Educação - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17592

Programa de Pós-Graduação de Mestrado Profissional em Educação

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

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A AUTOAVALIAÇÃO INSTITUCIONAL E A GESTÃO UNIVERSITÁRIA EM UMA INSTITUIÇÃO FEDERAL
(Universidade Federal do Espírito Santo, 2020-10-08) Santana, Josefa Matias; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211; https://orcid.org/; http://lattes.cnpq.br/; Simoes, Renata Duarte; https://orcid.org/; http://lattes.cnpq.br/1114035410099626; Rothen, Jose Carlos; https://orcid.org/; http://lattes.cnpq.br/; Lima, Marcelo; https://orcid.org/; http://lattes.cnpq.br/6745822194240257
This study analyses how the Institucional Self-Evaluation is implemented as an instrument of university management in a Federal Institution of Higher Education (Ifes) and as a tool that promotes and induces institucional quality. Institutional Evaluation,
A autorreflexão colaborativo-crítica como princípio para formação continuada: perspectivas para inclusão escolar
(Universidade Federal do Espírito Santo, 2019-09-11) Silva, Fernanda Nunes da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-2750-5098; http://lattes.cnpq.br/; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Magalhaes, Rita de Cassia Barbosa Paiva; https://orcid.org/0000-0001-9052-2395; http://lattes.cnpq.br/0351736925269307
This dissertation aimed to comprehend how the continuing education of education professionals, from a perspective of collaborative-critical self-reflection, with the intention of contributing to the process of school inclusion of the target audience of Special Education. Thereunto, it was fundamented in communicative action theory of Habermas and in the self reflective collaboration between researchers and participant professors proposed by Carr and Kemmis, also taking them as authors and investigators of their practice. From qualitative nature, collaborative-critical action research was assumed as investigative perspective with the other, whose realization happened through nonlinear movements of understanding and collaboration with the context. At the same time, it was sought to understand the processes of continuing education in its interface with Special Education in a municipal elementary school of Serra/ES and colaborate with the construction of a formative process by study-reflection group assuming the collaborative-critical self-reflection and the school inclusion as principles. Data production was based on instruments and strategies such as participant observation with register in field journaling, semi-structured interviews, semi-open quizzes, written narratives and dialogues established in the study-reflection group and at school. The data were organized from the content review and analyzed in the light of Habermas’ critical theory. Data analysis indicates that the conceptions of Special Education, school inclusion and continuing education present in the education professional’s speech, although still quite permeated by instrumental rationality, reveal a possible transition towards more critical and/or communicative perspectives. Professionals emphasized the necessity of a continuing education focused on the process of school inclusion, since the guarantee of reflection spaces and teacher education was, at that time, a challenge for the school organization. Thus, a study-reflection group was formed with professionals from this school, accepting the Special Education as a common interest from the perspective of school inclusion. The group was configured in a discursive space in which, through collaborative-critical self-reflection, it can rethink its own practices. The study shows that the reflection-study group has put itself as an alternative to the traditional models of teacher education and the collaborative-critical action research as a possibility of knowledge construction with the other, transforming conceptions and practices in favor of an inclusive school that favors everyone's learning. The educational product of this research presents a proposal for continuing education through study-reflection groups to guide and support the construction of other modes of education by education professionals in their own spaces.
A avaliação no sistema de ensino do Espírito Santo: docência e discência premidas pelos resultados
(Universidade Federal do Espírito Santo, 2023-08-11) Pereira, Wagner Miguel; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211; https://orcid.org/0000-0002-7027-7537 ; http://lattes.cnpq.br/5449429379715252; Borges, Regilson Maciel; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528
In the educational context in recent decades, we have experienced an abundance of external and standardized assessments and social control of teaching through measurement mechanisms, with the declared goal of achieving quality indicator targets. It is, therefore, an educational model associated with the concept of "accountability," as defined by Afonso (2009), which means being accountable and responsible for the outcomes. By establishing Ordinance No. 064-R on May 24, 2017, the Department of Education of the State of Espírito Santo instituted the Sicaeb - Capixaba Basic Education Assessment System. This intensified the implementation of external assessments known as Paebes TRI, which were conducted in the three school terms between 2015 and 2019, with the stated goal of improving the Ideb of the state education system in Espírito Santo. In response to this, we conducted an analysis to assess the results achieved by high schools in Greater Vitória from 2015 to 2019. The goal of this study was to understand if it is possible to enhance the mathematics learning of high school students in the state of Espírito Santo through the intensification of large-scale assessments. Regarding the research methods, we used a literature review of scientific articles, books, theses, and dissertations to examine relevant literature on the topic and objectives of the study. In addition, primary data from the Department of Education's statistical database and Paebes TRI Reports were utilized. Although quantitative data were used, the analysis conducted was qualitative since it aimed to problematize them and identify their implications for school practices related to assessment.The development of the research was directly impacted by the Covid-19 pandemic, which led us to opt for an exploratory research approach based on data that did not require visits to schools and the use of other in-person techniques. The results indicated the need for a broader and more integrated approach to assessment in basic education, which considers not only test/exam results but the quality of the educational process. As a result of the research findings, an educational product was created, a blog, and a YouTube channel focused on scientific dissemination related to educational assessment, with an emphasis on the Capixaba movement.
