Soares Santos; Sánchez, Damián Sánchez; Rocha, Sandra Mara Santana; Ferreira, Simone Raquel B.; Cristofoleti, Rita de Cássia
The Field Education movement, since its inception, has a commitment to the struggle for the emancipation of men and women. We understand that Field Education and Environmental Education, because they aim to emancipate the challenges of contemporary society, tend to contribute to the formation of the critical awareness of these subjects. Thus, in order to cooperate with the proposal of a critical and emancipatory education, this work investigated how the rural school constructs its environmental educational practice using the Alternance Pedagogy as teaching method. Next, we carry out documentary analysis with emphasis on the School's Political Pedagogical Project, Training Plans, Teaching Plans, Didactic Sequences and Pedagogical tools used in the Pedagogy of alternation such as: the notebook of reality, the accompanying notebook and research reality from the generating themes, in order to clarify how the school works on issues related to Environmental Education. The third stage of the research analyses the practice experienced by the students of the 9th year of elementary education in all educational moments. For the data collection observations were made during the development of theoretical and practical tasks in school and Community Time. In addition, interviews with teachers, students and parents/community representatives served as a source of data collection. The results show that the Três de Maio school, Peter Canary (Spirit Saint, Brazil) uses different strategies to work on the environmental dimension, since the environmental themes are present in the documentary records and are experienced by the students. The Alternation Pedagogy is a method that, in addition to establishing constant dialogue and promoting the rapprochement between the students and the field, strengthens the teaching of EE through the proposed topics deepened over the quarters.
A África no IFES : representações construídas por alunos e alunas do ensino médio a partir do ensino de história da África, no Instituto Federal de Educação do Espírito Santo - Nova Venécia e São Mateus
(Universidade Federal do Espírito Santo, 2016-09-27) Souza, Flávia Cândida do Nascimento de; Salim, Maria Alayde Alcantara; Oliveira, Ueber José de; Oliveira, Sandro Nandolpho de; Paiva, Jair Miranda de; Pizetta, Adelar João
A aritmética na escola primária do Espírito Santo na década de 1870 : percepções a partir da obra de Miguel Maria Jardim
(Universidade Federal do Espírito Santo, 2018-12-07) Feitosa, Rosiane Morais dos Santos; Siqueira Filho, Moyses Gonçalves; Salim, Maria Alayde Alcantara; Fassarella, Lúcio Souza; Santos, Ivanete Batista dos
Seeking to answer the question: How does Miguel Jardim‟s Elementary Arithmetic, adopted by the epsirito-santense primary instruction, would reflect contents and methods proposed by in the laws of 1870 decades? From such question, this current work aims to analyze Miguel Maria Jardim‟s booklet adopted by the espirito-santense primary instruction in the decades of 1870, considering the methods and contents proposed by this time current law. In order to accomplish that, [1] select the opuscules of arithmetic which go around the north of Espírito Santo state, from this law, led to the public instruction, and from the newspapers of the time, [2] examine biographical elements related to the author‟s arithmetic book, Miguel Maria Jardim; [3] identifies the arithmetic to teach advocated in the textbooks checked by teaching programs that were current in the delimited time. It is a qualitative research from a historical-documental nature fundamented in the Cultural History constructs such as: practice and representation, proposed by Roger Chartier (2002), and school culture, described by Dominique Julia (2001); besides the conceptions and the knowledge to teach and to be taught, proposed by Hofstetter and Schneuwly (2017).About the source used it is mentioned the Public Instructions Regulaments to the state of Espírito Santo, 1873 and 1877, Government‟s reports, Official mails, newspapers taking as a privilege the Miguel Maria Jardim‟s textbook “Elementar Arithmetic”. Document analyses show that this work had many editions and it was adopted in five Brazilian states: Rio de Janeiro, Bahia, Alagoas, Pará e Espírito Santo, being guaranteed in these states for almost 20 years. Structured according to the synthetic method, from 51 lessons which the work is organized, 32 specifically about the contents predicted in the espirito-santense primary school, in the decades of 1870 ( definitions, numerations; the 4 operations with complete numbers, proof of the nine, fractions(ordinary, improper and mixed); fractions simplification, division of characters, maximum common divisor , fraction reduction to the same denominator, fraction comparisons, the four operation involving fractions, denary fractions, denary number, reduce denary fraction to the ordinary,; convert ordinary fraction to the denary one, periodic decimation, the four operations involving the denary ones, complex numbers, the four operations with complex number).The content about the Denary measuring System, predicted in the time‟s law, is also contemplated in the work through 10 likings. The studied also showed, according to the current law, that the Jardim‟s 9 last elementar arithmetic lessons (proportion, reason, the simple 3 rules, the composed 3 rules, the interest rules, the discount rules, the companionship rule and the linking rule) don‟t reflect on the proposed contents to the primary school, but to contents destined to the normal school.
