Educação

URI Permanente desta comunidade

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

Programa de Pós-Graduação em Educação

Centro: CE
Telefone: (27) 4009 2547
URL do programa: http://www.educacao.ufes.br/pt-br/pos-graduacao/PPGE

Navegar

Agora exibindo 1 - 20 de 807

A AÇÃO SOCIAL DO “MOVIMENTO COLABORA EDUCAÇÃO” EM POLÍTICAS EDUCACIONAIS INTERFEDERATIVAS
(Universidade Federal do Espírito Santo, 2020-02-19) Rodrigues, Rodrigo Ferreira; Araujo, Gilda Cardoso de; https://orcid.org/; http://lattes.cnpq.br/7184033522040803; https://orcid.org/; http://lattes.cnpq.br/; Costa, Deane Monteiro Vieira; https://orcid.org/; http://lattes.cnpq.br/; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; Peixoto, Edson Maciel; https://orcid.org/; http://lattes.cnpq.br/; Lima, Marcelo; http://lattes.cnpq.br/6745822194240257; Schwartz, Cleonara Maria; https://orcid.org/0000000344112234; http://lattes.cnpq.br/1768605311310158; Scarfoni, Eduardo Norcia
This research analyses the social action of the Movement Colabora Educação (MCE) ̶ established since 2016 by the Inter American Development Bank, Todos pela Educação, Itaú Social Foundation, Lemann Foundation, Ayrton Senna Institute, Natura Insti
A alfabetização/educação de surdos na história da educação do Espírito Santo
(Universidade Federal do Espírito Santo, 2014-12-16) Rodrigues, Ednalva Gutierrez; Gontijo, Cláudia Maria Mendes; Schwartz, Cleonara Maria; Jesus, Denise Meyrelles de; Bueno, José Geraldo Silveira; Rocha, Heloísa Helena Pimenta
This work integrates a research group developed by the line of research Education and Languages belonging to the Post-Graduation Program of the Espírito Santo State Federal University. It is about a historic research that aims at investigating the history of literacy of the deaf in the State of Espírito Santo, from 1950 to 1970, based on the initial thesis that education/literacy of the deaf children, in Espírito Santo, in that period, had the purpose to teach the national language through oralization, owing to the developmental project adopted by the Federal President, Juscelino Kubistchek. The work is based on Marc Bloch (2001) conceptions, by considering the History as the science of men in time, with the purpose to understand the human action according to the historic conditions of that time and on the contribution of the Bakhtin conceptions of language, specially, the text concept as enunciation, taking into consideration that each text/document brings in its central a history lived by subjects in a certain social and historical context. This way, from the analysis of school documents, journalistic texts, booklets, pedagogical materials and official documents, the work is structured in the sense of understanding the national context that gave rise to the first initiations of decentralization concerning the education of the deaf, culminating with the creation of special classes in several Brazilian states, including Espírito Santo. The repercussions, in local ambit, were analyzed from two axes. In the first one, the political aspects were analyzed, highlighting that the Government disclaimer favored the partnership between the public sphere and the private one in the configuration of the special classes, within the regular schools. The second one stood out that the Oral Method and the Perdoncini Method, which rooted the literacy process and aimed at teaching the country’s official language, regarding the oral modality, dialogued with the pedagogical and psychological conception of that time, making the process clearly educational. The work concludes that the period was marked by an educational project considered consistent and coherent with the postulates of that time, having in the responsible and polyphonic action of the Teacher Álpia Couto-Lenzi its main interlocutor.
A apropriação da língua inglesa pelo aluno cego matriculado no ensino fundamental : um estudo de caso
(Universidade Federal do Espírito Santo, 2013-02-06) Perinni, Sanandreia Torezani; Drago, Rogério; Delboni, Tânia Mara Zanotti Guerra Frizzera; Jesus, Denise Meyrelles de; Caiado, Kátia Regina Moreno
This research aimed to understand the ways of appropriation of the English language by blind student enrolled in the common rooms of elementary education in the regular school system. For the development of this research I chose to take a qualitative approach in the context of the case study building on the theoretical and philosophical assumptions of socio-historical approach, based on the contributions of Vygotsky, Bakhtin and authors who share this line. The research had as subject of study a visually impaired student, the English teacher and teacher specializing in specialized educational services. The corpus of the research was obtained from document analysis, semi-structured interviews, observation of English classes and the school environment. Data analysis showed that learning the blind student does not differentiate regarding the learning of other students, just needs other ways to perform as well as the fact that disability is realized only in the interactions in the social environment. The data also show that the school is aware of the differences in school life, however, with regard to the actions curriculum within the classroom, I found a little flexible curriculum to the needs of students with and without disabilities, a practice teaching that still favours the explanation of content, exercises and writing reviews, and mostly individual. Whereas the meaning of disability is the result of the combination of the history of the individual with the social environment, the data collected indicate that the acquisition of knowledge in the English language by blind student arise amid difficulties ranging from the lack of suitable materials to the senses attributed by the subjects of this process about visual impairment, specifically blindness, in other words, the challenges that exist in this process are determined in the social context and not on biological characteristics.