A docência no curso de direito: questões pedagógicas e o olhar de estudantes sobre o bom professor
(Universidade Federal do Espírito Santo, 2023-07-04) Aguiar, Moema Lima Pereira Masters; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X; http://lattes.cnpq.br/3939282778671246; https://orcid.org/0000-0002-3805-5299; http://lattes.cnpq.br/3629031550621216; Silvestre, Gilberto Fachetti; https://orcid.org/0000-0003-3604-7348; http://lattes.cnpq.br/7148335865348409; Pontes, Rosana Aparecida Ferreira; https://orcid.org/0000-0001-9215-7248; http://lattes.cnpq.br/2926879794109472; Dantas, Otília Maria Alves da Nobrega Alberto; https://orcid.org/0000-0002-5164-2543; http://lattes.cnpq.br/3207250805226101; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
This research aims to understand how teaching is constituted in the Law course from a bibliographic study and the conception of students from a federal public university. It bases its discussions on a theoretical framework consisting of productions that consider critical discussions about teaching and pedagogy in higher education. The study is qualitative in nature, using bibliographic research to discuss studies and research that thematize teaching in the Law course, situating its characteristics, scenarios and pedagogical demands. It resorts to the application of an online questionnaire for field research with the research participants, final year students of the Law undergraduate course at a federal public university, in order to identify perceptions regarding the teacher who is recognized as a good professor in his pedagogical action in this context. For data interpretation, it uses the content analysis technique and presents, as an educational product of the investigation, an e-book on teaching and pedagogical issues in the teaching and learning processes in the Law course. As main results, the research points out the following considerationssyntheses: the debate with academic studies on teaching in higher education highlights the complexity and specificities of the teaching profession in higher education, as well as the need for investment by Higher Education Educational Institutions in the stimulation and participatory mobilization of professors in continuous pedagogical training processes; the conceptions of the students, participants of the study, indicate that the teachers, who work in the Law course, are professionals who have vast legal knowledge, which is fundamental for the students, however it is also indicated by this public that their teachers need knowledge in the didactic-pedagogical perspective; the analyses of this study affirm the contributions of Pedagogy and Didactics as areas of knowledge, which can subsidize the formulation of continuous training processes for higher education teachers, collaborating to the formulation of possibilities and to overcome the challenges and dilemmas of teaching experienced in this context.
A EXPERIÊNCIA INCLUSIVA POR MEIO DA PRÁTICA DE ESPORTES ADAPTADOS: UM ESTUDO DE CASO NO IFES
(Universidade Federal do Espírito Santo, 2021-09-29) Neto, Mauro Fontoura Borges; Filho, Jair Ronchi; https://orcid.org/; http://lattes.cnpq.br/1684807534900881; https://orcid.org/; http://lattes.cnpq.br/; Gomes, Vitor; https://orcid.org/; http://lattes.cnpq.br/0704616564315802; Silva, Filicio Mulinari e; https://orcid.org/; http://lattes.cnpq.br/
Physical Education has great potential to contribute to inclusive education, as it is a field of knowledge capable of promoting significant changes in human development processes (cognitive, motor, social). Therefore, more than proposing an Adapted Physic
A formação contínua para professores que atuam em uma escola de tempo integral no município de Vitória, Espírito Santo: concepções e possibilidades para uma prática reflexiva
(Universidade Federal do Espírito Santo, 2019-09-10) Menezes, Gabriela Nunes de; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X; http://lattes.cnpq.br/3939282778671246; https://orcid.org/0000-0002-4351-7056; http://lattes.cnpq.br/9926956624870371; Caprini, Aldieris Braz Amorim; https://orcid.org/0000-0003-0431-4691; http://lattes.cnpq.br/7365705316481729; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Lima, Maria Socorro Lucena
This paper studies possibilities for the continuous formation of teachers who work in a full time school in the city of Vitória-ES. It analyzes the conceptions regarding what constitutes full time education for the elementary school teachers of a private school system. It researches the processes of continuous formation in the full time school, situating needs and perspectives for the construction / reconstruction of practices that consider the reflection on the teaching activity. It presents a technical product that helps in the organization of studies and training activities for the teachers of this study. It is a case study that uses the focus group and the Conversation Circle as tools for field research and dialogue with a group of fifteen teachers who work in a full-time school. It characterizes a research of qualitative character, which uses the technique of content analysis for the data interpretation, based on the dialogue with the recent production about the continuous formation of teachers. It is based on a theoretical framework that defines teaching activity as praxis (PIMENTA, 2002), which values the unity between theory and practice and the process of individual and collective reflection of the teacher, identifying reflexivity as an important strategy for continuous formation of the teacher (PIMENTA; LIMA, 2004, 2018; PIMENTA, 2012). It invests in the theoretical perspective that highlights integral education as part of a total formation of the individual, realizing their multiplicities and pluralities, and thus becomes a real education (CAVALIERI, 2002, 2009; 2007; COELHO, 2009a; MORAES, 2009; GUARÁ , 2005; PARO, 2012; TEIXEIRA, 2007; CAVALIERI, 2002; 2004; COELHO, 2009b). As main synthesis considerations, the study indicates that: in the professional development of the teacher, in his teaching practice, in his professional career, it is necessary to value solid and consistent processes of collective reflection, situating needs and perspectives for the construction/reconstruction of his teaching practices; the teacher should be prepared to perform teaching practices considering this extended period in school, and that it is therefore necessary to invest in continuing education policies for the teacher to develop his teaching action in this context. When thinking of integral and full-time education, it is necessary to overcome current educational models and the processes of continuing education of teachers acting in this context need, therefore, constitute investment in professional development, meeting the collective reflection and about the possibilities and difficulties, pedagogical that their teaching practices present.