A educação ambiental no currículo da Escola Família Agrícola
(Universidade Federal do Espírito Santo, 2018-03-28) Barbosa, Ana Paula Carvalho; Rocha, Sandra Mara Santana; Costa, Eliane Gonçalves da; Teixeira, Marcos da Cunha
The theoretical bases pointed out for the discussion in this work are under the vision of Environmental Education, transforming and emancipatory, since it corresponds to a form of learning that breaks conventional forms of teaching, transcends the spaces of the classroom and transforms the community and the family environment in teaching and learning spaces based on local specificities. The objective of this dissertation was to investigate how environmental education is addressed in the curriculum of the Bley Agricultural Family School in São Gabriel da Palha, Espírito Santo. The methodology used consisted of a qualitative research developed in three phases. The first phase analyzed how EA is addressed in the formal curriculum of the Bley Agricultural Family School, through analysis of the Institutional Development Plan, Course Plan, Institutional Self-Assessment Program and the Renewal Process of the technical course Integrated in Agropecuária. The second phase consisted in evaluating the practical approach of Environmental Education in the lived curriculum, which is constituted by student activities, both in school time and community time, since this school is governed by the teaching modality of Alternation. For the data collection in this second moment were realized observations of the day to day of the students in the time-school. The third moment consisted of analysis of the activities of the time-community through the notebook of the reality of the students. The results show the environmental question present in a transdisciplinary way in the students' daily life at the Bley Agricultural Family School. Since the direct relationship between the school and the community, because it is located in the rural environment and for developing educational practices related to this environment, favors through agroecology an arrangement of knowledge that leverages the transversality of environmental education. Contributing to the emancipatory social and environmental development of students.
A educação ambiental no entorno do Parque Estadual de Itaúnas : desafios no enfrentamento das questões socioambientais
(Universidade Federal do Espírito Santo, 2016-03-17) Santos, Geysa Mota dos; Prado, Gustavo Machado; Silva, Erica Duarte; Santos, Franklin Noel dos; Mancini, Karina Carvalho; Teixeira, Marcos da Cunha
The general objective of this research was to evaluate the actions of Environmental Education (EE) put into practice in communities surrounding Itaúnas State Park – PEI, Conceição da Barra-ES. The following studies were specifically conducted: (1) collection and characterization of environmental education actions carried out by schools and private and public institutions; (2) residents' views on range of environmental education activities offered (formal and not-formal). Based on exploratory research, actions and programs of environmental education developed in Itaúnas region, inside schools and focused on the population in general were gathered. Participants from four communities took part in the research: 19 residents, 11 teachers and 10 students (elementary and high school) from three institutions. Data on the community perception of EA offering (formal and not-formal) was collected through semi-structured interviews, and the records of actions performed were obtained by means of interviews with public managers and documental analysis. Data collection was made from November, 2014 to July, 2015. Research showed that the process of documenting, registering and filing EE activities has not been efficient, since only 5 projects records could be found, what made it impossible to analyse properly the characteristics of activities done. On the other hand, after the interviews different socio-environmental problems that have been faced by EE emerged, as well as the agents responsible for the actions. In general, research found out that EE in course in the communities around PEI, both formal and not-formal, has been characterized by specific activities. Moreover, is was noticeable the dissatisfaction of communities with the actual offering of long-lasting projects which respond to local socio-environmental demands. The results show the path followed by EE in the surroundings of PEI and will stimulate discussions about its role in the communities on the borders of Conservation Unities.