A apropriação do conceito de divisão por alunos dos anos iniciais do ensino fundamental
(Universidade Federal do Espírito Santo, 2014-07-25) Silva, Alexsandra Lúcia Miranda Lima Senna da; Santos-Wagner, Vânia Maria Pereira dos; Célio Sobrinho, Reginaldo; Albernaz, Jussara Martins; Paiva, Maria Auxiliadora Vilela
This master dissertation with focus in mathematics education took place within the Graduate Education Program at Center of Education at Federal University of Espírito Santo. Our research occurred in 2013 in a public school in the city of Vitória, ES. Our qualitative research investigates are the 3 rd grade Elementary School students strategies and ideas about division. In addition, we conducted a teaching experiment in the classroom working with some activities that explored the concept of division. We answered the following questions: Which strategies and ideas about division the 3rd grade (4th year) Elementary School students show before and after a formal teaching experiment about division? The studies of Gómez Chacón, Lorenzato, Polya, Santos, Santos-Wagner, Selva, Serrazina, e Vigotsky, among others, offered theoretical contributions to this work. We collected data through lessons observed, activities solved by students and classes taught by the beginner researcher teacher. The analysis procedures occurred under the light of the cited authors. Students were encouraged to establish relationships, conjecture and argue about their conclusions throughout the educational tasks. The experience with these activities contributed to a change of students’ attitudes, leading them to become more reflective and active in math classes. Furthermore, we believe that changes with respect to division’s conceptions and division’s teaching strategies occurred with both the classroom teacher and the beginner teacher researcher. We, also, observed the development of students' autonomy in seeking new mathematics learning situations and strategies to solve and elaborate problems. We hope this research will inspire other teachers to develop pedagogical practices that prioritizes the construction of the concepts in match and the usage of their own strategies. We dream that the teachers feel that it is important to consider peculiarities, particularities and abilities of all the ones who are mathematics and learning process.
A arte do teatro de bonecos como disparadora de encontros na constituição dos curriculosafetos na escola
(Universidade Federal do Espírito Santo, 2013-03-25) Pereira, Dulcimar; Carvalho, Janete Magalhães; Lopes, Eduardo Simonini; Perez, Carmen Lúcia Vidal; Ferreira, Martha Tristão; Ferraço, Carlos Eduardo; Simões, Regina Helena Silva
The current study intends to present the meetings/gatherings produced between dolls and the school community of EMEF Tancredo de Almeida Neves, located in São Pedro III neighborhood–district of Vitória, in the constitution of their curriculumaffections. In the meetings, some knowledge was produced with constant exchanges among the ones practicing the everyday life. This way, the study main goal is to map the experiences of that group with dolls and stories, as well as the meetings developments. It has as theoretical intercessor: Spinoza (2008) and his contribution related to the good gatherings that increase the power of acting; Foucault (2006) and his studies about the esthetics of existence and people’s care with their own selves and the others; Deleuze (1992) and the intercessors importance; still constitute the intercessor dialogues that discuss about the production of curriculums in the daily school life, as Ferraço (2003), Alves (2004), Carvalho (2009), among others. The methodological paths are constituted during the mapping intercession with studies regarding everyday life. In order to produce data in this space-time, videos, conversations, pictures and pedagogical workshops were used. The study stands out that in those meetings between intercessors-dolls, instructor and student, the power of acting is increased and other proposals are elaborated in the weaving of knowledge and sympathy nets. the work concludes that the good meetings with the dolls theater art composed more colorful mosaics, which enlarged knowledge creating more fluid relations, less tense and that amid the molars and molecular lines were also produced escaping lines that instigated, provoked other movements, enabling the acting power to increase through the exchanges and the production of affection with other meanings of experiencing the school through the ethics-policy based on the each one self-care and the care with others, the existence ethics.
