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- ItemPolíticas públicas para educação da população indígena e instrução pública no Espírito Santo no século XIX: interrogando silenciamentos historiográficos(Universidade Federal do Espírito Santo, 2025-06-16) Anjos, Welington Batista dos; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; https://orcid.org/0009-0005-0153-9600; http://lattes.cnpq.br/4159367805730833; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; Sad, Ligia Arantes; https://orcid.org/0000-0002-2758-8380; http://lattes.cnpq.br/1714140036102231; Salim, Maria Alayde Alcântara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Lorenzoni, Alessandra Costa de Araújo; https://orcid.org/0000-0002-7690-9646; http://lattes.cnpq.br/8159438057989251This historical research investigates public policies aimed at public education in the Province of Espírito Santo, focusing on the schooling processes that occurred in the villages that originated from the Jesuit villages and in the settlements that existed between 1845 and 1889. In this context, the predominance of a non-white population, composed of indigenous people, mixed-race people and caboclos, was observed. For the historiographical operation, the contributions of microhistory were used, adopting the perspective of microanalysis conducted by the game of scales (Levi, 1992; Revel, 2010), exploring the understandings about the object investigated from the interaction between the micro and macro dimensions. Based on the evidentiary method (Ginzburg, 1989), traces of the presence and absence of indigenous students in schools located in villages that, until the second half of the 18th century, were Jesuit villages were tracked. The villages created in the Province of Espírito Santo after 1845, when the Regulation on the Missions of Catechesis and Civilization of the Indians was enacted (Decree 426 of July 24, 1845), were also the subject of this study. The documentary sources used include reports by the presidents and vice-presidents of the Province (between 1842 and 1885), accounts produced by foreign and national travelers who visited Espírito Santo in the 19th century, as well as periodicals available in the Digital Newspaper Library of the National Library. Through these sources, we sought to understand the policies and guidelines implemented between 1845 and 1889, aimed at meeting the demands of public education in Brazil and Espírito Santo, and to analyze how these policies and guidelines contemplated or did not contemplate the indigenous populations
- ItemExperimentações com a contação de histórias na formação docente: a literatura entrelaçando afetos e afecções no cotidiano escolar(Universidade Federal do Espírito Santo, 2025-07-14) Lima, Jannaína Calixto de; Carvalho, Janete Magalhães; https://orcid.org/0000-0001-9906-2911; http://lattes.cnpq.br/4780081698750924; https://orcid.org/0000-0002-8419-4863; http://lattes.cnpq.br/7478023736984785; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-4964-8935; http://lattes.cnpq.br/3008422505347658; Reis, Graça Regina Franco da Silva; https://orcid.org/0000-0002-2420-0985; http://lattes.cnpq.br/8674157963018100; Lourenço, Suzany Goulart; https://orcid.org/0000-0002-4404-772X; http://lattes.cnpq.br/8212599454712113This research focuses on experimentation with storytelling, intertwined with literature, in teacher training movements at a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra – ES. It investigates the teachers' statements in the production of the affirmation of a curriculum that is made in the composition of life, in the backyards of early childhood education teachers. It problematizes the flows and forces that trace the space-times of teaching and childhood, in the production of affections and affects, in school daily life. Supported by the philosophy of difference, in the affirmation of life, in the good encounters that increase the power to act, the data production is composed of the theoretical intercessors Deleuze (1988; 1997; 1998; 2003; 2007; 2010; 2013;) and Spinoza (2021) and, in the contributions of memories and narratives, by Benjamin (1994) and Reis (2021). It is configured as a methodological bet on the statements of cartography through conversation networks with Carvalho (2009; 2019), the inventive training of Kastrup (2012) and the composition of teaching narratives crossed by agencies and the production of other curricula with Paraíso (2023). It shows that learning occurs through affection and defends the thesis that experiments with storytelling intertwined with literature in conversation networks produce affections and affects in teacher training