A educação ambiental nos discursos de professores da rede pública do Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2017-03-06) Rocon, Natalia Pin; Prado, Gustavo Machado; Locatelli, Andrea Brandão; Teixeira, Marcos da Cunha
The research is located in the field of Education, focusing on Environmental Education (EA) in the final years of Elementary School at State School "Pio XII" in São Mateus, State of Espírito Santo. It aims to describe how EE is inserted in the Basic Curriculum of all State Schools in Espírito Santo State (CBEE/ES) and how it is inserted in the Political-Pedagogical Project (PPP) of at State School "Pio XII" in São Mateus. This research also analyzes teachers perception about the subject and investigate if and how it is approached in the educators pedagogical practice. The theoretical framework presents historical, legal, and conceptual aspects about EE, as well as providing fundamentals about EE in formal education. It is a qualitative research and adopts as data collection technique the documentary analysis and the performance of semi-structured interviews. CBEE / ES and PPP were analyzed and 14 (fourteen) teachers from different subjects were interviewed. Results show that most teachers see and practice EE in a way that is more focused on the natural environment, without a special focus on its relation with social, economic, cultural, political, and other issues. However, they also reveal that most of the teachers know the importance of perceiving and working EE in each subject in a critical way, but teachers showed signs of some obstacles to achieving this purpose. In the same way, CBEE/ES and PPP demonstrate the need for a combination of teacher's efforts and Public Power, supporting educators to understand and be conscious about the evolution of the theme. The dissertation did not deplete the investigations on all the peculiarities about the theme. It can be the subject of further researches in the area, even, for example, to look for possible solutions to the questions above mentioned.
A educação pública primária espírito-santense : vestígios da matemática na formação de professores no período de 1892 a 1960
(Universidade Federal do Espírito Santo, 2015-12-19) Pezzin, Ana Cláudia; Siqueira Filho, Moyses Gonçalves; Cesana, Andressa; Valente, Wagner Rodrigues; Fassarella, Lúcio Souza
This research analyses the training process of primary school teachers in Espirito Santo State, in the period 1892-1960. It aims at understanding how math instruction happened in training courses offered, in general, by Normal Schools (high schools which train students to be basic education teachers). It uses Cultural History, in Chartier's perspective, to clarify the history of education in the State mentioned above, considering the elements inherent to this movement, such as teaching methods, school evaluation and teachers' actions. The period of time researched is tied to an age of important modifications to Education in Espírito Santo: in 1892, the first Normal School was founded in the State; in 1908, emphasis is placed on Gomes Cardim Reform, by Professor Carlos Alberto Gomes Cardim (an educator from São Paulo State). In the transition from the 60's to the 70's, Normal Shchools were replaced by Teaching Courses, what made teacher training start a new time on its path. In order to comprehend how the ideas which ended up in that reform emerged, it was necessary to understand education since the time Brazil was an Empire (19th century), what made it possible to set a context. Then, a search was carried out to verify the reorganization of education started with the establishment of a republic in Brazil. The source of research includes national and regional (Espírito Santo) official legislation in the field of education, reports sent to the government by Instruction Secretaries and/or School Inspectors, written exams taken by students from two normal schools located in Espírito Santo in the 1930s, the periodical named “Revista de Educação” and teaching manuals, publications which were accessible to Espírito Santo's teachers. It presents some Math Instruction Programs, providing counterpoints between Normal Teaching and Primary Teaching, the teaching methods adopted at that time and distinctions drawn between students according to their gender. In relation to the teaching of Mathematics, it identifies that rigor and mathematical concepts were priorities and that there were no worries about interdisciplinarity among mathematical branches. It verifies that the guiding principle of teaching training for elementary teachers from Espírito Santo was not “what to teach”, but “how to teach”, what made discussions related to Teaching Methodology extend for many years in the State. It indicates that Espírito Santo followed educational measures which were previously adopted in São Paulo, considered as a reference in educational renewing for many Brazilian States. However, Espírito Santo faces economical and political difficulties in achieving the objective of training teachers according to the “modernization” aimed by Public Education.