A atuação do legislativo municipal no processo de deliberação das políticas públicas para a educação : "em discussão", "encerrada a discussão", "chamada para votação"
(Universidade Federal do Espírito Santo, 2015-12-21) Peixoto, Edson Maciel; Araújo, Vânia Carvalho de; Oliveira, Eduardo Augusto Moscon; Angelo, Vitor Amorim de; Simões, Regina Helena Silva; Araújo, Gilda Cardoso de
This study aims at analyzing the operation of the city council of Vítória, ES, Brazil in the process of enacting public education policies, so as to understand how the means of participation are configured in this process. We opt for the study of institutions (formal and informal norms, rules and procedures that regulate legislatures), based on the new institutionalism side (LIMONGI, 1994; HALL; TAYLOR, 2003; PERES, 2008; MARCH; OLSEN, 2008) and of the parliamentary deliberation process (FERRAZ, 2007) through which bills are considered by legislative bodies. These options were motivated by the concern about the conditions provided by the institutions that regulate legislative power and about the modus operandi of the Municipal Legislature in the deliberation process of consideration of municipal education policies. This study sees participation as a complement to representative democracy (SANTOS; AVRITZER, 2009), allowing participatory democracy practices to be built in the process of education policy consideration. Based on a case-study, this investigation was carried out through the exam of the organic law; the inside policy of the legislative power; and the 197 bills that went through legislatures from 1/1/1989 to 12/31/2014 before they were enacted. For an in-depth analysis, this study highlights 20 bills considered to represent education policies and had structuring features to the Municipal Education System. Although cases of “active participation” (LIMA, 2003) have been found, there was little practice of democracy as representative characteristic of the Legislative Power operation in the study period. This practice was characterized by poor connections between representatives and those they represent; disinterest of representatives to discuss most of the propositions about education; limitations and constraints imposed by institutions regulating the decision-making process, which encourages “nonparticipation” or “passive participation” (LIMA, 2003); willingness to keep legislature as a hegemonic decision-making process that ensures the stability of results. This reduced democratic practice is highlighted by the procedures that end the consideration of most propositions: “Under discussion”. “Discussion ended”. “Call for voting”, without any intervention by councilors.
A atuação do pedagogo em abrigos do município de Vitória/ES
(Universidade Federal do Espírito Santo, 2013-07-08) Pereira, Pâmela Rodrigues; Barreto, Maria Aparecida Santos Corrêa; Oliveira, Edna Castro de; Pinel, Hiran; Padilha, Anna Maria Lunardi
This study aims at examining the work of teachers in institutions of shelters in the city of Vitória, state of Espírito Santo, and from this analysis, unveiling the field work of teachers in this area, expand the theoretical framework that deals with the formation pedagogue, investigate, through listening to students finalists, if the curriculum of the Education Course - 2006 version offers theoretical and methodological bases to qualify this professional acting in such institutions. This is a qualitative research approach, with a case study of the ethnographic, cultural-historical perspective. To which makes use of procedures such as participant observation, document analysis and interviews. Defines how the locus of study Education Center of the Federal University of Espírito Santo and five shelters in the city of Vitória-ES members of the Project Viva Life, Faith and Joy Foundation, contracted by the Municipality of Vitória- ES through the Secretariat Municipal Social Welfare. Highlights the possibilities and results of resizing and restructuring of the curriculum of the Education Course for training in non-school contexts. In the specific case shelters, points out that there is a need to discuss and learn more about this field, since children and teenagers who are bespoke shelter are also students.
A ATUAL REFORMA DO ENSINO MÉDIO NO SESI/SENAI DO ESPÍRITO SANTO: CONFIGURAÇÃO CURRICULAR DOS ITINERÁRIOS FORMATIVOS E BNCC
(Universidade Federal do Espírito Santo, 2021-12-15) Silva, Marcos Lengrub da; Lima, Marcelo; https://orcid.org/; http://lattes.cnpq.br/6745822194240257; https://orcid.org/; http://lattes.cnpq.br/; Pinto, Antonio Henrique; https://orcid.org/; http://lattes.cnpq.br/; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211
This paper aims at analyzing the reform of high school in Espírito Santo implemented in the Industry social service (SESI) and the National Service of Social Learning (Senai) through the combined offer of the Technical-Professional Itinerary and the Commo
A campanha de educação de adolescentes e adultos no Brasil e no estado do Espírito Santo (1947-1963): um projeto civilizador
(Universidade Federal do Espírito Santo, 2012-06-28) Costa, Deane Monteiro Vieira; Araújo, Gilda Cardoso de; Soares, Leôncio José Gomes; Veiga, Cynthia Greive; Oliveira, Edna Castro de; Gontijo, Cláudia Maria Mendes
This dissertation analyzes, through a historical perspective, the first governmental initiative started in 1947 and promoted by the Ministry of Education and Health in educating youngsters and adults in urban and rural areas of Brazil and in the state of Espírito Santo. Entitled Campanha de Educação de Adolescentes e Adultos (CEAA) – Educational Campaign of Youngsters and Adults – it was a milestone in the process of elaboration of both theoretical and practical grounds for the education of youngsters and adults. With this purpose, official documents and various didactic productions elaborated by the Pedagogic Orientation Sector of CEAA of the Ministry of Education and Health are studied. These organizations, with a peacemaking approach of sanitation, patriotism, and education, proposed a civilizing process. In his book, O processocivilizador (The civilizing process), Norbert Elias analyzes the process through which western society went habit and behavioral changes, which started in the alterations in the relationships of interdependence among individuals and social groups, and therefore, in the relationships of power. In his analysis, he uses “after-school” texts distributed throughout the country by the Serviço de Educação de Adultos (Adult Education Service), targeted to students matriculated in CEAA classes that had already mastered reading. In this social figuration, therefore, the struggle against illiteracy generated stigmatization and dishonor processes of the others – the illiterate. The inferior place was declared with the type of language used in the CEAA official documents which utilized pejorative and depreciative terms and nicknames applied to the illiterate, and also the use of indicators of low expectations towards them, fact that may be noticed in the language used in the book JucaFubávisitaumacidade. In addition to that, in the book Mulheresexemplares – Ideal women - the amplification of the role of women, taking over different social functions starting in the decade of 1940 was also oriented by CEAA.The book indicated that the roles proposed by urbanization and industrialization could not compete with the role of national pride – the role of wife and housewife. The civilizing role of the working women highlighted by this “official” text helped us construct the image of “abstained” attributed to the teacher of Cachoeiro de Itapemirim, Zilma Coelho Pinto, who led the “initiative/battle” to eradicate illiteracy in her region, in the state of Espírito Santo. Her state, national, and international recognition happened after the creation of a not-for-profit organization whose main objective was to eradicate illiteracy in her municipality, the Campanha de Alfabetizaçãoe Assistência Social de Cachoeiro de Itapemirim (CAASCI) – Campaign of Assistance and Literacy of Cachoeiro de Itapemirim –, and whose conception of education was similar to the one of CEAA, presented as the “redemption” of the Brazilian man. The teenagers, youngsters, and adults that attended this organization were seen as individuals in stage of development which could be shaped in to attend to the social demands, in other words, to occupy places that were attributed to them by the natural development of society. From the reflections raised in this study, we highlight that CEAA’s proposition of literacy played an integral role in the ongoing Brazilian civilizing process, which presented schooling since the XIX century as a civilizing reference, in its interdependence limits and of the local practice correlations in under development
A cartilha midiática de Capricho para a educação da jovem brasileira
(Universidade Federal do Espírito Santo, 2014-03-21) Mesquita, Letícia Nassar Matos; Rebouças, Moema Lúcia Martins; Gontijo, Cláudia Maria Mendes; Schwartz, Cleonara Maria; Oliveira, Ana Cláudia Mei Alves de; Peruzzo, Cicilia Maria Krohling
This study has as its theme the prescriptive discourse of the press media directed at the young female audience in Brazil. The corpus is CAPRICHO magazine, which has been published by Editora Abril since 1952. Currently this magazine is the publication for young girls with the largest circulation in the country. The issues under study were published in the period from January 2010 to December 2011, among these, 27 issues from 2010 and 25 from 2011. Our aim was to analyze how the discursive and narrative strategies impose on youth values in circulation in the magazine which enable the young readers to develop skills , attitudes and behaviors, turning the publication into a media booklet that teaches certain modes of presence in the world that constitute the Capricho way of being. Our thesis is that CAPRICHO is a didactic communication vehicle, a sort of booklet that dictates behavior, ways of being in the world, highlighting gender issues, especially regarding young Brazilian girls. To defend this thesis, the following hypotheses were tested: a) the Capricho way of being is built by reiterations of discursive and narrative strategies that contribute to the circulation of social values and axiologies; b) the syncretism of languages plays a major role in convincing the readers; c) the intersubjective interaction of intimacy is what characterizes the close interaction between enunciator and enunciatee, marking the acts of advising and following the advice; d) the manipulation strategy of seduction covers the prescriptive discourse which is valued as a daily participant; e) due to this condition of daily routine presence, CAPRICHO is valued as a manual that helps to make sense to the being in the world, the magazine is considered as an object of collection; f) as an accessible manual, it can leave the shelf according to the needs of the young readers. The analysis is based on the theoretical and methodological contributions of discoursive semiotic. The analysis is based on the theoretical and methodological contributions of discoursive semiotic, focusing on studies about syncretism of languages. As a result, it was found that as CAPRICHO uses rich plasticity and words taken from the young enunciatee, the reader is subjected to the social values attributed to Brazilian women: kindness, sociability linked to aesthetics and the importance of studying for the working market. Consumerism is embedded in each part of the magazine, like a driving force which makes the reader believe to be the addresser. The relevance of this thesis is also to prove that the analyzes of the relationship between visual and verbal writing are essential for grasping the meaning of a syncretic text and building a critical reader
A catarse musical na reeducação dos sentidos: formação, música e educação em Theodor Adorno e Georges Snyders
(Universidade Federal do Espírito Santo, 2016-07-15) Weixter, Renata Rosa; Loureiro, Robson; Salgueiro, Maria Amélia Dalvi; Salgueiro, Wilberth Claython Ferreira; Nogueira, Monique Andries
