Mestrado Profissional em Educação

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Agora exibindo 1 - 5 de 181
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    Processos de medicalização das infâncias : cartografias em um centro municipal de educação infantil
    (Universidade Federal do Espírito Santo, 2024-10-31) Oliveira, Tiago Nascimento de; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; https://orcid.org/0009-0006-0828-0440; http://lattes.cnpq.br/9819402670220123; 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/8511004621683748
    This research, proposed to the Professional Graduate Program in Education at UFES, examines the medicalization processes of children who are the target audience of special education in a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra, Espírito Santo, Brazil. Adopting a qualitative approach, the study combines case study and cartography as its primary methodologies. Semi-structured interviews were conducted with parents, teachers, and pedagogues, along with field observations and analysis of relevant documents. The theoretical framework is grounded in the concepts of biopower and medicalization, as proposed by Michel Foucault, Ivan Illich (with the concept of medical colonization), and Moysés and Collares, who contribute insights on medicalization. The research seeks to understand how the medical diagnosis process, influenced by the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) and the International Classification of Diseases (ICD-11), operates. The findings indicate that medical reports function as mechanisms for controlling and regulating children’s bodies, reinforcing the medicalization of behaviors that, in other contexts, could be considered normal. The dissertation offers a critical reflection on these practices. As an academic product, a YouTube channel titled “Childhood Cartographies: Inclusion and Medicalization” and three e-books were developed. One of these, The Adventures of Miguel, comprises three stories aimed at discussing the medicalization processes in childhood and the inclusion of children who are the target audience of special education
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    O projeto político pedagógico nas escolas públicas estaduais do Espírito Santo no contexto do gerencialismo na gestão educacional (2015-2023)
    (Universidade Federal do Espírito Santo, 2024-11-25) Miranda, Ester Marques; Oliveira, Eduardo Augusto Moscon ; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/0009-0002-9781-2939; http://lattes.cnpq.br/8551390257873058; http://lattes.cnpq.br/8551390257873058; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Morgan, Karine Vichiett ; https://orcid.org/0000-0001-5014-5679; http://lattes.cnpq.br/8014827277285386
    This study aims to understand the educational policies implemented in the State of Espírito Santo that have been consolidated in state schools and have influenced the function and implementation of the Political Pedagogical Project (PPP) since 2015. The research is being developed within the scope of the Postgraduate Program in Professional Education at the Federal University of Espírito Santo, linked to the line of research "Teaching and Management of Educational Processes". The main proposal is to analyze the role of the Political Pedagogical Project in state public schools, highlighting how democratic management is configured as a guiding principle for discussions in these institutions. To achieve this purpose, the study presents the educational policies that guide pedagogical work in the state network, in addition to analyzing the educational perspective adopted by the Department of Education, through legislation and documents issued since 2015. The work also addresses, based on documents, the influence of a managerial educational policy that began to reorganize education in the state. To support the analysis, a study of the PPP of eleven state schools will be conducted, with the aim of preparing training material that investigates how these documents have been prepared. The methodology adopted is content analysis, according to Bardin (2016), associated with the review and study of Pedagogical Political Projects. The study is qualitative and bibliographic in nature, seeking to understand how the PPP is presented in schools, based on the concept that an educational project cannot be built without a clear political direction (Gadotti, 2000). This research also has a documentary nature, with the aim of investigating the bases on which discussions about the PPP and the implementation of democratic management are structured or omitted. The theoretical framework dialogues with authors such as Gadotti (2000, 2013), Cury (2005, 2007), in the discussion of the right to education; Paro (2010a, 2010b, 2011), who addresses the process of building democratic management; and authors who analyze the influence of the private sector on public education, Dardot and Laval (2016). The analyses will result in the preparation of training material that will address the right to education and active participation in the construction and implementation of the PPP. This material will aim to support discussions with the entire school community, in addition to examining the regulations produced by the State Department of Education and the process of community co-accountability. It is expected that the results of this research will enable the school community to become aware that quality education is a right for everyone and that, through participatory processes, it is possible to build a more just, inclusive and democratic school
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    Memória, fé e resistência : contribuições das mulheres do jongo de Linharinho para educação quilombola
    (Universidade Federal do Espírito Santo, 2024-09-25) Julio, Wallace Linhares; Andrade, Patricia Gomes Rufino ; https://orcid.org/0000-0002-9681-971X; http://lattes.cnpq.br/2327451507961703; https://orcid.org/0009-0001-7671-0311; http://lattes.cnpq.br/6571994372417434; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Katrib, Cairo Mohamad Ibrahim ; https://orcid.org/0000-0002-9478-7670; http://lattes.cnpq.br/8239652570307384; Reis, Jane Maria dos Santos; https://orcid.org/0000-0002-8594-3635; http://lattes.cnpq.br/7034791367733866