A FORMAÇÃO CONTINUADA DE PROFESSORES E A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA INTELECTUAL NOS ANOS FINAIS DO ENSINO FUNDAMENTAL
(Universidade Federal do Espírito Santo, 2022-08-30) Oliveira, Ana Lucia Sodre de; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/; http://lattes.cnpq.br/; Givigi, Rosana Carla do Nascimento; https://orcid.org/0000-0001-6592-0164; http://lattes.cnpq.br/9715817922078257; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802
The continuing education of teachers and the inclusion of students with intellectual disabilities in the final years of elementary school are interrelated requirements for students’ education with special educational needs in the perspective adopted in the research. Through a case study, focusing on the analysis of a course carried out with education professionals from Vitória teaching network, called "Inclusive pedagogical practices: challenges and perspectives", developed during the years 2016 to 2018, reflected up on that joint. For the production of data, a survey and semi-structured interviews were made with thirteen educators from the municipal education network of Vitória/ES, which seven are professionals who work in the Municipal Department of Education and six are teachers who work in the final years of elementary school, participating in the analyzed course. The historical-cultural perspective constituted the theoretical and methodological basis, considering the studies of Lev S. Vygotsky and his concept of mediation. António Nóvoa was also a guideline in the discussions on the importance of continuing teacher education. From this dialogue, six categories emerged for reflection. The results indicate there are challenges to be overcome in continuing education for the setting of inclusive pedagogical practices. One of the challenges raised is the training proposal, which still needs to include all professionals in the education network, restricted, in most cases, to specialized teachers. Finally, we found the continuing education of teachers can favor the development of inclusive pedagogical practices to facilitate the teaching process and consequently the learning process of students with intellectual disabilities. Based on these conclusions, a videocast/podcast was created as an educational product that presents reflections on the inclusion of students with intellectual disabilities in ordinary schools.
A formação continuada de professores, profissionais da educação e colaboradores na perspectiva da inclusão escolar
(Universidade Federal do Espírito Santo, 2021-03-26) Buss, Joziane Jaske; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0003-2687-3929; http://lattes.cnpq.br/5561501432069166; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; Pletsch, Márcia Denise; https://orcid.org/0000-0001-5906-0487; http://lattes.cnpq.br/5622440291569151; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789
The purpose of this research is to analyze, in the continuous formation of teachers (regent teachers, teachers from specific areas, Specialized Educational Assistance teachers), education professionals (school supervisors, area coordinators, principals), and collaborators (Special Education assistants, kindergarten assistants, librarians, school secretaries, trainees, janitors, cooks, drivers), at the municipality of Santa Maria de Jetibá, ES, Brazil, both challenges and inclusion possibilities for students with deficiency. Continuous formation’s challenges under the school-inclusion perspective are here discussed, based on contextual demands, to build other, possible dialogues, actions and practices making access, permanence, apprenticeship and development of students with deficiency possible, considering the importance of the construction of a collective knowledge-production space. To develop this discussion, we present, for the theoretical dialogue, the contributions by Lev Semyonovich Vygotsky, António Nóvoa, and authors that have been debating the teachers’ continuous formation to aim at inclusion in school. Methodology has designed a qualitative research, with a case study of the ethnographic type, research subjects being the teachers, education professionals and education collaborators. As a data-generation instrument, participantobservation, open and closed formularies, semi-structured interviewes and focus groups havebeen used. Data have demonstrated the importance of the constitution of formative spaces committed with the creation of a team, marked by the exchange of several knowledge kinds, by the collaboration and participation of all members in school inclusion. We consider that it is in the group that possibilities are built, for continuous formation to become a transformation tool in the pedagogical practices, thus tightening the bonds between all education professionalsand the scientific-pedagogical knowledge kinds. As an end-product of this dissertation, we have prepared some short-play videos about school inclusion and the importance of the constitution of collective formative spaces in the school’s ambit, considering the challenges found in the schooling of students with deficiency, published on the Youtube channel of the Municipality of Santa Maria de Jetibá and on the website of the Secretariat of Education of that municipality.
