Mestrado em Ciências Sociais
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início: 2008
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).
Publicação no DOU 18 de março de 2019, seç. 1 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Url do curso: https://cienciassociais.ufes.br/pt-br/pos-graduacao/PGCS/detalhes-do-curso?id=53
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- ItemReconhecimento dos alunos surdos do ensino superior na UFES(Universidade Federal do Espírito Santo, 2025-08-14) Santos, Ariany dos; Machado, Igor Suzano; https://orcid.org/0000-0003-4843-9664; http://lattes.cnpq.br/3882899105315228 ; https://orcid.org/0009-0003-7223-2927; http://lattes.cnpq.br/8707984679623215 ; Losekann, Cristiana; https://orcid.org/0000-0002-9043-6099; http://lattes.cnpq.br/6484935860818055; Stumpf, Marianne Rossi; https://orcid.org/0000-0002-6349-1260In this research, our study premise is to investigate situations of disrespect regarding the recognition and provision of opportunities for deaf students in an inclusive manner, ensuring accessibility in higher education at the Federal University of Espírito Santo (UFES). Our foundation is primarily based on the guarantee of educational rights, aligned with the legal frameworks established in the 1988 Federal Constitution, in support of the inclusion of deaf students at UFES. One of the theoretical frameworks we draw upon is Axel Honneth’s “Theory of Recognition,” as discussed by Will Kymlicka and other philosophers, particularly in relation to the mutual understanding of deaf students. We explore how the act of educating these learners functions within academic settings and how our cultural traditions interpret and engage with the culture of these individuals. This includes examining the various forms of adaptation necessary to ensure genuine equity and respect for their differences and distinct cultures. The reflections we present allow us to identify the situations that deaf students have experienced, or continue to experience, throughout their educational journey at UFES. These insights help us to rethink how these individuals should be recognized, understood, and supported, as guaranteed by law, from an equity-based perspective. This encompasses their right to remain in academic spaces during their education and specialization. From this, we analyze whether the social and political conditions are genuinely prepared and committed to embracing and supporting this population. Despite being a minority, it is essential that deaf students are recognized linguistically and socially valued in a dignified way, thereby ensuring their academic rights are upheld.
- ItemO papel do professor na inclusão da pessoa com deficiência: uma análise crítica dos discursos normativo educacionais no contexto brasileiro (1988–2022)(Universidade Federal do Espírito Santo, 2025-07-21) Costa, Isabela Rodrigues; Machado, Igor Suzano; https://orcid.org/0000-0003-4843-9664; http://lattes.cnpq.br/3882899105315228; https://orcid.org/0009-0008-1043-7595; http://lattes.cnpq.br/3262939058860108; Martins, Maro Lara; https://orcid.org/0000-0001-5898-6632; http://lattes.cnpq.br/6769360859491465; Lourenço, Joyce Louback; https://orcid.org/0000-0001-6891-4085; http://lattes.cnpq.br/5031782796726405Inclusion, conceived as a promise of social justice, has been mobilized by distinct discourses and practices, articulated with knowledge-power regimes that delimit, standardize, and produce specific modes of existence, demonstrating that the mechanisms that define who is "included" are not based solely on ethical or pedagogical ideals. This dissertation aims to analyze how, between 1988 and 2022, Brazilian normative discourses shaped the role of teachers in the process of inclusion of people with disabilities, investigating the underlying rationalities and the truth effects that sustain them. Discursive analyses confirmed that such discourses not only reflect but also reproduce historically constituted power relations. Even anchored in a rhetoric of emancipation and equity, they operate through logics of subjection that consolidate the school as a biopolitical device, positioning the teacher as the operator of this mechanism. This governmentality permeates teachers and students, called upon to perform instrumental functions aimed at standardization and productivity. However, the discourses are not homogeneous: fissures and dissonant statements – which value criticism, question normalization, or acknowledge the complexity of teaching and disability – reveal internal contradictions that strain the dominant logic. These gaps, though often absorbed, indicate areas of dispute and the possibility of other rationales in the educational field. Thus, it can be concluded that inclusion operates as a technology of governmentality, but carries symptoms of its own contradictions, and that the teacher, although questioned as an enforcer of the norm, is also called upon to critique and ethical mediation, opening space for the reinscription of teaching beyond managerial logic
- ItemO papel do professor na inclusão da pessoa com deficiência: uma análise crítica dos discursos normativo-educacionais no contexto brasileiro (1988–2022)(Universidade Federal do Espírito Santo, 2025-07-21) Costa, Isabela Rodrigues; Machado, Igor Suzano; https://orcid.org/0000-0003-4843-9664; http://lattes.cnpq.br/3882899105315228 ; https://orcid.org/0009-0008-1043-7595; http://lattes.cnpq.br/3262939058860108 ; Martins, Maro Lara; https://orcid.org/0000-0001-5898-6632; http://lattes.cnpq.br/6769360859491465; Lourenço, Joyce Louback; https://orcid.org/0000-0001-6891-4085; http://lattes.cnpq.br/5031782796726405Inclusion, conceived as a promise of social justice, has been mobilized by distinct discourses and practices, articulated with knowledge-power regimes that delimit, standardize, and produce specific modes of existence, demonstrating that the mechanisms that define who is "included" are not based solely on ethical or pedagogical ideals. This dissertation aims to analyze how, between 1988 and 2022, Brazilian normative discourses shaped the role of teachers in the process of inclusion of people with disabilities, investigating the underlying rationalities and the truth effects that sustain them. Discursive analyses confirmed that such discourses not only reflect but also reproduce historically constituted power relations. Even anchored in a rhetoric of emancipation and equity, they operate through logics of subjection that consolidate the school as a biopolitical device, positioning the teacher as the operator of this mechanism. This governmentality permeates teachers and students, called upon to perform instrumental functions aimed at standardization and productivity. However, the discourses are not homogeneous: fissures and dissonant statements – which value criticism, question normalization, or acknowledge the complexity of teaching and disability – reveal internal contradictions that strain the dominant logic. These gaps, though often absorbed, indicate areas of dispute and the possibility of other rationales in the educational field. Thus, it can be concluded that inclusion operates as a technology of governmentality, but carries symptoms of its own contradictions, and that the teacher, although questioned as an enforcer of the norm, is also called upon to critique and ethical mediation, opening space for the reinscription of teaching beyond managerial logic.