- ItemEducação surdos para além do Congresso de Milão: verdades que (dis)cursam a partir um olhar sobre Congresso de Bruxelas (1883)(Universidade Federal do Espírito Santo, 2024-08-13) Olmo, Katiuscia Gomes Barbosa; Machado, Lucyenne Matos da Costa Vieira; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; https://orcid.org/0000-0002-0281-6359; http://lattes.cnpq.br/; Sobrinho, Reginaldo Célio; https://orcid.org/0000-0002-4209-2391; http://lattes.cnpq.br/8290558218053006; Witchs, Pedro Henrique ; http://orcid.org/0000-0003-0850-2366; http://lattes.cnpq.br/3913436849859138; Lage, Aline Lime da Silviera; https://orcid.org/0000-0001-7786-5529; Lattes; Lazzarin, Márcia Lise Lunardi; https://orcid.org/0000-0003-4831-129X; http://lattes.cnpq.br/1361785565182358This work is a PhD thesis in education in the line Education and Inclusive Processes in the Graduate Program in Education of Ufes. The synthesis question that will guide the research is: How could the movement of the look on the knowledge in the education of deaf, constituted as "truths", sedimenting history? And, as a general objective: Problematize the institution of a truth taking them in their historicity. This movement started from the Brussels Congress as an event that agitates the history of deaf education as an exercise in rereading, from the atmosphere of nineteenth century speeches and practices. We have as specific objectives to develop an archaeogenealogical work in order to contextualize a research that breathes stories and moves truths, in an exercise in search of plural ways, other narratives and production of the history on deaf education, through an archaeogenealogical analysis inspired by Foucault. It is from this analysis that one perceives the relations of force that cross the discourses that assemble the historical scenario. Also analyze the Deaf Education from the documents about the Congress of Brussels with a discursive series, as well as questioning the discursive continuities of pedagogical practices in the movement of congresses from a visit to 1883, that is, to the Congress of Brussels, the minutes of the Third International Congress for the Improvement of the Fate of Deaf-Mute. We use the concepts-tools of Foucault "archive" and "truth", with the aim of making the speeches and truths produced and echoed on the education of deaf people tremble. It is about starting from little known and available materials in the Portuguese language, referring to a repertoire that presents new possibilities on history that refuses to remain the same. Thus, characters and speeches present us a new/ old panorama on events that de-familiarize our knowledge, provoking other ways of looking at the history of deaf education from new/ old documents-monuments that forge stories. Therefore, I defend the thesis that it is necessary to surpass the Milan Congress (1880) in its discursive sacralization in the education of the deaf because in history "freedom is fruitful", allowing the emergence of the new, of stories and other truths that echo the liberté amid the sterility of settled discourses
- ItemGritaram-me pretinha! Escrevivências das brincadeiras africanas em conexão com a autodeclaração racial na escola: vidas das crianças negras importam!(Universidade Federal do Espírito Santo, 2025-07-14) Carvalho, Heloisa Ivone da Silva de; Barros, Maria Elizabeth Barros de; https://orcid.org/; http://lattes.cnpq.br/1908967025244386 ; https://orcid.org/0000-0001-7855-4853; http://lattes.cnpq.br/5267312657321338; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; André, Sônia; https://orcid.org/0000-0001-5080-7556; http://lattes.cnpq.br/3014429272184487 ; Teodoro, Cristina; https://orcid.org/0000-0002-0850-4014; http://lattes.cnpq.br/5964022546771095This doctoral research did not arise from a derivation of theoretical or hierarchical categories; it stems from stories, memories, experiences, and recollections of the collective past of a Black woman teacher, from the unfolding of writing perspectives. It aims to investigate how the process of ethnic-racial self-declaration impacts the lives of children in the different contexts of a full-time elementary school, considering ethnic-racial issues, poverty, and social inequalities—that is, the experiences and (re)existences of self-declaring their races/colors. The methodological approach is a commitment to writing experiences in dialogue with Evaristo, in the context of Afroperspectivity. The investigative, self-reflective, and reflective style is supported by theoretical frameworks from different fields of knowledge, such as philosophy, sociology, history, psychology, and the arts, used as theoretical support for (re)positioning in multiple dialogues with education. In a movement to (re)visit the stories, memories, schooling, and lives of Black children in Brazil and