A formação de professores na área da Educação Especial à luz dos estudos do Programa de Mestrado Profissional em Educação da UFES
(Universidade Federal do Espírito Santo, 2023-10-27) Santana, Gesica Guedes de; Caetano, Andressa Mafezoni; http://lattes.cnpq.br/3568062062898469; https://orcid.org/0000-0002-0412-9376; http://lattes.cnpq.br/3316255805165846; Vieira, Alexandro Braga; http://lattes.cnpq.br/9217767617403655; Rangel, Fabiana Alvarenga
The objective of this research is to analyze academic productions on continuing education, specifically in the area of Special Education with an emphasis on school inclusion, in the period 2017-2022, within the scope of the UFES Professional Master's Program. It discusses concepts of continuing education, Special Education and inclusion present in the research analyzed, highlighting the contributions of these studies to the fields of Special Education and school inclusion. Furthermore, it identifies the challenges and possibilities of the continuing teacher training process. The theoretical basis of the research is based on the works of António Nóvoa (1991, 1992, 2009, 2022), with complementary references by Gatti (2008, 2010, 2011, 2014), André (2017, 2022) and other authors dedicated to teacher training in the field of Special Education from an inclusive perspective. From a methodological point of view, this research is framed as a qualitative approach, using a bibliographical approach, based on studies previously published in the Professional Education Programs of federal universities in different regions of Brazil, as well as books and scientific articles related to the theme. in question. As an educational product, it presents a catalog that compiles other educational products developed in the research analyzed. The results reveal that investigations conducted in Professional Education Programs are contributing to advances in basic education, especially with regard to Special Education and school inclusion. Although training is not a definitive solution to all challenges, it is an essential component to promote structural changes. The research highlights the need for investments in the continued training of teachers and other education professionals, aiming to expand conceptions and knowledge from theoretical-methodological perspectives that strengthen the integration between theory and practice, promoting reflection on teaching work and recognizing teachers as subjects capable of producing knowledge through engaged research.
A gestão escolar democrática como espaço-tempo de formação de professores alfabetizadores
(Universidade Federal do Espírito Santo, 2024-10-02) Braga, Vanessa Auer; Silva, Dulcinéa Campos ; https://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0009-0002-6782-5798; http://lattes.cnpq.br/0980282377963301; Alcântara, Regina Godinho de ; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Vieira, Alexandro Braga ; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Gontijo, Claudia Maria Mendes ; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Carvalho, Letícia Queiroz de ; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414
This work, entitled “Democratic school management as a space-time for training literacy teachers”, had the general objective: to understand the historical processes that corroborate the non-appropriation of children's reading and writing. The specific objectives are: a) organize and develop collective processes and dialogues for training literacy teachers at school; b) analyze the historical and social conditions of the exposed problem, through dialogues and collective listening; c) reflect, collectively, on the categories emerging from the analysis of data obtained through listening to the subjects involved and discuss intervention proposals; d) elaborate, based on the synthesis of the phenomenon under study, proposing intervention in the scope of management and training of literacy teachers, with a view to focusing on new possibilities for pedagogical organizations in literacy. This research had as its theoretical contribution the concepts of Bakhtin and his Circle (2003, 2017); Caldart (2023), Curado (2018), Freitas (2018), Gontijo (2003, 2008, 2014), Vazquez (2007), among others. Methodologically, this dissertation is of a participatory qualitative nature, as it understands that qualitative research helps to understand and value narratives, expressions of thoughts, voices, writings, images, silences, among other manifestations. To produce data, it uses dialogue circles, recordings and analysis of documents. As a result, it understands the student as a citizen practicing the exercise of his citizenship through writing, recognized as a space for these exercises and also for resistance. The social function of writing is an ethical and political act, in which the subject takes responsibility for what he writes and, at the same time, demands a response, therefore the result of this research is not limited to what was presented here, because it is a process dialectic with no date to end. The epistemology used in this study has produced and will produce other and new epistemologies, a path that mobilizes transformations
A história do município de Anchieta/ES à luz da sala de aula: um estudo com professores de história do ensino fundamental anos finais
(Universidade Federal do Espírito Santo, 2024-07-23) Domingues, Luiz Cláudio dos Santos; Bitte, Regina Celi Frechiani; https://orcid.org/0000-0001-6819-3900; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Luiz, Miriã Lúcia; https://orcid.org/; http://lattes.cnpq.br/; Pinto, Sabrine Lino; https://orcid.org/; http://lattes.cnpq.br/