- ItemO nosso Lula Rocha: raça, memória e movimentos sociais(Universidade Federal do Espírito Santo, 2024-10-24) Freitas, Dandara Dara Mahusi Dias de; Oliveira, Osvaldo Martins de; https://orcid.org/0000-0003-4697-6722; http://lattes.cnpq.br/3039095049409337; https://orcid.org/0000-0003-4853-6536; http://lattes.cnpq.br/8849021114103118; Mateus, Luizane Guedes; https://orcid.org/0000-0003-3643-7645; http://lattes.cnpq.br/4878991655516101; Gomes, Flávio dos Santos; https://orcid.org/0000-0002-2386-7040; http://lattes.cnpq.br/0005791997581423Lula Rocha was a great representative of the struggle against the extermination of black youth and black militants from Espírito Santo. The present work brings his trajectory, as a foundation for the rescue, construction and maintenance of the memory of those who fought for the rights to health, education, representativeness and culture of young black people, which to this day is recognized as a trajectory of a great and important leader from Espírito Santo. From the reality of these young people, who find few representations and/or references of recognition and construction of positive identities in history, in the arts and in the trajectories of schooling, the work also analyzes the means of forgetting and erasing the social and cultural existence of the black population and the physical and symbolic extermination of black youth, that is, genocide and memoricide. These exterminating actions are the result of the performance of violent colonial policies that promote physical deaths of these young people by agents of the State and deaths after death, which consist of forgetting these violent actions and the victims of these actions. The fieldwork was carried out in the Grande Vitória metropolitan region, in the State of Espírito Santo. In addition, the research discusses the strategies of resistance of black youth that go through the processes of formation of the active consciousness of the place of speech and the construction of the memory of Lula Rocha, as new possibilities for opening dialogues with hegemonic powers, considering that the construction of memory is one of the democratic rights provided for in the Federal Constitution of 1988. In the present study, I observe that the construction of his memory by artists (who painted his image and his name on walls, banners and banners), intellectuals and black militants (who wrote his biography and shout slogans with his name in public places) represent the multiplicity of new anti-hegemonic discourses in defense of the physical life and memory of black youth in Espírito Santo.
- ItemEconomia compartilhada : as relações de confiança entre desconhecidos no Airbnb(Universidade Federal do Espírito Santo, 2024-12-19) Brito, Gustavo Coutinho; Dadalto, Maria Cristina ; https://orcid.org/0000-0002-7925-3929; http://lattes.cnpq.br/1720560349495010; https://orcid.org/0009-0006-8890-9594; http://lattes.cnpq.br/0948941167058835; Mazzei, Victor Reis; https://orcid.org/0000-0003-0520-7580; http://lattes.cnpq.br/3624226389119309; Dall'Orto, Felipe Campo; https://orcid.org/0000-0002-5455-9577; http://lattes.cnpq.br/2689031898722922The aim of this work is to identify how relationships of trust between strangers are produced on the AirBnb accommodation platform, as well as to analyze the influence of interaction in the evaluation systems between guests and hosts for the collective construction and benefit of both. Commercial relations between companies and consumers have undergone a major transformation in recent years. New forms of consumption are beginning to flourish and change the course of the economy, influenced by technological advances and their specific models of organization in society, which enable more horizontal exchanges and conceive different ways of connecting and helping each other. It's a new cultural dynamic, driven by a need for consumption that is said to be more conscious and sustainable, with behaviors and actions that indicate an increasing tendency to opt for access rather than ownership of things, acting directly to break with traditional business models and providing major commercial implications. And it is precisely this valuing of experience over accumulation that has brought a new meaning to the act of consuming. The so-called “collaborative consumption”, which underpins the sharing economy model, has become a way of life and is based on the exchange of services and assets between individuals who, with the support of digital - as a result of these practices, people have started to share cars, accommodation, food, technology and many other services. In order to thrive, however, collaborative consumption business models require a high degree of trust, one of the pillars of digital business and a crucial element for the marketing process in the virtual environment. It is a relationship that, in most cases, takes place through the exchange between strangers, who help each other through their interactions, creating connections that can be transformative. In this sense, this study will investigate the factors that govern the relationship of trust between AirBnb users and that stimulate social experiences on the platform, as well as their obstacles in the implementation of measures and decision-making