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- ItemUm retrato da violência (auto)provocada entre estudantes de uma escola pública de ensino fundamental do município de Guarapari-ES(Universidade Federal do Espírito Santo, 2025-03-26) Simas, Shuana Louzada Cypriano; Bassani, Elizabete ; https://orcid.org/0000-0002-1243-2244; http://lattes.cnpq.br/6963604132826532; https://orcid.org/0009-0004-2264-9457; http://lattes.cnpq.br/1022158088895526; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; Gerke, Janinha ; https://orcid.org/0000-0002-6903-8125; http://lattes.cnpq.br/4245026471647635; Araújo, Márcia Moreira de; https://orcid.org/0000-0002-1286-4848; http://lattes.cnpq.br/4740895047404343; Garcia, Marcos Roberto Vieira; http://lattes.cnpq.br/3911188481669270Recent studies have shown a significant increase in records of self-inflicted violence in Brazil. The complexity of this phenomenon, together with the vulnerability of a substantial portion of the population, highlights the need to understand its determinants and their interrelations with school life. This dissertation addresses the issue as a multifactorial phenomenon rooted in the oppressive and unequal dynamics of society. The central objective of the study was to identify the profile of students enrolled in 2022 who exhibited self-inflicted violent behavior in a public elementary school in the municipality of Guarapari, Espírito Santo, as well as to analyze the legislation in force at the federal, state, and municipal levels. Based on a critical perspective and supported by authors such as Maria Helena Souza Patto, Maria Cecília de Souza Minayo, Maria Aparecida Affonso Moysés, Cecília Azevedo Lima Collares, Theodor W. Adorno, and Ivan Illich, the research adopted a qualitative-quantitative approach and the bibliographic and documentary methods. As an educational product, a guiding manual for educators was developed, addressing self-inflicted violence through an inclusive and non-medicalizing perspective. The findings indicated that most of the 17 participating students were Black or Brown adolescent girls, aged between 13 and 14, residing in favelas, thus evidencing the intersection of gender, race, and social class. The study revealed structural inequalities, social exclusion, and both intrafamilial and institutional violence associated with self-inflicted violent behavior. Furthermore, it emphasized the medicalization of suffering and the shifting of responsibilities to medical and social assistance services, reaffirming the need for schools to act as spaces of inclusion, care, and social transformation. As a contribution, the research understands self-inflicted violence as a reflection of structural inequalities, offering critical support for the development of public policies that ensure dignified working conditions for educators and a welcoming, transformative environment for students
- ItemO trabalho colaborativo na escola como ferramenta desmedicalizante(Universidade Federal do Espírito Santo, 2025-04-11) Costa, Mirian Esteiner; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; https://orcid.org/0009-0004-5001-3237; http://lattes.cnpq.br/3385623977727443; Bassani, Elizabete; https://orcid.org/0000-0002-1243-2244; http://lattes.cnpq.br/6963604132826532; Prates, Maria Riziane Costa ; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748This research seeks to analyze the collaborative work between the Specialized Educational Assistance (AEE) teacher and the regular classroom teacher from a demedicalizing perspective. The research intertwines collaborative work and medicalization. Thus, we relied on theoretical references that helped us understand the concept of medicalization: Collares and Moysés (1996), Caliman (2016), Illich (1975), Bassani (2018); and collaborative work: Capellini (2005), Zanata (2005), Mendes, Vilaronga and Zerbato (2022). We understand that the collaborative work carried out by the ESL teacher in the classroom is crossed by medicalizing discourses and the lack of knowledge on the subject means that their practices and outlooks contribute to the medicalization of teachers at school. Collaborative work is one of the ways in which these discourses are highlighted and can be problematized, with suggestions for a set of de-medicalizing practices aimed at transformation. We adopted a cartographic approach to carry out a qualitative case study. We chose field diaries and interviews as data production tools and, as far as the participants are concerned: the Management team (principal and supervisor), teachers of the 1st to 5th grade classes, teachers of specific areas, six special education students, the guardians of the six students and the Specialized Educational Assistance teacher (the on-site researcher) and data interpretation using Gill's Discourse Analysis (2002). The results indicated that Collaborative Work is a promising path towards demedicalization, benefiting all students and helping to guarantee access to learning, especially for students who are the target of Special Education. However, for this practice to be effective, it is essential to rethink the working conditions of teachers in Brazilian schools. It is also essential to understand that medicalization goes beyond the confines of the classroom and is deeply intertwined with social, economic and political issues. Ensuring adequate working conditions for teachers is also a way of contributing to the process of de-medicalization. In addition to the dissertation, we present an educational product, a children's literature book, extracted from the medicalizing discourses originating in the school environment and which could contribute to teacher training on demedicalizing practices between the ESL teacher and the ordinary classroom teacher