The study proposed to the Professional Postgraduate Program in Education at the Federal University of Espírito Santo aimed to demonstrate the contribution of local history, based on New History (Burke, 1992), in the formation of Anchieta identities, using thematic oral history (Meihy, 1996, 2005), with the intention of exchanging experiences (Benjamin, 1985). Therefore, it sought to understand how the uses of local history are valuable for the dynamism of History classes, based on the environment in which the students are inserted, and how teachers perceive the students' feelings of identity when working with local history. During the research, we sought, based on the state of knowledge, to analyze what has been investigated and the questions used for each pre-established theme, choosing to dialogue with those themes that meet this proposal, providing a basis. In this conception, approaches were made on the teaching of History and local history (Bittencourt, 2018a, 2018b; Fonseca, 2009; Schmidt; Cainelli, 2010), demonstrating how the construction of varied discourses on the human experience of a given place, mediated by historical consciousness (Rüsen, 1997, 2001, 2006, 2011), enables the formation of identities. The selected partners are History teachers who work in different municipal schools, providing substantial samples (Alberti, 2005). The narratives were collected in semi-structured interviews, recorded and later transcribed, reporting their teaching practices, with an emphasis on local history, as well as difficulties, challenges and possibilities. Based on attentive listening to the narratives, we developed the Educational Product entitled “PombosCorreio”, with the objective of working on identities, with an emphasis on local history. The paths taken brought the potential of local history to the formation of identities, as well as historical awareness, but the lack of adequate teaching materials and resources for field classes made the process difficult.
A IDENTIFICAÇÃO DE PRÁTICAS CIENTÍFICAS E EPISTÊMICAS EM AULAS DE CIÊNCIAS DO ENSINO FUNDAMENTAL
(Universidade Federal do Espírito Santo, 2020-08-10) Azevedo, Elaine Cristina Apolinario de; Garcia, Junia Freguglia Machado; https://orcid.org/; http://lattes.cnpq.br/5889291921323079; https://orcid.org/; http://lattes.cnpq.br/; Piontkovsky, Danielle; https://orcid.org/; http://lattes.cnpq.br/; Pereira, Dulcimar; https://orcid.org/; http://lattes.cnpq.br/; Trazzi, Patricia Silveira da Silva; https://orcid.org/; http://lattes.cnpq.br/3216357509717121
The purpose of this dissertation was to bring the history of the teaching work on the educational experiences, of a science teacher, as a possibility for the construction of understandings about the practices carried out through diverse activities, from f
A licenciatura em educação do campo da UFES e os desafios da permanência campesina no ensino superior
(Universidade Federal do Espírito Santo, 2019-08-30) Duarte, Roberta Goncalves; Amaral, Debora Monteiro Do; https://orcid.org/0000-0002-8397-864X ; http://lattes.cnpq.br/8600829409961701; https://orcid.org/0000-0003-3873-2605; http://lattes.cnpq.br/; Santos, Ramofly Bicalho dos; https://orcid.org/0000-0003-0571-6481; http://lattes.cnpq.br/3815218617988955; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; http://lattes.cnpq.br/5094999227615859
This research aimed to understand the main reasons that have made it impossible for students from the Education Course to stay in the Campus of Goiabeiras’ neighborhood of the Federal University of Espírito Santo State (Ufes), as well as the paths to be followed to face this issue. According to the Ufes Education Information System, from the 354 students enrolled between 2014 and 2018, 28 formally dropped out, 39 were dismissed due to abandonment, about 40 were partly or not attending the academic activities in the first semester of 2018 and 1 student did a course re-option, which justified the need for this study. The theoretical methodological framework used is based on Paulo Freire and other popular education theorists. For data production, questionnaires, individual and collective interviews and shared analyzes were used, in line with the participant research assumptions, proposing actions that make it possible to contribute to the overcoming of the observed problems. The results indicated that the dropout in the course is a multifactorial phenomenon, as it occurs in general in the Brazilian Higher Education. Of the 14 categories of analysis that emerged, 10 are related to the challenges of student permanence and 4 refer to the pedagogical challenges of the course. Among the factors highlighted by the students as motivating the discontinuity of the studies are the lack of knowledge about the course, tensions and internal conflicts, difficulties in performing academic and work-related activities, family and financial problems, prejudice and non-recognition of the public power. Data demonstrate that the University is not yet ready to receive the working class, especially the peasants, who have different times, experiences, needs and perspectives. Since Education is a course composed mostly of women, the dialogues also denote a patriarchal view of society, in which women are seen as responsible for the care both of the family and home. Therefore, it is understood that student assistance policies should pay attention to the demands of students of poor backgrounds, offering support that dialogue with their realities.
