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- ItemO trabalho colaborativo na educação especial no município de Vila Velha-ES: um estudo de caso(Universidade Federal do Espírito Santo, 2025-11-07) Mozer, Thiago de Aquino; Drago, Rogério; https://orcid.org/0000-0001-8998-6299; http://lattes.cnpq.br/8595961404664412 ; https://orcid.org/0000-0001-5747-6091; http://lattes.cnpq.br/1835778943520989 ; Becalli, Fernanda Zanetti; https://orcid.org/0000-0002-8628-6550; http://lattes.cnpq.br/2864535413247642; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; Silva, Edeson dos Anjos; https://orcid.org/0000-0001-7915-7665; http://lattes.cnpq.br/8369505246135326 ; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378This paper focuses on collaborative work in special education in the municipality of Vila Velha - Espírito Santo: A case study. Our overall objective was to understand the role of the Special Education Collaborating Teacher in the regular classroom, revealing their functions, actions, and daily practices. We adopted a qualitative methodological approach, as it favors in-depth analysis of human phenomena, subjective perceptions, and social relationships. Specifically, a case study was used as the methodological design, aligned with the nature of the research and allowing for a deeper understanding of the particularity and complexity of collaborative work in a specific context. The theoretical framework is based on Vygotsky's historical-cultural perspective, which understands human development and learning as socially mediated processes. The literature points to the existence of conflicts inherent in the inclusion of students with disabilities in regular classrooms, which can negatively impact the process. Therefore, the central question guiding this research is: What do professionals working in collaborative Special Education in Vila Velha - Espírito Santo, have to say about their roles, actions, and daily practices? As a result, the research sought to explore the concepts surrounding collaborative work in Special Education and analyze how it manifests itself in the municipal schools of Vila Velha - Espírito Santo. Collaborative teaching is essential to promoting inclusion, especially when recognizing the need for adaptations and modifications to regular classroom activities, the environment where students spend most of their time. The pedagogical practices of collaborating teachers are conceived as knowledge mediating actions, aiming to make learning more accessible. This includes joint planning, the application of adapted teaching methods, the creation of differentiated activities, ongoing student support, and the assessment of the teaching and learning processes of students with special education indications.
- ItemHistórias de vida e formação : o desenvolvimento profissional de formadores de professores na interface com os programas PIBID e PRP na UFES(Universidade Federal do Espírito Santo, 2025-10-24) Santos, Claudení Marques; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; https://orcid.org/0000-0002-0707-8906; http://lattes.cnpq.br/0395701665039026; Berto, Rosiany Campos; https://orcid.org/0000-0003-3143-3258; Lattes; Venturim, Silvana; https://orcid.org/0000-0002-4960-2163; Lattes; Silva, Vera Lúcia Reis da; https://orcid.org/0000-0003-4166-5386; http://lattes.cnpq.br/5466609811849753; Bragança, Inês Ferreira de Souza; https://orcid.org/0000-0003-4782-1167; http://lattes.cnpq.br/3676732863480672Based on an epistemic-methodological perspective of biographical research in education, conducted through life stories, this thesis investigated the life trajectories and professional preparation of Natural Sciences teacher educators (undergraduate degrees in Biological Sciences, Physics, and Chemistry) involved in the PIBID and PRP programs at UFES, seeking to understand the meanings attributed to these experiences in relation to their professional development. To achieve this goal, three specific objectives guided the study: i) to (re)tell and interpret the life trajectories and formation of teacher educators, valuing their experiences and examining the construction of their teaching identities throughout this process; ii) to understand the conceptions of teacher education sustained in their work in higher education, as well as in their interface with the PIBID and PRP programs; and iii) to analyze the implications of the experiences in the PIBID and PRP programs for their professional development. The study was conducted through individual biographical interviews with three teacher educators – identified as Vicente, Maria, and Isaque – whose narratives were analyzed using biograms, critical incidents, and a narrative analysis of their life stories, grounded in Ricoeur’s hermeneutics. Thus, the study sought to understand how formative experiences were re-appropriated across their life paths and within the context of their participation in the programs.The (re)telling of these stories revealed that experiences from primary school onward contributed to the construction of the educators’ personal identities as “good students” and, later, their professional identities as “teacher educators.” Through their engagement in higher education, the teacher-narrators developed critical and reflective understandings of the teacher education process in undergraduate programs – conceived as comprehensive training that integrates conceptual, pedagogical, and human dimensions – as well as of their own formation and their role as teacher educators within the programs. The experiences in the PIBID and PRP programs were conceived as processes of self-formation or biographical learning, articulating formal and informal dimensions with social, cultural, and historical contexts. Each trajectory proved unique, but all indicated that professional development extends beyond the institutional sphere, configuring itself also as a personal and situated process. Finally, the narratives of Vicente, Maria, and Isaque highlight not only individual journeys but also represent the emergence of a new generation of higher education teacher educators in Brazil. We conclude that the pedagogical preparation of teacher educators working in teaching and education is a sine qua non condition for consolidating university teaching practices aimed at the training of future Natural Sciences teachers in undergraduate programs
