Ensino, Educação Básica e Formação de Professores
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- ItemA educação ambiental na microrregião do Caparaó (ES): estudo das concepções pedagógicas de professores dos municípios de Alegre e Guaçuí(Universidade Federal do Espírito Santo, 2022-02-11) Paula, Viviane Tavares de; Carvalho, Maria Aparecida de; https://orcid.org/; http://lattes.cnpq.br/5115292993913733; https://orcid.org/; http://lattes.cnpq.br/; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; Civale, Leonardo; https://orcid.org/; http://lattes.cnpq.br/The present research had as its object of study an analysis of the pedagogical conceptions of teachers regarding environmental education, for which it was decided to investigate through the man-nature relationship. To understand the conceptions that the t
- ItemA educação ambiental sob o prisma da representação social de licenciados em cursos das ciências da natureza(Universidade Federal do Espírito Santo, 2019-08-27) Freitas, Rafael Almeida de; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0001-9286-7610; http://lattes.cnpq.br/2494386306555208; Ferreira, Carolina Demetrio; https://orcid.org/0000-0002-1152-6791; http://lattes.cnpq.br/0105954451984447; Filho, Gilson Silva; https://orcid.org/0000000153131424; http://lattes.cnpq.br/1040363193594196Life in society and the rational capacity of the human being contributed to the organization of a scenario of reflections on the needs that the environment of which we are part of, requires. Through meetings, events and the formulation of public policies, the concern with the environment was inserted into the context of Education, in a field called “Environmental Education”. Despite the proposals and guidelines on the subject, their assimilation by society is influenced by the experiences of each person and the context to which they belong, changing the appropriation and representation of Environmental Education, giving it different characteristics that result from the formative trajectory of each individual. The objective of this research was to investigate Environmental Education through the Social Representation of undergraduates in Natural Sciences courses (Chemistry, Physics and Biological Sciences). The Theory of Social Representations was adopted as a theoretical methodological framework, which led to the collection and analysis of data obtained through the application of questionnaires to students entering the mentioned courses, at the Federal University of Espírito Santo - Alegre. The results point to the existence of a social group among the undergraduates, which is structured in four terms that make up the Central Nucleus. The Social Representation of the undergraduates includes elements that resemble the different conceptions/strands of Environmental Education and are related to the formative trajectory of the social group components. The group's social representation is structured around the terms “preservation”, “pollution”, “awareness” and “recycling”, which characterize, organize and structure the group's representation in relation to environmental education. It was also observed that there is evidence that make it possible to connect the Teaching of Natural Sciences and Environmental Education, based on the ideas pointed out by the undergraduates, reaffirming and reinforcing potential discussions involving Scientific Education and Environmental Education.
- ItemA educação das relações étnico-raciais no currículo de uma escola quilombola no município de Guaçuí-ES.(Universidade Federal do Espírito Santo, 2020-11-04) Nogueira, Liliane Rosa; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/; http://lattes.cnpq.br/; Forde, Gustavo Henrique Araujo; https://orcid.org/; http://lattes.cnpq.br/; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; Costa, Candida Soares da; https://orcid.org/; http://lattes.cnpq.br/This study aimed to analyze the process of implementing Law No. 10,639 / 03 in the curriculum of the Municipal Elementary School José Antônio de Carvalho , which serves students from the Quilombola Córrego do Sossego Community, located in the District of
- ItemA educação das relações étnico-raciais no ensino de História em uma escola no Sul do Estado do Espírito Santo(Universidade Federal do Espírito Santo, 2023-09-14) Bernardes, João Paulo Ribeiro; França, Marileide Gonçalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0000-0001-8818-5641; http://lattes.cnpq.br/4327329807986969; Forde, Gustavo Henrique Araujo; Felipe, Delton Aparecido; Martins, Raisa Maria de Arruda; http://lattes.cnpq.br/0330124122903433Twenty years after the promulgation of the Law n° 10.639/03, which amended the Law of Directives and Bases of National Education n° 9.394 de 1996, and established the mandatory teaching of Afro-Brazilian and African History and Culture, it is necessary to analyze the progress made and the challenges in face of the constitution of antiracist practices developed during this period. In this way, this research aims to investigate the processes of implantation and implementation of Law n° 10.639/03 in History Teaching in a state school in the municipality of Alegre, in the state of Espírito Santo. For the theoretical basis of our work, we are backed by the contributions of Gomes (2005, 2007, 2012), Munanga (1994, 2003, 2005, 2020), Almeida (2015, 2021) and Gonçalves e Silva (2000) in order to elaborate discussions about racial relations and the education of black people in Brazil, while from Sacristán (2000, 2013), Tomaz Tadeu da Silva (1999), Bernardino-Costa (2002, 2009, 2015), Ballestrin (2013), Bittencourt (2008, 2018), Felipe (2020, 2021) and Adichie (2019) we reflected on what is understood by curriculum, History Teaching, and teaching practices from a decolonial perspective. For this purpose, we developed qualitative and case study research. For the production of data, we chose documentary consultation, the observation, the semi-structured interview and a field diary. For data analysis, we opted for content analysis in an attempt to understand the social meanings present in the educational practices developed by the subjects in the school context. It was possible to observe that, 20 years after its enactment, Law 10.639/03 is implemented in the curriculum of the State Department of Education, in the general guidelines of the curricular proposal and in some contents foreseen for the History Teaching, but in a superficial way. With the implantation of the curriculum of competencies and skills proposed by the BNCC, the education of excellence is replaced by the education of sufficiency, which has led to a fragility in the implementation of Law n° 10.639/03 at school. In addition, we noticed that the dynamics of external assessments undermined the implementation of Law n° 10.639/03 by diluting the education of ethnic-racial relations (ERER) in the introduction of European History content. With regard to the PPP is concerned, we realize that the Law is present in the document, however only one Integrative Project was focused on Erer, out of a total of five. Furthermore, this project was based on the four pillars of education (learning to be, to live together, to know and to do), which contributed to the superficiality of the implementation of the Law. Regarding the knowledge about Erer on the part of History teachers and managers, we observed that only one teacher had knowledge about the Law. The other participants had minimal or stereotyped knowledge of the legislation analyzed. With regard to the process of implementation of the legislation in history teaching practices, we identified difficulties of teachers in getting involved with Erer. However, we also glimpsed possibilities for this materialization to occur from other narratives and actions that seek to break with the Eurocentric discourse, starting from the constitution of practices in the decolonial perspective. In addition, we noticed the presence of racist practices in social relations in the school environment masked as jokes, but we also identified school practices that influenced the construction of the identity of black students in a positive way, through the appreciation of Afro-Brazilian and African history and culture.
- ItemA formação de professores em modelagem Matemática: Contribuições para a reflexão da prática profissional”(Universidade Federal do Espírito Santo, 2023-07-26) Lozorio, Andressa Côco; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0000-0002-6411-9583; http://lattes.cnpq.br/4913252934075927; Oliveira, Alana Nunes Pereira de; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Gualandi, Jorge Henrique; https://orcid.org/0000-0002-0302-7650; http://lattes.cnpq.br/3386420572368441; Lorenzoni, Luciano Lessa; https://orcid.org/0000-0003-4859-7750; http://lattes.cnpq.br/7959495705859101This text presents research based on Mathematical Modeling, based on the assumptions of Critical Mathematics Education. The work falls within the field of continuing training for teachers who teach Mathematics in the final years of Elementary School. The study aimed to analyze how a continuing education course, focusing on Mathematical Modeling, could give new meaning to the teaching practices of a group of Mathematics teachers in the city of Castelo-ES. The course of the research methodology included a qualitative approach. The focus group technique was the approach chosen with the support of a question guide and field diary. Regarding the theme, audio and video recording instruments were used for the eight training meetings with the focus group. The analysis of this material took place through the transcription of the speeches and observations of the teachers who structured the corpus of work, based on the theory of Content Analysis proposed by Bardin in which categories emerged relating to initial training and Modeling, its insertion into practice of teaching, as well as its correlation with teaching, the possibility of contextualization with reality and the redefinition of teaching practice that does not compromise compliance with the school curriculum and demands well-designed planning so that the programmatic contents are fulfilled by stimulating or mediating knowledge and literacy under the social understanding of Mathematics. The results of the continuing education course showed that of the nine participating teachers, only two knew and used Mathematical Modeling as a teaching practice. What they wanted when participating in the training was to resolve their curiosity about the topic and practical examples of how to teach Mathematics in the classroom, since the usual methodology is not attractive to students due to the use of expository classes and solving exercises. Thus, it was possible to infer that the continuing education course contributed to reflection on the different methodologies adopted in its classes, finding in Mathematical Modeling a methodological alternative that can provide an improvement in the teaching and learning process of Mathematics with more dynamic and meaningful classes. However, teachers were stuck with the content-based approach, which was an obstacle to the implementation of the socio-critical perspective via continued training.