- ItemCulturas infantis e cultura visual em diálogo: leituras e percepções das crianças sobre/com as imagens que circulam nos espaços da educação infantil(Universidade Federal do Espírito Santo, 2025-05-29) Louzada, Queila do Nascimento Lucas; Góes, Margarete Sacht; https://orcid.org/0000-0002-7146-6022; http://lattes.cnpq.br/5504378088842871; https://orcid.org/0009-0002-1761-4116; http://lattes.cnpq.br/0349943662109727; Gomes, Larissa Ferreira Rodrigues; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868; Valle, Lutiere Dalla; https://orcid.org/0000-0002-8547-7793; http://lattes.cnpq.br/7210555983862366
- ItemUma fenomenologia cinematográfica das altas habilidades ou superdotação : compreensões sobre a produção imagética do cinema comercial estadunidense(Universidade Federal do Espírito Santo, 2025-03-12) Cesar, Paola Cecília Duarte; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; https://orcid.org/0009-0005-0155-4763; http://lattes.cnpq.br/8084051859163307; Pinel, Hiran ; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; Medeiros, Jucélia Linhares Granemann de ; https://orcid.org/0000-0002-3470-8723; http://lattes.cnpq.br/6325691838659744This dissertation aims to conduct a phenomenological study on the imagery produced by U.S. commercial cinema regarding individuals with High Abilities or Giftedness (HA/G). The research question is: What imagery has U.S. commercial cinema produced between 1991 and 2019 about individuals with HA/G? Data collection methods include documentary analysis and sense version. The theoretical foundation applies Carl Rogers' concept of empathic listening and Yolanda Cintrão Forghieri's concepts of existential engagement and reflective distancing. The literature review addresses the historical and political aspects of individuals with HA/G and examines the state of knowledge on the subject from 2019 to 2023, drawing from the digital library of theses and dissertations. The research findings indicate that the prevalence of logical-mathematical intelligence in U.S. films during the selected period (1991–2017) reflects both cultural priorities and the commercial and narrative imperatives of the film industry. This representation is not an isolated phenomenon but rather a reflection of a complex dynamic of interactions involving culture, economy, and power. In its final considerations, the study highlights that while emphasizing logical-mathematical intelligence aligns with the interests of the cultural industry and reinforces stereotypes about genius, the exploration of emotional dimensions and the challenges faced by these individuals contributes to a more complex and humanized view, demystifying the myth of self-sufficiency
- ItemAção mediada em uma aula investigativa sobre microrganismos junto a um grupo de alunos da 3º série do ensino médio de uma escola pública do município de São Mateus/ES(Universidade Federal do Espírito Santo, 2025-03-19) Oliveira, Yuri Bassi de; Trazzi, Patrícia Silveira da Silva; https://orcid.org/0000-0003-0474-8588; http://lattes.cnpq.br/3216357509717121; https://orcid.org/0000-0002-9076-8018; http://lattes.cnpq.br/5590692258246830; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; Zanetti Neto, Giovani; ; http://lattes.cnpq.br/2040429017342187The theme of this research involves the discursive interactions between myself (teacher and researcher), a biology teacher, and a group of high school students from a public school in São Mateus, Espírito Santo, during an investigative class on microbiology. The objective of this research is to analyze the mediation carried out between the teacher, the researcher/author, and the students during the development of the Investigative Teaching Sequence on Microorganisms. The theoretical framework is based on the inquiry-based approach to science teaching and Wertsch’s historical cultural theory, called “mediated action.” The methodology adopted is qualitative, collaborative, and exploratory. Through the collaborative development and application of the investigative teaching sequence, the interaction between the agents was analyzed using instruments such as observation, field diary, questionnaires, and audio recordings of the interactions during the activities. The analyses were based on the principles of inquiry-based teaching and mediated action as the unit of analysis. The results indicated that intentional social interaction between students and teachers during investigative classes on microorganisms promoted a collaborative environment in which students could share ideas, discuss concepts and clarify doubts, enriching collective understanding. This process helped students develop social and communication skills essential for the construction of scientific knowledge. The research shows us that, through qualified and dialogical pedagogical mediation, it is possible to build an investigative activity in the teaching of Biology. As a result, a Teaching Guide was created with the aim of guiding, inspiring and encouraging other teachers to implement classes with an investigative approach