A escola e os processos de construção da identidade negra : um estudo sobre a escola Pio XII em São Mateus, ES
(Universidade Federal do Espírito Santo, 2018-03-23) Silva, Rosimar de Oliveira; Salim, Maria Alayde Alcantara; Forde, Gustavo Henrique Araujo; Costa, Eliane Gonçalves da
A física em espaços não formais de ensino : uma proposta de divulgação científica na cidade de São Mateus norte do Espírito Santo
(Universidade Federal do Espírito Santo, 2018-06-11) Bravo, Igor Donizete Nunes; Pereira, Rodrigo Dias; Pereira, Márcia Regina Santana; Alvarenga, Flávio Gimenes; Camiletti, Giuseppi Gava
The present study discusses the proposal of a scientific, itinerant and interactive exhibition in a space of non formal education of the city of São Mateus, in the north of the State of Espírito Santo. The exhibition titled "What is this wave?" It is configured as an activity of scientific dissemination in a non-formal educational space. The whole project, from conception to construction, was developed based on the concept of waves and sound. For its elaboration, eight experimental modules and banners were constructed that, together, compose the design of the exhibition and guarantee the narrative of the same one. Starting with the concept of transverse wave, longitudinal, reflection, standing wave, resonance, Chladni figure, open tubes and finished with the closed tube wave concept. To ensure the exposure message, eight monitors were trained to mediate exposure and help the audience understand the exposure message. During the exhibition in the chosen non-formal space, it was observed the interaction of the public with the experimental modules, monitors and other visitors. As a result, he verified the presence of mental, auditory, interactive and dialogued interactions. In addition to these modalities of observed interactions, it was perceived that the exhibition generated many dialogues and interventions with the public that visited it. Still in relation to the public, it was observed through the guestbook that the exhibition received visits from people from different neighborhoods of the cities and also from the cities. In conclusion, the exhibition fulfilled its role of clearly transmitting themes of waves to the public. The work proved to be highly positive for the continuation of scientific dissemination activities in non-formal educational spaces. It also revealed points that need to be restructured to get better quality in future exposures.
A formação de professores das séries iniciais na UFES/São Mateus e suas concepções sobre o ensino de ciências
(Universidade Federal do Espírito Santo, 2016-03-22) Pires, Valdirene Bernadino; Prado, Gustavo Machado; Locatelli, Andréa Beltrão; Teixeira, Marcos da Cunha
This research's scope is educational, specifically about science teaching in the early grades. Its objective was to comprehend the training of teachers who work with the early grades and their teaching conceptions about the Science subject, in public schools from São Mateus-ES. The objectives focus on: analyzing the pedagogy course introduction process in to the Federal University of Espírito Santo (UFES), campus São Mateus; identifying space and time of Science teaching in the curricula of courses that guided the training of pedagogues; checking whether the training process has allowed teachers to analyze critically the development of curriculum and their own pedagogical activities, in relation to the contents and methodology of elementary school early grades. The adopted theoretical perspective situated the history of Science teaching, indicating fundamentals to the discussion of training needs of teachers working at this school level. It is a qualitative research. Data collection was made by means of document analysis, questionnaire and interviews. Course components and curricula of the different Pedagogy courses offered by UFES in São Mateus were examined. Thirty-four teachers who work at public schools and took any of those courses at UFES/São Mateus answered the questionnaire, which consisted of open and close questions. Two teachers who work at the city education department were interviewed. The collected data was interpreted according to content analysis methodology. The results obtained showed that Science teaching continues based on content transference, pointing out limitations to teachers' practice and training, and stressing the necessity to provide teachers who work in the early stages with continuing education focused on their training and experience knowledge.