- ItemA formação para a educação inclusiva nos projetos pedagógicos curriculares dos cursos de licenciatura da UFES/Alegre - ES(Universidade Federal do Espírito Santo, 2019-09-23) Cossate, Fernanda Sobreira; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-5022-8810; http://lattes.cnpq.br/6889363865472384; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714As a rule, the process of exclusion in school practice was a reality that after the declaration of human rights in 1948 became questionable and repudiated. Throughout this historic milestone, several agreements were signed, to which Brazil is a signatory, among them the Salamanca declaration. These agreements aimed to provide north that could guide the formation of the inclusive education paradigm in the different countries of the world. Many authors have sought to study and understand the differences and describe how the process of exclusion occurs from those who, because they are different, suffer the epistemicide of their ideas and knowledge in the face of the knowledge of those who have economic and social power in a society, in which diversity must be launched beyond visibility. In invisibility lies everything that represents the different in a society deeply marked by the search for cultural homogeneity to the detriment of other epistemologies. In this context arise authors of critical and post-critical theoretical approaches to the idea of school curriculum, whose theoretical frameworks are Paulo Freire, Giroux and Laclau, respectively and work the idea of emancipation, important in the process of changes of the political and social system and especially In the context of education, they profoundly influence the constitution of a curriculum capable of embracing the various social demands represented by human diversity. In this context, this paper is a case study of the four undergraduate courses of the Federal University of Espírito Santo, Unit of Alegre- ES and aims to analyze how the curricular structure of the undergraduate courses contribute to teacher education from the perspective of inclusive education.To this end, a documental analysis of the pedagogical political projects of these courses was carried out and their adaptation to the national curriculum guidelines that guide each degree. In addition, two focus groups were held with faculty members of the Structuring Teacher Nucleus (NDE) of each. of the courses to identify which political and pedagogical aspects have been influencing the teachers formation regarding the aspects of the inclusive education. The data from this research indicate that there is the adequacy of the PPC's analyzed to the national curriculum guidelines that guide the undergraduate courses studied, as well as the strong technical aspect of the courses which corroborates the historical data regarding teacher education in Brazil, which It still has a focus on bachelor degree to the detriment of undergraduate degrees, which at first becomes an aggravating factor of teacher education focused on inclusive education. At the same time, when the legislation of the courses is adequate, regarding the infrastructure, pedagogical support to the coordinators and teachers and the political articulation between Municipal Public Administration and Federal University still need improvement. However, the potential of highly qualified faculty courses constitutes a great opportunity for the development of the theme.