This research, theoretical and analytical, search the sites of philosophy and education to dialogue and tension between the philosophical foundations of the Company's Critica Theory in Theodor Adorno and Critical Theory in Educational Georges Snyders. Theme is the relationship between education, music and aesthetics and pre-occupied with the potential of the category Adornian musical catharsis as it ment to the aestheticcultural training and re-education of the senses of teachers and students. The question-problem that goal the investigation concerns the conditions of possibilities for this concept contribute to the aesthetic and cultural formation of pro-teachers and students in order to foster experiences that encourage critical reflection towards the human Bildung. It presents the hypothesis that the musi-cal Adornian catharsis is an intrinsic part of the work of art that, in conjunction with other ele-ments, tends to produce a strangeness in the spectator capable of performing a inflate-nection toward work and also a movement critical self-reflection about himself in relation to society. The objective of this research is to highlight the impor- tance of the concept of catharsis Adornian for discussion of Bildung as opposed to Halbbildung in particular with regard to aestheticcultural training. Search emphasize also the contributions of Georges Snyders and their pro-placed reflective methodological experiences of enjoyment of elements consti-substituents of the musical masterpiece. This research suggests that a critical education, through Adornian cathartic experience of musical art in conjunction with the experiences of the joys of musical masterpiece proposed by Snyders, to be held for teachers and students to be able to contribute to, as well the reeducates tion of the senses, allowing stimuli to critical thinking, autonomy and empowerment of these subjects. This research earned the realization by pro-teachers and students, the exercise of cathartic estrangement in relation to the work of musical art in school can, in addition to expanding the aesthetic-cultural taste, contribute to the re-education of the senses and the repayment capacity thinking and re-bending, enabling a conscious and critical process of understanding of human nature not reduced to market interests and oblivious to the more expensive human values like fraternity, equality of rights and social justice.
A catarse teatral na formação humana
(Universidade Federal do Espírito Santo, 2013-07-23) Cunha, Fabricio Moraes; Della Fonte, Sandra Soares; Loureiro, Robson; Foerste, Gerda Margit Schütz; Costa, Ricardo Ramos; Pinto, Antonio Henrique
Based on a theoretical-bibliographical research, this dissertation aims to investigate the relationship between theater and human formation, in a perspective of Critical Theory of Society. The main goal is to understand how the experience with the theater, capable to rouse the cathartic dimension, can contribute with the growth of human formation. The issue that needs answer is related with the possibility of the cathartic process, motivated by the theater, to inspire a formation opposed to the educational commands linked to the logic of the market. The concept of human development adopted is linked to the concept of Bildung in the philosophical tradition of Theodor W. Adorno. The methodological course starts with a brief conceptual detour in reference works (general and specialized dictionaries) in the areas of philosophy, arts and theater, and then focuses on a literature review, with emphasis on academic papers published by researchers in the educational area and the dialogue with the area of theater studies. The specific goal in this first stage of the work was to understand how the concept of catharsis has been reference in these studies and how, in the academic environment, this has been dialogue between theater and education, knowing that the cathartic experience is the mediation. However, besides knowing the different meanings of catharsis , is important to identify the characteristics of education types that we support in our hypothesis. Therefore, the second specific objective of the work is to understand the educational proposal towards emancipation based on the conceptual framework of Theodor Adorno. As a way to establish a counterpoint between Adorno s assumptions and the current socio-historical context, we also assume the specific purpose of analyzing aspects of the kind of catharsis stimulated by current society and its consequences for the processes of human development. Finally, we investigated how other kind of catharsis, specifically aesthetic and promoted by theatrical art, can serve to Emancipatory Education based on Adorno's Aesthetic Theory
A CONCEPÇÃO DE ENSINO MÉDIO INTEGRADO DOS DOCENTES DOS INSTITUTOS FEDERAIS DE EDUCAÇÃO
(Universidade Federal do Espírito Santo, 2022-12-01) Arantes, Ana Kelly; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; https://orcid.org/; http://lattes.cnpq.br/; Ramos, Marise Nogueira; https://orcid.org/0000-0001-5439-3258; http://lattes.cnpq.br/3796863111902233; Martins, Marcos Francisco; https://orcid.org/0000-0002-8220-2030; http://lattes.cnpq.br/4515924584428591; Ferreira, Eliza Bartolozzi; https://orcid.org/0000000241009875; http://lattes.cnpq.br/4414820772031494; Lima, Marcelo; http://lattes.cnpq.br/6745822194240257
Chagas disease (CD) is a chronic infectious disease, considered an anthropozoonosis that represents a major public health problem and mandatory notification, with a high level of morbidity and mortality occurring throughout Latin America. Caused by a protozoan that belongs to the Trypanosomatidae family and the Trypanosoma genus, Trypanosoma species (Schizotrypanum) cruzi.CD can be transmitted in several ways, the most common being vector, through the bite of a hematophagous insect of the Reduviidae family, with the species Triatoma infestans being popularly known as “barber”, in Brazil, the main responsible for causing the disease in cycle domiciliary, being able to transmit the disease to their vertebrate hosts, which are several species of mammals, being man (accidental) and dog (main reservoir of the disease) the main hosts and to their invertebrate hosts such as triatomines. Once infected, the individual may present in the acute phase of the disease the sign of chagoma and the sign of pomegranate, accompanied by some clinical signs such as fever and inappetence. In the chronic phase, the disease can manifest itself in an indeterminate, cardiac, digestive, neurological or mixed form (more rare). As for their diagnosis, they can be made by different methods, parasitological, serological and molecular. Serological methods are the most used, due to the low parasitic load in the chronic phase, limiting the parasitological. Two serological tests are always recommended, due to their low specificity, and cross-reactions with other parasites of the same family such as Leishmania spp may occur, due to the low sensitivity and specificity of some tests, this project aimed to define using the profile of immunoglobulin subclasses ( Total IgG, IgG1 and IgG2) by enzyme-linked immunosorbent assay (ELISA) is a way of differentiating between T. cruzi and the genus Leishmania, which is the main cause of serological cross reactions in the state of Espírito Santo for CD, through a low-cost method and that it can be used routinely in diagnostic centers.