A formação de professores sob a égide da reforma Anísio Teixeira : indicativos de uma aritmética para ensinar na escola primária da Bahia : (1924-1929)
(Universidade Federal do Espírito Santo, 2017-12-19) Rocha, Cézar Jesus da; Siqueira Filho, Moysés Gonçalves; Cesana, Andressa; Valente, Wagner Rodrigues; Fassarella, Lúcio Souza
It tries to answer the following investigation query: to what extent, the so called Reforma Anísio Teixeira instituted an arithmetic to teach as a tool in the teacher's work? Based on this inquiry, it aims to investigate the institutionalization of knowledge to teach arithmetic in primary schools in Bahia, considering the education reform proposed by Anísio Teixeira in his first management, as General Director of Public Instruction. In order to do so, we have: [1] In teacher training documents, we would invent guidelines for the teaching of arithmetic; [2] identify the mechanisms used by Anísio for the dissemination and realization of knowledge to teach and an arithmetic to teach; [3] identifies the experts who were with Anísio in the elaboration and / or dissemination of an arithmetic to teach; [4] relates the arithmetic to teach, present in Programa do Ensino da Escola Elementar Urbana do Estado da Bahia/Lei 1846, August 14, 1925, with the arithmetic to teach, presented by experts in the conferences of the holiday course. This temporal clipping is at a moment of flourishing of the ideas of Nova Escola, a fact that deserves a special look in order to verify the continuities and / or discontinuities present in the directives that guided the teaching of arithmetic in Bahia. This is a qualitative, historical-documentary research based on some concepts of Cultural History, such as: representation, practice and appropriation, proposed by Roger Chartier, strategies and tactics, presented by Michel De Certeau, school culture, by Dominique Julia and the historical analysis of the constitution of the school subjects, described by André Chervel. Under the protection of the Instructional Reform and the pedagogical movement of the New School, it signals the articulation of different contents, pedagogical knowledge and teaching methods in the formation of the primary teacher, giving rise to an arithmetic to teach in the Bahian school. In this movement, as the didactic questions of arithmetic were studied, refined, appropriated and passed on to the teachers by the experts, the arithmetic to teach was becoming, referenced in the knowledge to teach and the knowledge to be taught, brought by the official documents. Generally speaking, the tripod of arithmetic to teach consisted of the teacher's ability to make teaching concrete, practical and playful, as well as favoring possibilities for discoveries and interconnections between school arithmetic knowledge and practical life situations where they were needed.
A influência da atividade experimental na aprendizagem potencialmente significativa de soluções químicas para alunos do ensino médio
(Universidade Federal do Espírito Santo, 2018-12-14) Rocha, Marconi; Bianco, Gilmene; Loyola, Gustavo Viali; Costa, Eliane Gonçalves da
The study of solutions, in the discipline of Chemistry, has been done in a traditional way through the model transmission and reception with verbal display of contents. Therefore, it is not an exaggeration to suppose that many learning difficulties related to the study of solutions are due to the inadequacy of the pedagogical practices adopted. Most of the time the students can not relate the knowledge acquired in the classroom with concrete situations of daily life involving chemical solutions. The use of experimental activities has been consistently suggested in the official documents dealing with curricular and methodological issues of secondary education and also by several researchers who seek to evaluate their importance and effectiveness in the relation between teaching and learning. Faced with this situation, we sought to investigate the influence and contributions of experimental activities in the potentially meaningful learning of concepts related to the study of solutions for the students of the 2nd year of the Ceciliano Abel de Almeida State High School, in the Municipality of São Mateus - ES. The theoretical contribution used in this discussion was based on David Ausubel's Meaningful Learning Theory. As a methodology, a qualitative approach was used with a descriptive objective and a quasi-experimental design that included the stages of initial problematization, knowledge organization and final evaluation. Data were collected with 96 students from four classes through questionnaires and tests with objective and discursive questions. The qualitative analysis of the quasi-experiment revealed that the use of experimental activities as a teaching strategy allowed for greater involvement and active participation of the students, creating conditions for meaningful learning of concepts related to the study of solutions. The comparison between the initial questionnaire of problematization and the final evaluation showed a conceptual and procedural evolution in the successful resolution of proposed problems besides the understanding of ideas underlying the theme. It is hoped that this research can provide elements of analysis to subsidize the development and use of pedagogical practices potentially significant for the learning of chemical solutions.