- ItemA generalização de padrões matemáticos com estudantes do ensino fundamental(Universidade Federal do Espírito Santo, 2023-06-20) Campos, Mylena Simões; Gualandi, Jorge Henrique; https://orcid.org/0000-0002-0302-7650; http://lattes.cnpq.br/3386420572368441; https://orcid.org/0000-0002-0553-3450; http://lattes.cnpq.br/8825677608496114; Oliveira, Alana Nunes Pereira de; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Paiva, Maria Auxiliadora Vilela; https://orcid.org/0000-0003-2713-1345; http://lattes.cnpq.br/2158519313210506The generalization of mathematical patterns is a possibility for the development of mathematical thinking, specifically algebraic thinking, in students at any level of education, as well as the potential for developing advanced mathematical thinking. From this perspective, this research aimed to answer the following question: In what way do elementary school students generalize mathematical patterns and develop algebraic thinking? To answer this question, the objective was to investigate how elementary school students generalize mathematical patterns and develop algebraic thinking. The theoretical framework encompassed discussions on the following topics: a) mathematical thinking, including discussions on advanced mathematical thinking; b) algebraic thinking; c) mathematical patterns; d) generalization of mathematical patterns and e) generalization strategies. Regarding the method, a qualitative research study of the case study type was conducted, involving a group of eight students from the 7th grade of a public school located in Marataízes-ES. Data was collected through: i) participant observation, in which the researcher observed the students solving tasks taken from their textbooks that involved the generalization of mathematical patterns; ii) the students’ notes, which were the tasks solved by them; iii) a conversation circle, where participants could comment and discuss how (or what) they thought in order to generalize the proposed patterns. The results showed that recursive counting strategies and the multiple of the difference with and without adjustment were chosen by the students to generalize the patterns, with the native language being the main means of representation. Furthermore, the presence of advanced mathematical thinking processes in the students' solutions is highlighted, confirming the idea that the generalization of mathematical patterns also concerns the development of advanced mathematical thinking.
- ItemA gestão de educação especial e a formação continuada da rede municipal de ensino de Marataízes/ES: a pesquisa-ação em foco(Universidade Federal do Espírito Santo, 2019-09-03) Silva, Nazareth Vidal da; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-8499-5089; http://lattes.cnpq.br/5614440888121268; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Alves, Edson Pantaleao; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871The purpose of this work is to assess education professionals’ continuous formation and its connections with the modality special education under the school inclusion per spective. It seeks to understand special-education management, using critic collabo ration in the constitution of movements for continuous formation with/for professionals of the municipal public education system of Marataízes, ES, Brazil, under the school inclusion perspective. Theoretical contributions were the supposals of Communicative Action Theory, by German philosopher and sociologist Jürgen Habermas, using the epistemologic-methodologic perspective of critic-collaborative research-action, depart ing from critic-collaborative self-reflection principles. Participants were Municipal Edu cation Board staff, principals, pedagogues, ordinary-class teachers, special-education teachers, and university researchers. Study-reflection groups (the formation-assess ment group ‘Special Education Course under the Marataízes Inclusion Perspective’ and the ‘Marataízes Assessment and Research Group on Inclusive School Education’) were constituted as data-production’s main strategy; participant observation was also used, with field-diary registration, and audiotapes, later transcribed. Data were orga nized after content analysis. Analysis and interpretation are based on dialogue with theoretic-methodologic reference, besides other authors contributing for the discus sions around the themes crossing this work. Outcomes are linked to movements insti tuted for the continuous formation of education professionals, out of public managers’ actions, in partnership and collaboration with university. Thus, it is observed in the instituted formation movements that their participants see themselves as experiencing some maturation moment, belonging to and implicated in the transformation process, with perspective and concept changes about the way of doing continuous formation, and there is willingness to proceed.