A concepção de linguagem na prova de redação do vestibular da Universidade Federal do Espírito Santo no período de 2000 a 2010
(Universidade Federal do Espírito Santo, 2012-03-30) Oliveira, Ana Paula Gomes de; Schwartz, Cleonara Maria; Rebouças, Moema Lúcia Martins; Castro, Marcelo Macedo Corrêa e; Salgueiro, Maria Amélia Dalvi
The objective is to investigate the concepts of language, text, writing and subject which have been underlying the writing exams used in the entrance examinations (" vestibular ) for Universidade Federal do Espírito Santo UFES. In order to do so, the research pursues the answers to the following questions: a) Which concepts of language, text, writing and subject which have been underlying the writing exams for the entrance examinations for UFES? b) Do the concepts which have been underlying the writing exams for the entrance examinations for UFES dialog with the theoretical tendencies which pervade the production of knowledge in the linguistics and education fields and that have been present in the official syllabi for mother tongue teaching for Elementary and High schools? c) Do the assessment criteria used by the board of correctors reflect such tendencies? Theoretically, this investigation anchors itself, mostly, to the contributions of Bakhtin (2003, 2006) and other authors such as Marcuschi (2007, 2008), Geraldi (1996, 1997, 2003, 2006), Travaglia (1991,1996), Koch (2003) e Koch e Elias (2006), which approach different dimensions of language, writing, subject and text. The methodology employed is the documental analysis, using as a corpus the exams for the entrance examinations for UFES in the period between 2000 and 2010. The exam analyses reveal that the views on the writing exam, concerning the studied period, have shown changes which cover a moment in which the exam privileged eminently school writing practices, supported by a conception of language as a representation of thought, and writing as a way of expressing thought, to another moment in which there was an approaching between the textual genres and the social practices of the subject, in an exam model based upon the use of language in interactional conditions. The criteria present in the correction grid of the writing exams for UFES also express the language conceptions adopted along those periods, fact which corroborates the results accomplished through the analyses of the exams proposed by the university
A configuração da docência no ginásio do Espírito Santo (1906-1951)
(Universidade Federal do Espírito Santo, 2017-02-20) Borel, Tatiana; Simões, Regina Helena Silva; Pinto, Antonio Henrique; Thiengo, Edmar Reis; Carvalho, Janete Magalhães; Salim, Maria Alayde Alcantara
It analyzes the configuration of teaching in the Espírito Santo Gymnasium / State School in the first decades of the XX century (1906-1951). The temporal cut is marked by the creation of the Espírito Santo Gymnasium in 1906, and the foundation of the Philosophy, Sciences and Letras College of Espírito Santo (FAFI) in 1951. It aims to investigate the formative and professional paths of teachers who taught in the main Capixaba institution of secondary education, prioritizing glances for rituals that involved the starting point, the teaching conceptions, as well as traces of the practices that endured within the passing of time. It describes a historical overview regarding the gymnasium as a public secondary education institution in Espírito Santo, evidencing aspects of its creation and functioning. Amongst them, the alternation of administration between State and Church; the various addresses that housed the gymnasium; the salaries earned by teachers; open exams for professors; the teaching practices undertaken; the notoriety among the capixaba society; and intellectual production inside and outside the school space. In order to do so, it uses as sources: reports of inspectors and presidents of the State; newspaper clippings (various); official documents about the creation and operation of the GES (Espirito Santo Gymnasium); minutes of the Congregation and minutes and reports of open exams; legislation; various magazines, including Vida Capichaba and Revista Comandos; crafts; documents of assimilation with Colégio Pedro II; personal documents such as letters and photographs; as well as testimonies collected in an interview. The analysis dialogues with the theoretical contributions of the historians Marc Bloch (2001) and Carlo Ginzburg (2002). It values the importance of historical testimonies, the understanding of diversity and the tangling of sources. It was sought to narrow the scale of analysis to enable details to surface. The available sources were interrogated with the intention of making them speak. The final discussions indicate that, despite having suffered structural difficulties, the Gymnasium of Espírito Santo has never ceased to develop its activities, reaching the process of equating to Pedro II College, on two occasions. As far as professors were concerned, they were, for the most part, people who had a certain popularity and who had no education in the area of education, and who were, therefore, involved in other spheres of society. As for the entering of the teachers in the GES, political interference in the admission and / or permanence processes of the professors were frequent. It was also verified that, although it followed a specific regiment, the teaching practices were developed from particularities of the teachers, who engendered personal interests and affinities in the way of teaching in the Gymnasium of Espirito Santo / State School.