A interdisciplinaridade na perspectiva de integrar as disciplinas da área de ciências da natureza e matemática
(Universidade Federal do Espírito Santo, 2016-03-16) Oliveira, Elisandra Brizolla de; Santos, Franklin Noel dos; Prado, Gustavo Machado; Tavares, Dirce Encarnacion
With globalization, the advance of science and technology has been accented. We have experienced a period of intense cognitive, perceptual and cultural transformations and in this context the school is called upon to participate in these changes, in reason to be a privileged place for the transformation of human beings in formation. In this context, interdisciplinarity has been discussed in Brazil for some years in literature, in official documents, as well as studies and researches in general, linked to education. In so far as the interdisciplinarity concepts are inserted and consolidated in the academic field, they assume new meanings, adding strength to the proposal of a contextualized and interdisciplinary integral formation. However, this movement in order to break the fragmented knowledge does not happen displaced from society, as it allows educational institutions to go beyond the organization and disciplinary curricular education and their educational processes and potentiate an contextualized integral formation, inspired by the assumptions of interdisciplinarity. The quest for overcoming this fragmentation occurs through the integration between different subjects or knowledge areas, and it is configured as interdisciplinary interaction movement and may be potentized by dialogue, negotiation and partnership. Notwithstanding, these understandings and definitions that underlie the proposed integration through interdisciplinary knowledge remain polysemic and its development in practice faces difficulties in the educational field. Likewise discussions about Curriculum in the Brazilian educational field have conquered pride of place, being able to be visualized by the amount of guidelines, norms and reformulations in all modalities of teaching. This research aimed to systematize theoretical and methodological elements that allow to develop interdisciplinarity between Biology curriculum proposal from the state of Espírito Santo and the Science of Nature subjects and Mathematics and to investigate the challenges of integration in the perception of teachers and students. Emphasis is placed on qualitative approach and discourse analysis, through a questionnaire applied to fifteen teachers in the field of the natural sciences and the one hundred and twenty students of different modalities of courses and working shifts, offered at a state school in the city of Pinheiros/ES. The investigation results suggest lack of training from the teachers about interdisciplinarity, as well as the legal documents that underlie this practice. The challenges pointed by teachers for the effectuation of a practice in the perspective of interdisciplinarity go through teachers turnover, lack of time to collectively planning in view of the effective work schedule that signalizes the loss of school autonomy to create, plan and execute the school curriculum in detriment of the implementation of a single curriculum throughout the state public, which does not consider the reality. The investigation has also contributed to evidence the conception that teachers have about the curriculum integration in the perspective of interdisciplinarity. Among the students it is evident that the proposed work by Knowledge Areas is unknown. In summary, we defend that interdisciplinarity should be built collectively among peers that involve articulation between different areas of knowledge, in order to seek a more integrated and contextualized vision of society and the human being, and that the school, through the integrated curriculum, can play its role in the formation.
A percepção de si e do outro : um estudo sobre identidade e literatura no Centro Estadual de Ensino Médio em Tempo Integral Manoel Duarte da Cunha
(Universidade Federal do Espírito Santo, 2019-04-09) Silva, Karina Rodrigues; Morila, Ailton Pereira; Barbosa, Jorge Luis Verly; Senatore, Regina Celia Mendes
This present paper approaches the students‘ perceptions about identity at Manoel Duarte da Cunha, a full-time high school located in the city of Pedro Canário. It is related the student perspective about what he/she thinks about identity as well as the way he/she is able to understand the identities in characters from Capixaba literature (literature made in the state of Espírito Santo). In an attempt to achieve the proposed activity, the students were requested to read two literary works, Karina, written by Virgínia Tamanini and Reino não Conquistado (Unconquered Kingdom) by Renato Pacheco. Such pieces describe the ideal types of actors who should build the nation and the state of Espírito Santo: the black people and the white immigrants. In order to support the paper, the theoretical framework of Jürgen Habermas, a philosopher heir to the Frankfurt School, was considered. Habermas deepens themes which were left unclosed by the such school, as the autonomy of the human being. The author develops the theory of communicative act which is the crucial aspect of his works. The theory claims that in performative acts that we socialize, build our individuality and acquire our identity. However, this is not fixed and it is related to the way we accomplish our choices; knowing who one is and what one wants is the assumption of having an identity of the self, last phase of a developed autonomous identity, which means the capacity of acting in an impeccable manner. Thus, the reader will find a paper which approaches not the student‘s identity, since it is not tangible, but a process of the development and acquisition along its formation. We intend to discuss the perceptions of the students towards the acquisition of the identity.