- ItemA importância da música na sociedade: um estudo da representação social sobre “música” dos alunos do projeto “tocando em frente”(Universidade Federal do Espírito Santo, 2020-12-15) Almeida, Fernanda Sampaio de; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Maria Aparecida de; https://orcid.org/; http://lattes.cnpq.br/5115292993913733; Miranda, Camila Lima; https://orcid.org/; http://lattes.cnpq.br/This research aimed to investigate the Social Representation of "music" among the participants of the music project "Tocando em Frente", from the city of Cachoeiro de Itapemirim, ES. Seeking to analyze the educational potential of the project, which bring
- ItemA REPRESENTAÇÃO SOCIAL DA GRAVIDEZ PRECOCE NA ADOLESCÊNCIA: UM ESTUDO COM ESTUDANTES DO 8º ANO DO ENSINO BÁSICO(Universidade Federal do Espírito Santo, 2023-12-01) Serafim, Renata Moraes; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Maria Aparecida de; http://lattes.cnpq.br/5115292993913733; Miranda, Camila Limaabstract
- ItemA Representação Social sobre a Educação Física Escolar(Universidade Federal do Espírito Santo, 2021-12-16) Marinho, Ediane de Melo Maia; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0000-0002-8179-6279; http://lattes.cnpq.br/9093045071423696; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489In the contemporary theories of knowledge, the body and body education have always performed a secondary role and from the 1960s the body gets a new social status, through the western culture. At the beginning of the 19th century the School Physical Education appeared, which maintained an intrinsic relationship with the parameter of physical aptitude and by the 1980s a critical analysis of this relationship emerged. The goal of the study is to investigate the understanding of the School Physical Education from the Social Representation of the Physical Education professors and it is theoretically and methodologically oriented at the Social Representation Theory, relying on the Central Core Theory. It is characterized as a research with a qualitative approach and the questionnaire was used as a method of collecting information. For the analysis, computational programs, EVOCATION 2005 and the IRAMUTEQ were used, which performed the prototypical analysis and the similarity analysis, and the content analysis was carried out in discursive questions of the questionnaire. Possible terms belonging to the Central Nucleus of Social Representation were found: health, leisure and sport. With the content analysis, understandings of the discipline were observed, which were categorized as “Generalist”, “Targeted and contextualized” and “Specific to technical aspects”. It is concluded that Physical Education is being understood and taught in schools by Physical Education teachers, based on the possible terms of the identified Central Core, and when analyzing the discursive responses, most of them fit into the generalist category, which highlights the teacher's difficulty in understanding the specificity of their discipline in a contextualized way within the school environment.
- ItemA utilização do método peer instruction em aulas de matemática no ensino médio(Universidade Federal do Espírito Santo, 2019-08-28) Ravera, Tercio Costalonga; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/0000-0003-0672-1098; http://lattes.cnpq.br/; Fernandes, Tharso Dominisini; https://orcid.org/; http://lattes.cnpq.br/0261398635068045; Werner, Elias Terra; https://orcid.org/0000-0001-7781-4342; http://lattes.cnpq.br/3268068963656927Students' difficulties in learning math subjects are notorious for many teachers in the field. In order to reduce these difficulties, researchers have developed teaching proposals that help the teacher to make the content more attractive to learners, promoting debates, dialogues and class participation. However, based on research that reveals the rate of students with problems learning mathematics, we can see that. The volume of publications in the area is low in relation to the need for research. Therefore, this research was carried out with the active methodology Peer Instruction, coming from the area of Physics teaching and little known in Brazilian journals for the process of teaching and learning in Mathematics. Thus, the objective of this research was to use and evaluate the active methodology Instruction by Colleagues, applying it in the contents of the first grade of high school, aiming to analyze its contribution to the process of teaching and learning in Mathematics, as well as its viability. and use in the classroom. The research was carried out at the President Getulio Vargas State School of Elementary and High School, located in Cachoeiro de Itapemirim, with first grade students and were worked with percentage content and simple interest, bringing positive results that suggest new method implementations.
- ItemAprendizagem e afetividade na relação professor/aluno sob a perspectiva da formação dos professores que atuam na educação infantil(Universidade Federal do Espírito Santo, 2022-02-18) Cunha, Michele Ceccato; Souza, Luceli de; https://orcid.org/; http://lattes.cnpq.br/8782112208959493; https://orcid.org/; http://lattes.cnpq.br/; Victor, Sonia Lopes; https://orcid.org/; http://lattes.cnpq.br/2432786277131614; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714Learning in early childhood education has specificities that are relevant to pedagogical practice, both in the teacher/student relationship, and in the teacher education. Brazilian legislation redirected the focus at children, emphasizing the integrality