A CONSTITUIÇÃO DA DOCÊNCIA DE PROFESSORES DE HISTÓRIA DA ARTE DO CURSO DE LICENCIATURA EM ARTES VISUAIS – EAD – UAB/UFES: DIÁLOGOS ENTRE A MODALIDADE A DISTÂNCIA E A PRESENCIAL
(Universidade Federal do Espírito Santo, 2020-02-27) Almonfrey, Juliana de Souza Silva; Reboucas, Moema Lucia Martins; https://orcid.org/; http://lattes.cnpq.br/4414451806305375; https://orcid.org/; http://lattes.cnpq.br/; Guimaraes, Leda Maria de Barros; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Leticia Queiroz de; https://orcid.org/; http://lattes.cnpq.br/; Foerste, Gerda Margit Schutz; https://orcid.org/; http://lattes.cnpq.br/5263258908602198; Schwartz, Cleonara Maria; https://orcid.org/0000000344112234; http://lattes.cnpq.br/1768605311310158
The present study focuses on the performance of Art History professors who became part of the teaching staff of the undergraduate course in Visual Arts in Distance Education (DE) at the Federal University of Espírito Santo. The questions that problematize
A constituição da educação infantil no município de Aracruz-ES : permanências e descontinuidades
(Universidade Federal do Espírito Santo, 2013-07-19) Lomba, Maria Lúcia de Resende; Simões, Regina Helena Silva; Carvalho, Janete Magalhães; Coco, Valdete; Aquino, Ligia Maria Motta Lima Leão de
This work investigates the process of creating the kindergarten "Epifânio Pontin". We seek to understand the formation of early childhood education in the municipality of Aracruz, Espírito Santo State, Brazil. We search the configuration of curriculum guidelines and pedagogical practices that permeated the creation of the first municipal kindergarten and its transition to the Municipal Center for Early Childhood Education (CMEI) in the period 1969-2009. The documental corpus is based on: pedagogical proposals of the city and CMEI; evaluation forms for children; records from the municipal institutions of childhood education; CMEI minutes of meetings; agendas of class teachers; videos; a teacher's notebook with her notes; graduation invitation; photographs; agendas studies; a correspondence; clippings from local newspapers; a questionnaire and interviews. Based this work on the propositions of Bloch (2001) and Ginzburg (1989, 2002, 2006, 2007), we establish approximations to the historical research in the process of analysis of documentation and relationships between the past and the present. In order to points of conflict, tensions, and power relations that permeate the production of the sources, those are understood as clues, traces, marks, and signs to be read in its complexity. This work dialogues with Simões (2006, 2011) and Faria Filho (1998) on the importance of studying the past to understand the journey of teaching in the Brazilian scene. We base on Kuhlmann Jr. (1998, 2000, 2001, 2005, 2010); Del Priori (2010), Kramer (1994, 1995, 2003, 2006, 2011), Hoffmann (2006) and Silva (2007, 2008) to think about issues related to Early Childhood Education, regarding: the history; policies and conceptions which influenced the proposals developed in Brazilian institutions; challenges relating to the construction of knowledge; continued training of teachers; assessment of children and waiting lists for vacancies in institutions. We considers that the process is permeated by continuities and discontinuities. In regard to continuities, we find the extensive waiting list for vacancies in municipal institutions, as well as insecurity, inadequacy and improvisation of physical spaces allocated to this first stage of basic education. The discontinuities refer to the intensification of the processes of continuous formation of teachers; attempts to break with pedagogical activities guided by holidays and themes; the evaluation process of children; and the pursuit of building a new pedagogical proposal for the municipal Childhood Education
A constituição da escola activa e a formação de professores no Espírito Santo (1928-1930)
(Universidade Federal do Espírito Santo, 2013-04-11) Berto, Rosianny Campos; Simões, Regina Helena Silva; Gonçalves Neto, Wenceslau; Vidal, Diana Gonçalves; Franco, Sebastião Pimentel; Ferreira Neto, Amarilio; Carvalho, Janete Magalhães
The research historically analyzes the active school constitution process in the State of Espírito Santo, in the context of the public instruction reform in the State proposed by Attilio Vivacqua, Instruction secretary, between 1928 and 1930. It aims at searching for strategies that configure the teachers formation process as key element of the New School reform in Espírito Santo, taking the Rehearse Active School and the Course of Pedagogical Culture as irradiator centers of the “new” in Espírito Santo education, inspired by the New School precepts and, more specifically, by the active school in circulation in Brazil and all over the world. The documental corpus is constituted of government messages, reports of the Instruction Secretariat, articles published