A PARTICIPAÇÃO DOS ESTUDANTES NO CONSELHO DE UMA ESCOLA PÚBLICA DE ENSINO FUNDAMENTAL DO MUNICÍPIO DE VILA VELHA - ESPÍRITO SANTO
(Universidade Federal do Espírito Santo, 2021-10-20) Pereira, Arlete; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/; http://lattes.cnpq.br/1972315598192576; Pires, Marlene de Fatima Cararo; https://orcid.org/; http://lattes.cnpq.br/9927289483795110; Silva, Dulcinéa Campos; https://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; Lobino, Maria das Gracas Ferreira; https://orcid.org/0000-0002-1963-7357; http://lattes.cnpq.br/2020016928585046
This research analyses student participation in democratic management processes, and also in the School Council at a municipal elementary school unit in the municipality of Vila Velha/E.S. It performs a listening process of members of the school community ,with the aim of identifying new ways of participation and student organization at school. Taking into account the listening analysis of students, teachers and members of the School Council ,a new document was created, containing new ways of participation and student organization in the school premisses. Qualitative, participatory and documentary research was used. In participatory research, scientific and popular knowledge are critically articulated into a new and transforming third knowledge, always seeking the unity between theory and social practice. The locus of the research was a UMEF (Municipal Elementary Education Unit) of Region One, a Vila Velha Center that teaches students from sixth to ninth grades, totaling 446 enrolled students. With the permission of their parents, 32 students from fifth to ninth grades were interviewed. In addition, other 24 members of the school community were interviewed, including members of the School Council. The school, in its daily life, is permeated by relationships that express concepts and authoritarian postures, affecting the autonomy and protagonism of the student . The participation of students can happen through representation on the school council, choice of class representatives, choice of the school principal, unions, class council, implementation of school pedagogical projects and pedagogical proposals defined by the teaching system. However,whenever student participation happens, it is usually a supervised/allowed one, requiring, in most cases, the mediation of school staff, especially teachers. The investigation identified that there is an urgent need to implement collective actions to encourage, not only student organization, but also training processes, in addition to democratic educational practices for greater student participation in every day school life. Besides that, there was a need for training,not only the pedagogical staff , but also the members of the School Council , aiming to create an environment conducive to student autonomy and engagement in the decision-making process beyond the pedagogical procedures and syllabus established by educational networks.
A PARTICIPAÇÃO ESTUDANTIL NO CONSELHO DE ESCOLA EM TRÊS UNIDADES DE ENSINO DE VITÓRIA-ES: O QUE DIZEM OS ESTUDANTES
(Universidade Federal do Espírito Santo, 2022-08-25) Carvalho, Betania Biancardi de; Brito, Rosemeire dos Santos; https://orcid.org/0000-0001-8064-5367; http://lattes.cnpq.br/3539192483058949; https://orcid.org/; http://lattes.cnpq.br/; Peixoto, Edson Maciel; https://orcid.org/0000-0002-5156-9796; http://lattes.cnpq.br/2400061534233661; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000000194358967; http://lattes.cnpq.br/3246701331584528
This study deals with the participation of the students segment in the School Council of elementary education units. We understand that the strengthening of student representation in the collegiate provides opportunities for involvement and have an important role in training for citizenship. We start from the idea that strengthening student participation in this consultative and deliberative space constitutes actions that foment the existence of democratic relationships at school. In this sense, our main objective was to investigate how students participate, as full members, in the councils of three schools in the city of Vitória/ES. The research is based on theorists who approach democratic management, participation and school councils in their studies, highlighting contributions from Paro (2002; 2004; 2012; 2018), Lück (2013), Cury (2002), Chauí (2018; 2020), Freire (1997, 2001, 2015), Bobbio (1988; 1989), as well as the National Program for Strengthening School Councils (BRASIL, 2004; 2006; 2008). Based on the qualitative approach, the data collection was carried out through focus groups with students and semi-structured interviews with directors and students, through videoconferences and face-to-face meetings. It was analized the perception of the students and the directors regarding the challenges and possibilities of active participation of students in the School Council. In the design of the research, it was evidenced that there are weaknesses regarding participation, however, the students see the representation in the spaces of dialogue, planning, monitoring, decision and evaluation as positive, bringing in their reports expectations regarding the performance in the collegiate. The School Counselor Student Guide is designed as an educational product.