- ItemAs contribuições da pesquisa-ação para a elaboração de políticas de formação continuada na perspectiva da inclusão escolar(Universidade Federal do Espírito Santo, 2019-09-03) Bento, Maria Jose Carvalho; Almeida, Mariangela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0001-5877-2925; http://lattes.cnpq.br/4567169453120494; Caetano, Andressa Mafezoni; https://orcid.org/0000-0003-0944-2596; http://lattes.cnpq.br/3568062062898469; Caetano, Eldimar de Souza; https://orcid.org/; http://lattes.cnpq.br/7244218417441069; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751This study’s aim is to analyze the contributions of critical-collaborative research-action in the construction of a continuous formation for education professionals, considering the inclusion of Special-Education target-public students in the Municipal Education System of Marataízes, ES, Brazil. This study is grounded on Jürgen Habermas’ Communicative Theory’s supposals as it seeks to sustain the methodological, epistemological and theoretical perspectives adopted. The critical-collaborative research-action is constituted after methodological and epistemological supposals, having the researcher-participant relationship as a principle for the production of knowledge through mutual understanding and sensitive hearing. It involves as its participants the research-group coordinator (Grufopees/CNPq-Ufes), two graduate students, one undergraduate student (with a scientific-initiation fellowship), and three Municipal Education Board officials from Marataízes. For data generation, strategies and instruments such as reflection-study groups, focal group, municipal files mapping, planning meetings and population statistical analysis are used, registering them in reports, voice-recording transcription, and field diaries. It indicates as result the necessity of assistance policies for Special-Education target-public with continuous formation for Education-System professionals. It evidences the research-action contributions in the processes experienced between researchers-academicians and researched-officials, mainly in the posture change from professionals, who became researchers, and in the composition of groups as a study-reflection dynamics, with elaboration of public policies. Furthermore, it signals the strength of critic-collaborative research-action in formative processes as another kind of knowledge-production rationality, no longer positivistic, but communicative, making thus possible the construction of continuous-formation policies under the inclusive schooling perspective by means of critical self-reflection.
- ItemAS PRODUÇÕES TEXTUAIS DOS SUJEITOS DE UMA COMUNIDADE QUILOMBOLA - IDENTIDADE, PERTENCIMENTO, CULTURA E IDEOLOGIA: O DIÁLOGO COM AS PRÁTICAS DISCURSIVAS(Universidade Federal do Espírito Santo, 2019-09-30) Thebas, Adriana de Medeiros Marcolano; Alcantara, Regina Godinho de; https://orcid.org/; http://lattes.cnpq.br/1101713319008913; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Paiva, Jacyara Silva de; https://orcid.org/; http://lattes.cnpq.br/9259877374436417; Stieg, Vanildo; https://orcid.org/; http://lattes.cnpq.br/This research directs the look at oral textual productions and writings of students belonging to a quilombola community. Its main objective is to identify whether social, historical, cultural and ideological issues that permeate/permeate the quilombola co
- ItemAspectos formativos de um subprojeto do PIBID-UFES: um olhar na formação inicial de professores de Química(Universidade Federal do Espírito Santo, 2020-11-06) Machado, Hedylady Santiago; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Maria Aparecida de; https://orcid.org/; http://lattes.cnpq.br/5115292993913733; Moura, Paulo Rogerio Garcez de; https://orcid.org/; http://lattes.cnpq.br/9815585530252572This work has as its theme an initial formation of Chemistry teachers in the scope of a subproject of the PIBID of UFES, Campus Alegre. The objective aimed to analyze how the formative experiences of four Chemistry graduates, scholarship holders of the DI
- ItemAtividades de educação ambiental na educação de jovens e adultos do centro prisional feminino de Cachoeiro de Itapemirim-ES(Universidade Federal do Espírito Santo, 2024-06-07) Costa, Denize Gomes Duarte; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; 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; https://orcid.org/; 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/Environmental education becomes effective only when it encourages individuals to develop a critical perspective on environmental issues. In this process, the teacher acts as an active mediator, enabling opportunities for students to engage with knowledge about problems affecting the environment. This study aimed to analyze the contributions of environmental education activities, using educational games, films, and documentaries, to the teaching and learning of the following subjects: greenhouse effect, global warming, climate change, environmental balance, and socio-environmental responsibility, in the final grades (7th and 8th) of the second segment of Youth and Adult Education (EJA), at the Women's Prison Center (CPFCI) in Cachoeiro do Itapemirim-ES. It was a qualitative research of an applied nature, configured as action research, employing exploratory methods. The target audience was the students of CPFCI, who are part of the State Elementary School “Professora