in local, national and international periodic (News, official and pedagogical), inspection reports, laws and decrees, bibliographic sources and images. For the document analysis, it is advised by the propositions of Ginzburg (1987, 2002, 2003, 2007), through the comprehension of the historiography as tapestry and searching for force relations that can permeate the production of sources and for an understanding that goes beyond the text. The work dialogues with the past/present relations regarding Bloch (2001) and with notions of strategy and tactics, Certeau (2004), in order to think the questions that involve: dialogues with the local and national academic productions about the reforms based on the active school precepts; interlocutions with other renovation movements, in other social ambits, in local and national scenes; configuration elements and the rigging of the instruction reform in Espírito Santo; formation of teachers within scientific principles and strategies to circulate ideas of the reform by the State of Espírito Santo, by the hands of the school inspectors or by the disclosure of the ideas through the press. It considers that the active school constitution in Espírito Santo was processed in nets weaved by the subjects who used to think about education and the reform in the State, owing to the articulation with the modernization ideas going on in national and international ambits. This research was developed among the tensions between the new and the old, nationalist wishes and Brazilianness feelings, at the same time when it was strongly dialogued with scientific precepts in a way to orientate, as the reform engine, process of teachers formation that could enable to propagate the active school ideas inside the Espírito Santo schools, what had as obstacles some economic issues and poor conditions to work as teachers in most of the schools in Espírito Santo.
A constituição do Colégio Americano Batista de Vitória : entre a modernização do ensino e a missão religiosa (1907-1935)
(Universidade Federal do Espírito Santo, 2011-04-25) Faller, Sandra Loureiro; Victor, Sonia Lopes; Simões, Regina Helena Silva; Leite, Juçara Luzia; Sá, Elizabeth Figueiredo de
abstract
A constituição do Instituto de Educação de Vitória/ES e a formação de professores primários no Espírito Santo (1971-2000)
(Universidade Federal do Espírito Santo, 2014-10-17) Costa, Rita de Cássia Oliveira Pessanha da; Simões, Regina Helena Silva; Côco, Valdete; Franco, Sebastião Pimentel; Pinto, Antonio Henrique
The work investigates the transition process from the Regular School to another physical space as Institute of Education and this change development concerning the Teachers’ formation in the State of Espírito Santo, according to the guidelines instituted by the Law nº. 5.692/71, during the Brazilian Dictatorial Regime (1964- 1985). The time frame is initiated in 1971 with the transition and it ends during the movement in which the Institute becomes the State High School “Professor Fernando Duarte Rabelo”. The research privileges, as theoretical interlocutors, the Historians, Carlo Ginzburg (1986, 2006), Marc Bloch (2001) and Michel de Certeau (2004) and uses as documental corpus ordinances, newspaper articles, pictures of events held by the institution and interviews with individuals who have worked in that space as Teachers, principal and student. The sources were interrogated about the following questions: how was the transition from the Regular School “D. Pedro II” into the Education Institute of Vitória? What were the reasons that led to such transition? How was the Teachers’ formation configured in the Education Institute? What are the developments of the changes regarding the Teachers’ formation in the State of Espírito Santo? They seem to be intriguing silences and gaps observed in relation to the transition from Regular School to Education Institute and to the reasons that triggered to this change. From the Teachers’ speech, it is inferred that the transfer from physical space and the changes in the curriculum were ready, from top to bottom. The modernization discourse boasts the technique and technicality and announces the news. The Regular School and its traditions start to dwell the past as something forgettable on behalf of the technical advance. Even subtly, the smell of free coffee and porridge sprinkled the aroma of nostalgia from another time when the Teacher’s coffee break time was a “solemn” gathering. It is concluded that the abrupt discontinuity of Regular School, whose building started to shelter the current Sate School named Maria Ortiz, possibly is not depleted in the issues of technicalmethodological order that the documents make explicit. However, owing to the schedule limited to this research and the gap of sources, it was not possible to explore other response possibilities

Navegar

Navegando Educação por Título

Resultados por página

Opções de Ordenação