other countries, we engage with photographs, images, memories, and fragments, engaging in dialogue with community residents and families involved in the self-declaration process of children in the early years. There are still few theoretical and epistemological studies that address the processes of ethnic-racial declaration or classification of children, but it is important to understand racialized discourses and the possible paths to overcoming racism and discrimination present in everyday school life. There is an urgent need to advance this topic in the field of research to continually strengthen anti-racist academic production. Regarding the field research conducted in 2023 and 2024, the connections with games, drawings, and toys of African origin highlighted racial declaration and selfdeclaration as a path permeated by rites of passage, territories of sensibilities, and ancestries, shaped by marks, affections, and traces arising from experiences at school and in the family. In other words, children, when declaring themselves Black or white, learn not only to make room for what arrives, but also to be a port and space for childhood events and movements, as a necessary opening for self-knowledge, for others, and for their self-esteem, in a dialogical movement of multiple ethnic-racial relations, especially political participation in deciding how to self-declare.
- ItemA constituição do mercado editorial no Brasil e o financiamento da educação pelo viés do livro didático(Universidade Federal do Espírito Santo, 2025-07-18) Zeferino, Wagner Rodrigues; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-3653-0973; http://lattes.cnpq.br/0148479278762474; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Ventorim, Silvana; http://lattes.cnpq.br/1442579234138944; Frossard, Matheus Lima; https://orcid.org/0000-0002-2273-7535; http://lattes.cnpq.br/6537580255030355; Morgado, Fabiane Frota da Rocha; https://orcid.org/0000-0002-3969-9029; http://lattes.cnpq.br/1988074625618984This thesis investigates the formation of a political culture in public-private relations, specifically in the Brazilian educational field, through the lens of textbooks. Based on the hypothesis that Brazilian public education legitimizes a high transfer of public resources to private companies, based on the narrative of a supposedly greater efficiency of the private sector, the study aims to analyze and understand the dynamics and capillarity of this process. The research adopts a qualitative and exploratory approach, with a multi-methodological character, grounded in Ginzburg's (1989) evidentiary paradigm and Bloch's (2001) critical-documentary analysis. It mobilizes concepts of political culture (Berstein, 1998; 2009) and privatization (Adrião, 2009, 2015; Ball & Youdell, 2007), using as sources educational legislation, statistical data from the National Development Fund (FNDE) from 2010 to 2022, and promotional materials from publishing groups and educational companies. The results reveal a marked concentration in the educational publishing market, where publishers such as Moderna (Prisa/Santillana Group), FTD (Marista Group), and those of the Cogna Group (Ática, Saraiva, Scipione) largely dominate participation in the National Book and Teaching Material Program (PNLD). This dominance is sustained by strategies that go beyond book sales, including the offering of comprehensive educational solutions, such as learning systems, digital platforms, and teacher training. These solutions are often promoted through cause-based advertising that associates their products with improved external assessment indexes (SAEB, ENEM). The financial analysis confirms the substantial transfer of public capital to these companies, with the five largest publishers concentrating the majority of the billions of reais invested, including increased profits during the COVID-19 pandemic. The conclusion is that the PNLD acts as a structuring factor in the perpetuation of a political culture of public funding for the private sector. By delegating the implementation and production of teaching materials, the State assumes the role of regulator and financier, which places pressure on the guarantee of pedagogical quality in the face of commercial interests. In this context, textbooks transcend their pedagogical function and become part of a complex interplay of economic and political interests, where market logic often overrides the pursuit of equitable and high-quality public education. This study contributes to the debate on the privatization of basic education in Brazil, highlighting the urgency of preserving its public nature and encouraging future research on the implications of this dynamic for teacher autonomy and pedagogical diversity.