Inah Werneck.” Data collection occurred in three ways: through participant observation, questionnaires, and discussions in conversation circles. The data produced were analyzed in accordance with the frameword of Barbier (2004) and Prodanov and Freitas (2013). The results demonstrated that the methodology used is efficient in advancing teaching and learning when well-planned and grounded in concepts and the application of activities in a relaxed and active manner, involving students in all stages of its implementation. In conclusion, it can be said that the educational resources used were highly effective and can be utilized by other researchers, as they stimulated the students’ interest in the applied content, leading them to participate effectively and engagingly at all times, thereby ensuring the assimilation of the material covered
- ItemAvaliação em larga escala e o trabalho docente: o ENEM em uma escola da rede pública estadual capixaba(Universidade Federal do Espírito Santo, 2020-10-01) Sotta, Marcela Constantino; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Silva, Itamar Mendes da; https://orcid.org/0000000320978754; http://lattes.cnpq.br/2477851211882211This dissertation aimed to analyze the relationship/articulation between Enem and the work of teachers who work in high school at the State School of Elementary and High School Jerônimo Monteiro , located in the south of Espírito Santo. It takes as a the
- ItemCondições de trabalho docente: um estudo de caso em uma escola de regime de tempo integral(Universidade Federal do Espírito Santo, 2023-04-28) Peixoto, Harízia Rozeno; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; https://orcid.org/0000-0001-9884-8971; http://lattes.cnpq.br/8068071461112403; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Lima, Marcelo; https://orcid.org/0000-0002-7448-8366; http://lattes.cnpq.br/6745822194240257This paper’s objective was to analyze the teaching work conditions at a state school that offers full-time high school education in the city of Guaçuí-ES. The specific purposes were to identify the politics of the Espírito Santo Department of Education about the aspects that are part of the teaching work conditions and to analyze how these conditions are related to the school’s graduation proposition. This research is characterized as a case study, which uses documental consultation, field diary and semi-structured interviews with professors from the institution as instruments for data collection and the assumptions of historical and dialectical materialism as a theoretical and methodological reference for analyzing the collected data. In the context of Espírito Santo (ES), it’s possible to find a difficulty to find scientific and academic studies that address the theme of teaching work conditions. It was also observed that the current legislation about Carrer Path and Salaries from Espírito Santo’s Public State Teaching is from 1998 and has changed little since then, even if it’s considered that, on the other hand, the educational field has been suffering several modifications in the past years. As a result, it was found, in this partial analysis, that the biggest challenge to be faced concerning the teaching work conditions is connected to the hiring regimen: the temporary assignment. It’s emphasized that this hiring regimen results in personal and professional insecurity, uncertainty about the future activity, absence of career and progression, absence or difficulty when creating a relationship with the institution, difficulty in political and/or trade union organization, whereby teachers could achieve better working conditions to their class. It’s also considered that the precariousness of the working conditions resulting from the temporary assignment isn’t an accident, since it’s linked to the changes that happened in the educational field in the ES and in Brazil, specially from the second half of the 2010 decade onwards, and that were instigated by the neoliberal ideology, modifying the fundamentals of basic education, mainly from high school, bringing graduation propositions based on managerialism and flexibilization to it, resulting in a preterition and impoverishment in the general student education, aiming the workmanship training through prioritizing technical graduation, thus affecting without fail the labor of teaching. The results found in this research point towards a need to deepen the academic and political discussions regarding the normalization process of hiring teachers through temporary contract, specially in the state of Espírito Santo, furthermore considering that the process of job precarity that the temporary contract causes isn't disconnected from the neoliberal educational project recently implemented in ES and in Brazil as a whole, mainly since 2015, and that besides the teachers themselves, it affects the training offered to our basic education students, specially from high school.
- ItemConte-me agora: narrativas dos alunos de uma escola do campo do município de Muniz Freire, ES(Universidade Federal do Espírito Santo, 2020-08-21) Vimercate, Hemesse Maria Elias da Silva; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Giovedi, Valter Martins; https://orcid.org/; http://lattes.cnpq.br/5094999227615859The present research aims to understand what is evidenced by narratives of students from the 9th level of Elementary School about the pedagogical work of a school in the fields of the town of Muniz Freire, in Espírito Santo. The theory used has its bases