    The topic of this research is Memory, Faith and Resistance: Contributions of the jongo women of Linharinho to Quilombola Education. It seeks to think about the interfaces of quilombola narratives and their use in the school space. We started with the following questions: How to think about School Education in a quilombola community? How can we rescue the memory of the jongo women of Conceição da Barra, valuing their faith and resistance so that they can contribute to quilombola school education?The absence of this discussion in a school belonging to the Quilombola Territory of Sapê do Norte was the point to think about the research, understanding the process of racial and gender confrontation, but also the narratives that arrive at the school full of Brazilian racist stereotype.In this process, the recovery of the memory of the jongo women of Conceição da Barra presents faith, resistance and memory as its foundation. The specific objectives were: 1) Identify, based on memories, faith traditions, resistance, the aspirations of black women quilombola leaders. 2) Record memories related to jongo, and the desires of women who fight for equity in Linharinho.3)Create a Reference for Anti-Racist Pedagogical Practices for Quilombola Education.The methodological path comprises a qualitative analysis of the discourse, considering a preliminary diagnosis of the knowledge disseminated or not at school, the interfaces of discussions about Quilombola Education and the narratives of women in/from the territory. The research is based on the thematic oral history of four black women from the Quilombola Community of Linharinho and the process of school “translation” carried out by ninth- grade students at EMEF. Dr. Mário Vello Silvares who experienced quilombola culture intensely during visits to the Santa Bárbara Memory Point, whose guardian is Gessi Cassiano. Through this study, it was observed that jongueiras are sources of maintenance of quilombola practices, knowledge, identity and citizenship, strengthen the formation of female leaders and are necessary for the composition of school curricula to value the black population and understand Anti-Racist Education
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    Expressões culturais, narrativas e outras ecologias nos cotidianos escolares da EMEF Adão Benezath
    (Universidade Federal do Espírito Santo, 2024-11-28) Brito Neto, José Honor de; Gonzalez, Soler ; https://orcid.org/0000-0003-2572-5449; http://lattes.cnpq.br/5829639085638451; https://orcid.org/0009-0009-5374-9297; http://lattes.cnpq.br/0306060982443661; Nunes, Kezia Rodrigues ; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285; Baroni, Patricia Raquel ; https://orcid.org/0000-0003-1570-9816; http://lattes.cnpq.br/2974793513488242
    This research in environmental education addresses the ecological and community relations of local cultural expressions and pedagogical practices and projects carried out in the daily school routines of the Adão Benezath Municipal Elementary School (EMEF), located in the Antônio Honório neighborhood, in Vitória, capital of Espírito Santo. Its general objective is to map and problematize the experiences, educational projects, and practices that address the ecological and community potential, as well as the environmental problems of mangroves, with an anti-racist pedagogical policy in environmental education, contributing to local knowledge networks and the school's Action Plan. Among the specific objectives, the aim is to: 1) map and problematize, with the participation of the community (students and teachers), local cultural expressions, projects, and pedagogical practices that address the ecological problems and potential of the surrounding area; 2) create a collection with the participation of the school community, gathering documents, maps, photographs, pedagogical projects and other cultural artifacts about the school. To this end, this study adopts Freire's perspective of education as a theoretical framework, in dialogue with authors from the field of Environmental Education and Autopoietic Learning Territories, with a view to decolonial ecology, recognizing other ancestral knowledge and worldviews. Narrative research is used as a methodological approach, mapping projects and practices carried out with/by teachers and local residents who live near the school. In this context, the study is based on the daily activities of schools, affirming the ethical and political attitude of dialogicity in the research process with different subjects. As a result, this work aims to map the projects and pedagogical practices carried out in the daily school life of EMEF Adão Benezath in dialogue with local cultural expressions, as well as to create an itinerant, interactive, accessible and inclusive pedagogical exhibition/workshops that contribute to anti-racist environmental education and as a practice of freedom
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    O que pode um currículo crianceiro no município de Rio Novo do Sul/ES? : conversas e experiências na formação com professores de bebês e crianças bem pequenas
    (Universidade Federal do Espírito Santo, 2024-11-12) Pereira, Elaine Ferreira Wetler; Gomes, Larissa Ferreira Rodrigues ; https://orcid.org/0000-0002-3256-2652; http://lattes.cnpq.br/8966483295370868; https://orcid.org/0009-0005-3275-1161; http://lattes.cnpq.br/9368920743427374; Nunes, Kezia Rodrigues ; https://orcid.org/0000-0001-6197-1546; http://lattes.cnpq.br/0171463367458285; Salles, Conceição Gislane Nóbrega Lima de ; https://orcid.org/0000-0003-3930-512X; http://lattes.cnpq.br/8110858923692305
    This dissertation presents as its theme the mapping of the contributions that continuing education for teachers plays in the composition of more child-friendly curricula. Its macro intention is to understand how continuing education for teachers can enhance curricula produced with babies and very young children. As a theoretical reference, we are familiar with the studies of Deleuze; Guattari (1995), Kastrup (2009), Passos (2009). Escóssia (2009) regarding cartographic research, a methodology practiced in intervention research; to support the theories of curricula and teacher training, the studies of Silva (1999), Lopes (2011), Macedo (2011), Corazza (2019), Carvalho (2008; 2009), Ferraço (2008), Gomes (2011; 2015), Alves (2002; 2008), Nunes (2019) and Tebet (2011). We adopted the inventive training approach of Dias (2012). We conceived the production of a children's curriculum as an escape line from curricular modeling, emphasizing the multiplicity of children's experiences. The cartographic process was conceived during continuing education, structured as an educational product in this dissertation, which was configured as an extension course offered by the Pro-Rectory of Extension of the Federal University of Espírito Santo (PROEX/UFES), developed in the municipality of Rio Novo do Sul - ES. The effects produced in this intervention research include: expanding the concept of childhood as plural and dynamic experiences, breaking with frameworks that imprison them in stigmas and modeling; we advocate the creation of a child oriented curriculum that welcomes childhoods and teaching in their enunciations that produce knowledge and meanings, which assume the rhizomatic nature of education, among the multiplicities of linguistic, cognitive and affective expressions in their networks of knowledge/doings/powers; the creation of inventive continuing education processes with Early Childhood Education teachers, by valuing listening to the daily school routines and their subjects by problematizing the crystallizations of the teaching “I” and highlighting the importance of training with teachers in the creation of curricula that are also intertwined with children’s enunciations. As final results, the research highlights the importance of inventive training (Dias, 2012) in implementing curricula woven into children's daily lives, valuing their voices, interests and needs