A política de gestão democrática no sistema municipal de ensino de Cariacica (2005-2012) : alguns elementos constituintes
(Universidade Federal do Espírito Santo, 2017-03-08) Bayer, Israel; Oliveira, Ueber José de; Felipe, Ednilson Silva; Manso, Marcia Helena Siervi; Paiva, Jair Miranda de
This work deals with the implementation of democratic management policy in the municipal school system of Cariacica/ES, during the period between 2005 and 2012, and aims to understand if democratic political practice breaks with the oligarchic/equity/patronage political context that marks the reality of the city. Due to the amplitude of the municipal school system, we will point out some axies that we find central to support this policy as the restructuring and operation of the Municipal Council of Cariacica Education (COMEC); the creation of the management law which provides the election of directors by the school community; the creation of school saving boxes allowing the decentralization of resources and financial autonomy of educational school units; the people management policy carried out through public contests, the continuing educational and professional development and encouraging the creation of school councils and student unions. The management process studied here reminds us the re-democratization context seen in the period after the 1988. Constitution and political decentralization and tax occurred in the 1990s, from which shall be given to states and municipalities greater political and financial autonomy in international their relationship with the Union. This new configuration favors the institutionalization of technical and bureaucratic conditions necessary to the functioning of public affairs; However this new conditions are not enough to ensure the effective participation of the population strengthening the participatory democracy, surpassing therefore bureaucratic institutional aspect. The historical survey and documentary research in the period mentioned above as well as the verbal history constructed through the direct structured dialogue, that is; semistructured thematic interviews with participant subjects show that there is a struggle for hegemony, and because of that, participatory management has been marking its position. We conclude that the construction and enhancement of institutions that promote social participation and deliberation according to the democratic management policy implemented in 2005/2012 strengthen the decentralization of power and tend to sustain itself and continue. However, democracy as one of the possible exercises of power relationships depends on the further development of this participation. It is never a definitive process.
A práxis em educação ambiental de egressos do sistema público de ensino superior a distância no Norte do Espírito Santo
(Universidade Federal do Espírito Santo, 2018-08-31) Andrade, Nóslen Motta de; Teixeira, Marcos da Cunha; Prado, Gustavo Machado; Muscardi, Dalana Campos; Paiva, Jair Miranda de
ICTs have been used to train professionals from different areas through Distance Education (EAD). Brazil with its continental dimensions has experienced a great growth of courses in this modality. Public power, through the Open University of Brazil (UAB), has participated in this growth by offering undergraduate and postgraduate courses, mainly for teacher training. With this scope, EAD can be a great partner in the environmental training of teachers. However, there are no studies evaluating this relationship. Given this shortcoming, this work had as general objective to investigate the praxis in Environmental Education of primary school teachers formed by the public EAD in the North of Espírito Santo. Using qualitative research as a methodological guide, the data were produced through 4 strategies: (1) documentary analysis: keywords were searched that explicitly included the inclusion of Environmental Education in the pedagogical projects of all courses offered in the EAD mode by UFES in the North of the Spirit. (2) Free evocation technique: participants were encouraged to write the first 5 words that came to mind when they heard the term "environment." (3) Social and Environmental Thematic Form, consisted of a form containing 20 terms, of which 10 are normally recognized as ecological issues and 10 recognized by common sense as social issues. (4) semi-structured interview, which sought to explain how the participants represent the concepts of environment and environmental education, as well as their contextualization in their teaching practices. Twenty teachers trained in 5 courses offered in 7 different poles took part in the research. The data were submitted to content analysis and organized into tables, graphs and tables. The results reveal a strong influence of the naturalist and pragmatic macro trends both in the pedagogical projects and in the repertoire of the teachers they have formed, either in free evocation, FTS or interviews. However, it was in the interviews that the greater advance of the speeches for the critical macro-trend was noticed, possibly due to the greater time and freedom of analysis that this technique of data collection allows the research participant. Specifically, this was most evident in the interviews of the teachers who develop their activities in the light of the philosophy of the education of the field, where the transversal and interdisciplinary approach of environmental issues are facilitated through the generative themes, whose foundations are in the popular pedagogy of Paulo Freire . It discusses the consequences of these results for the teaching practice and its possibilities for the advancement of critical environmental education in the environmental training of teachers in the EAD modality.