A percepção dos técnicos administrativos em educação sobre o acolhimento e permanência dos estudantes negros na Universidade Federal do Espírito Santo
(Universidade Federal do Espírito Santo, 2024-09-19) Freitas, Maria Inês Dias de; Amorim, Cleyde Rodrigues ; https://orcid.org/0000-0001-9669-2459; http://lattes.cnpq.br/4004473327151252; https://orcid.org/0000-0002-9033-3962; http://lattes.cnpq.br/2753341100884565; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Oliveira, Otair Fernandes de; https://orcid.org/0000-0001-8981-7970; http://lattes.cnpq.br/2554782696953531
This research was developed in the Professional Postgraduate Program in Education (PPGPE) of the Education Center (CE) of the Federal University of Espírito Santo (Ufes), in the line of research on Educational Practices, Diversity and School Inclusion. Its general objective was to understand the conditions of reception and permanence of black students at Ufes, entering through affirmative actions in the form of racial quotas, by Administrative Education Technicians (TAEs). Specific Objectives included: analysis of policies and strategies used by the University to promote the involvement and academic success of black students; identify the initiatives of the training processes offered by Ufes, with a view to the sanction of Laws nº 12,711/2012 and nº 14,723/2023; and develop a training campaign to raise awareness about racial terms, highlighting the history of Afro-Brazilian culture. The research adopted a qualitative methodology, of the Case Study type, with a semi-structured interview as a data collection instrument, the period researched was between 2012 and 2022 with technical-administrative employees in education at the university campus of Ufes de Goiabeiras. Content analysis, through the thematic analysis technique, made it possible to bring together elements to create an educational product to be presented and made available on the boards of undergraduate courses. The results revealed a lack of knowledge about racial issues among TAEs, which suggests a lack of interest in Ufes' affirmative action policies. The proposed awareness campaign seeks to provide fundamental information about racial terms and concepts, facilitating access to this content and encouraging study and attitudes in favor of anti-racist education. With this, it is hoped to strengthen the fight against racism within the Institution by this group
A PRÁXIS DISCURSIVA DE PRODUÇÃO DE TEXTO: CONEXÕES ENTRE EDUCAÇÃO E ENUNCIADOS CONCRETOS DOS SUJEITOS DO CAMPO
(Universidade Federal do Espírito Santo, 2020-12-21) Freitas, Lenice Garcia de; Silva, Dulcinea Campos; https://orcid.org/; http://lattes.cnpq.br/0081472286593661; https://orcid.org/; http://lattes.cnpq.br/; Alcantara, Regina Godinho de; https://orcid.org/; http://lattes.cnpq.br/1101713319008913; Chaves, Priscila Monteiro; https://orcid.org/; http://lattes.cnpq.br/8817909868659161; Carvalho, Leticia Queiroz de; https://orcid.org/; http://lattes.cnpq.br/
This study analyzes the social reality of students of a rural school as starting and arrival point to pedagogical practice of text production, establishing connections between education and concrete enunciations of the learners. From the perspective of th
A privatização da educação básica pública no município de Cariacica-ES (2017-2023) : implicações para a garantia da gestão democrática
(Universidade Federal do Espírito Santo, 2024-07-01) Proximozer, Liudimila Katrini; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
This dissertation consists of an investigation guided by the following question: Could the Full-Time Elementary Schools Program, proposed by the Espírito Santo Business Movement in Action and the Cariacica Business Association (AEC) in partnership with the Cariacica Department of Education, have implications for the democratic management of education? In order to answer this question, the general objective was to examine the privatization strategy of public basic education in the municipality of Cariacica and its implications for guaranteeing the principle of democratic management of education in full-time elementary schools. The research timeframe was seven years (2017–2023), and the locus was in the municipal education network of Cariacica. The methodological approach, of a qualitative nature, occurred through bibliographical and documentary research and semi-structured interviews. Documentary research was used as the main methodological path for collecting and analyzing data that allowed answering the central question of this dissertation, involving, among others, reports, federal, state and municipal laws, decrees, technical cooperation agreements, contracts, notebooks ICE, websites of for-profit and non-profit organizations of private actors mapped. A mapping of educational programs, projects and actions in force between 2017 and 2023 that are being developed by private actors in public basic education in the municipality of Cariacica was carried out. Among the programs/projects listed, the Full-Time Elementary Schools Program was characterized and its implications for the democratic management of education were analyzed. As a final product of this research, an online and asynchronous training proposal was developed, the theme of which is the privatization of public basic education and the implications for democratic management. The results of the analyzes demonstrate that there is an intensification of the privatization processes of public basic education in the researched municipality, as well as the Full-Time Elementary Schools Program, in its implementation, disrespected democratic principles, when the collegiate bodies were not listened to and contributed moving away from democratic management, adopting a business model management, guided by managerialist principles
A RELAÇÃO ENTRE A FILOSOFIA BAKHTINIANA DA LINGUAGEM E AS MANIFESTAÇÕES REAIS E OBJETIVAS DA REALIDADE CONCRETA DOS SUJEITOS NA PRODUÇÃO DE TEXTOS
(Universidade Federal do Espírito Santo, 2021-09-30) Aquino, Israel Scardua de; Silva, Dulcinéa Campos; https://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/; http://lattes.cnpq.br/4479469946600530; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Damasceno, Allan Rocha; https://orcid.org/0000-0003-0577-805X; http://lattes.cnpq.br/0177717397152120
Es una investigación que tiene como tema la relación entre la filosofía del lenguaje bakhtiniana y las manifestaciones reales y objetivas de la realidad de los estudiantes en la producción de textos (orales y escritos), problematizando formas de articulación en el aula de la actualidad histórica momento de la pandemia Covid-19 y respectivas contradicciones sociales, con la práctica de la producción de textos basada en la filosofía marxista del lenguaje, propuesta por Bakhtin y su Círculo, cuyos fenómenos de realidad estudiados incluyen los aspectos socioideológicos, dialógicos y dialécticos en relación a declaraciones concretas. Tiene como objetivo desarrollar la enseñanza de la producción de textos en diálogo con las producciones de la vida humana, así como la comprensión de las contradicciones sociales que envuelven la vida de las personas en una sociedad de clases, asumiendo la enseñanza de la lengua en una perspectiva discursiva, a partir de los enunciados producidos en el contexto social en el que lo utilizan los estudiantes. Utiliza el instrumento llamado cuestionario semiabierto y para los análisis se guía por los supuestos de la dialéctica materialista histórica y la producción de sentido socioideológico de los enunciados, con un enfoque discursivo. Se busca comprender cómo las contradicciones sociales que subyacen a la opacidad de la comprensión de la pandemia se manifiestan en los discursos de los estudiantes y personas que responden al cuestionario. Los resultados muestran que para el desarrollo de una práctica de producción de textos que tiene como horizonte la formación de sujetos históricos sociales, implica adecuadas mediaciones didácticas interdisciplinares, que ayuden a los estudiantes a comprender los aspectos objetivos y subjetivos de los enunciados sobre los fenómenos de la realidad de que son parte, es decir, que aprenden a desvelar en sus declaraciones, las esencias que las apariencias de la realidad de una sociedad desigual tienden a ocultar o enmascarar. A través de esta develación, las proposiciones sociales transformadoras se manifiestan en las voces sociales que componen el texto. El conocimiento producido en el transcurso de esta investigación dio lugar a una propuesta teórico-metodológica para la producción de textos.
A relação universidade e escola e os estágios supervisionados obrigatórios de cursos de formação de professores
(Universidade Federal do Espírito Santo, 2024-09-09) Paula, Érica Alcantara Pinheiro de; Aroeira, Kalline Pereira; https://orcid.org/0000-0002-5893-539X ; http://lattes.cnpq.br/; https://orcid.org/0009-0002-7220-2552; http://lattes.cnpq.br/; Coelho, Geide Rosa; https://orcid.org/; http://lattes.cnpq.br/; Costa, Elisangela André da Silva; https://orcid.org/; http://lattes.cnpq.br/
This research investigates the relationship between the University and the Basic Education School in the context of the mandatory Supervised Internship processes and their potential contribution to teacher’s initial and continuing education. It analyzes the conceptions of teachers about how the Internship processes in the Undergraduate Courses of the Federal University of Espírito Santo Campus in Goiabeiras contribute to teacher training, and how the articulation has occurred in this formative context of the undergraduate student, in initial training, of the supervising teachers and advisors of the Internship in continuing education. The theoretical framework for this research refers to the contributions of studies focused on teacher education, with emphasis on the studies of Garcia (1999), Pimenta (1997 2012), Alarcão (2011), Nóvoa (1995, 2017; 2022), Pimenta e Lima (2017) and Freire (1996). The methodology adopted refers to exploratory research, from a critical-dialectical perspective, being qualitative research. Interviews were conducted with professors from the University and the School involved in the Supervised Curricular Internship process, in the final years of elementary school, due to the delimitation of the research and documentary research to map the regulations and documents related to the Supervised Curricular Internship of the bachelor’s degree Courses at the Federal University of Espírito Santo. In addition, a brief analysis of the Guidelines for Teacher Education established in the national regulations was carried out and points to a scenario of regression in policies around teacher training with the revocation of the 2015 National Guidelines by the 2019 Guidelines, a scenario not modified by the new Guidelines, approved in 2024, which presents several aspects that weaken its scope. The data obtained were analyzed using the content analysis technique. The results of the field research revealed a diversity of conceptions among the professors about the Internship. This contrast in perceptions highlights the importance of bringing Universities and Schools closer together, to foster training activities that broaden these concepts, contributing to more enriching teacher education. Participants' reports indicate that, although internship practices already include immersion and critical reflection, there are still opportunities to strengthen the link between Universities and Schools, promoting greater interaction between teachers and undergraduates. Despite the challenges identified - such as bureaucratic obstacles, divergent schedules and working conditions, that limit the active participation of basic education teachers -, opportunities were identified to enhance supervised curricular internships. Teaching, research and extension projects that integrate initial and ongoing training, encouraging closer collaboration between universities x and schools were mentioned as paths. It is concluded that overcoming challenges and taking advantage of such opportunities require a joint effort and the institutional support necessary to face difficulties, ensuring more integrated and contextualized teacher training. Finally, as an Educational Product, we proposed creating a Center as an Institutional space for articulation between University and School and Curricular Internships

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