A sistematização dos saberes docentes na formação inicial de professores de química na Universidade Federal do Espírito Santo
(Universidade Federal do Espírito Santo, 2016-03-21) Rosa, Débora Lázara; Locatelli, Andrea Brandão; Mendes, Ana Nery Furlan; Mancini, Karina Carvalho; Pirovani, Juliana Castro Monteiro; Trazzi, Patricia Silveira da Silva
Aims to systematize the knowledge that potentially collaborates in the creation of a teacher's identity, as experiential knowledge in process, the pedagogical knowledge in action, knowledge production in the inter-institutional relationship and publicized knowledges involved in the initial training of Chemistry teachers participating in the "Scholarship Program Initiation to Teaching - PIBID" at the Federal University of Espírito Santo. Through Documentary Research, was carried out systematic analysis of the annual activity reports sent to Higher Level Personnel Training Coordination - CAPES, analysis categories were developed that allowed to identify and characterize the development of teacher identity in the activities developed from 2012 up to 2014, guided by the integration between University / Elementary Schools on the campuses of São Mateus, Vitória and Alegre UFES. The categories were organized accordingly to the Bardin Content Analysis Methodology, allowing some considerations about the teaching knowledge relevant to professionalization. Through the theoretical support of authors like Gauthier, Tardif, Maldaner, Foerste and Pimenta it became possible to systematize the knowledge mobilized during the initial teacher's training, as well as the contributions of these and other knowledges in the training of Chemistry teachers identity. The publicity of this knowledge investigated in prospective at teachers workplaces, provides an opportunity to reflect on their action and announces knowledge before "stored" in the particular law of each professional, raising relevant issues guided by the epistemology of practice.
A utilização da metodologia de aprendizagem baseada em problemas para o ensino de estequiometria na educação básica
(Universidade Federal do Espírito Santo, 2016-12-08) Gomes, Wanderson Guimarães Batista; Mendes, Ana Néry Furlan; Paiva, Jair Miranda de; Vogel, Marcos
Agenda 21 como ferramenta para ensino e discussão da sustentabilidade na educação do campo
(Universidade Federal do Espírito Santo, 2019-03-20) Salvador, Paula; Teixeira, Marcos da Cunha; Rocha, Sandra Mara Santana; Silva, Erica Duarte; Mendes, Ana Nery Furlan
Man's relationship with nature throughout history has followed paths that have led to a destructive crisis of natural resources, including man himself. This crisis, which began in the last century and continues to the present day, whether by natural factors and catastrophes or by the appropriation and exploitation imposed by the capitalist system. As a counter to this crisis, since the last century, meetings have been held for discussion, alert and proposition of actions capable of minimizing this problem. One of the most relevant is the United Nations Conference on Environment and Development, held in 1992, in the city of Rio de Janeiro - Brazil. In this conference a document was prepared as a means of intervention for environmental degradation, called the Global Agenda 21, this name for the actions being proposed for the 21st century. Each signatory country would develop its National Agenda 21 that would unfold at local and school level. In this sense, the main objective of this work is to implement Agenda 21 at the Municipal School of Integral Education and the Francisco José Mattedi Field, located in the municipality of São Gabriel da Palha, Espírito Santo State. This is an applied research, using qualitative research methodology, following the steps of sensitization, reflection, diagnosis, action plan and evaluation. As a result we had the formation of the Committee on Environment and Quality of Life in school - COM-VIDA, composed of students, educators, school staff, management and external community. The Children and Youth Conference for the Environment was organized by this Commission, with a stimulus for youth protagonism, which resulted in the project Water: source of life and not of profit. The research revealed the importance of struggle and resistance to integrate environmental education into the education system in a critical and emancipatory way. It was concluded that in the context in which the school is inserted there was a contribution of environmental education to the involvement of the school community and the environment in activities that increased their perception of environmental issues in search of social transformations.

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