- ItemIn/capacidade de resiliência de políticas educacionais do nível primário em face à crise climática em Moçambique: estudo de caso-província de Sofala, cidade da Beira(Universidade Federal do Espírito Santo, 2025-10-21) Mutote, Dilson Arlindo; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-4505-7233; http://lattes.cnpq.br/2682277186802311 ; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; Aliseda, Julian Mora; https://orcid.org/0000-0001-8986-2720; http://lattes.cnpq.br/0424381820548351; Zeferino, Wagner Rodrigues; https://orcid.org/0000-0002-3653-0973; http://lattes.cnpq.br/0148479278762474; Santos, Sérgio Pereira dos; https://orcid.org/0000-0003-1218-214X; http://lattes.cnpq.br/9044437804351118Over the last three decades, Mozambique has been severely affected by the impacts of climate change, which particularly affect social sectors such as education. This Thesis critically analyses Mozambique‟s educational policies in the face of the climate crisis, taking into account the country‟s geographic challenges, the role of international organizations, the historical evolution of public policies, and the pedagogical practices adopted by school administrators and primary school teachers in the city of Beira. The Thesis is structured into eight chapters, each with the characteristics of a scientific article. The selection of Mozambique, the city of Beira, and the education sector followed the following main criteria: a) being a country whose geographic location is highly vulnerable to climate change; b) the major international organizations that finance the education and environmental sectors in Mozambique (the World Bank and Unesco); c) being one of the main sectors affected by climate change; and d) including primary school administrators and/or teachers (men and women teaching from 1st to 6th grade), with either secondary or higher education qualifications, who experience first-hand in schools and communities the harmful effects of climate change. The study adopted a qualitative and exploratory approach, based on critical documentary analysis and a case study, interpreted through the lens of Freirean and Arendtian theories and the concept of resilience. Overall, this Thesis confirms the absence of topics related to climate change and natural disasters in policy documents, curricula, subjects, and teacher training plans and programs at the primary level. The results show that, between 1983 and mid-2025, Mozambique was hit by at least 34 major tropical cyclones. In addition to the political influence of the World Bank and Unesco, other factors include vegetation loss, mangrove deforestation, dune destruction, deforestation, environmental pollution, weak coastal protection, and global warming. The study concludes that there is a pressing need to introduce reforms in educational policy.
- ItemA alfabetização nas estratégias biográficas de alfabetizadores, técnicos e estudantes do Mobral no Espírito Santo (1970-1980)(Universidade Federal do Espírito Santo, 2025-10-20) Baptista, Leonardo; Simões, Regina Helena Silva ; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; https://orcid.org/0000-0003-2062-8375; http://lattes.cnpq.br/7050257002722339; Berto, Rosianny Campos ; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; Oliveira, Edna Castro de ; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Paiva, Jane ; https://orcid.org/0000-0002-3501-8740; http://lattes.cnpq.br/3049044829510326; Alvarenga, Marcia Soares de ; https://orcid.org/0000-0002-8686-9844; http://lattes.cnpq.br/4672329547292143The thesis investigates the production of literacy processes of the Brazilian Literacy Movement in Espírito Santo (Mobral/ES), between the years 1970 and 1980, in the context of the wide national campaign established during the Military Dictatorship (1964–1985), aiming at the elimination of illiteracy in the country. With this objective, it highlights personal strategies (Levi, 2000) put into practice by students, technicians, and teachers in the development of the activities of the Functional Literacy Program (PAF), considering possible outcomes of this experience in the biographical paths of the individuals who lived it. For this purpose, it uses as research sources institutional documents, newspaper articles, letters from educators and students, and interviews with former participants (literacy teachers, technicians, students) of Mobral/ES. The study of this documentation adopts the analytical approach of microhistory, guided by the evidential method (Ginzburg, 1987, 1990, 2007; Levi, 2000). In the field of historiography about the Brazilian dictatorial regime, it dialogues with authors such as Napolitano (2014), Fico (2004), Reis (2000), and Motta (2014). Studies carried out by Ferraro (2009), Maria Di Pierro, and Galvão (2012) supported the analyses of illiteracy in Brazil. For the understanding of adult literacy processes, this research dialogues with the thought of Paulo Freire (1977, 2020, 2021). As a result, it shows ways in which technicians, literacy teachers, and students mobilized their experiences in Mobral/ES, in the constitution of strategies guided by their own interests. In this way, these subjects attributed meanings and singular characteristics to literacy, understanding it as a space of possibilities for the realization of professional, family, and socioeconomic projects, and, in the case of the students, also of overcoming social, cultural, and economic exclusions that marked their biographical trajectories
- ItemA política de educação integral em tempo integral no contexto do novo ensino médio: análise da rede estadual de ensino do Espírito Santo(Universidade Federal do Espírito Santo, 2025-09-29) Gonçalves, Thalita Matias; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0001-8657-4985; http://lattes.cnpq.br/9960126644806405 ; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Silva, Erineusa Maria da; https://orcid.org/0000-0002-8736-6739; http://lattes.cnpq.br/0169716321962324; Botler, Alice; https://orcid.org/0000-0001-5654-3248; http://lattes.cnpq.br/9284144427264959; Perboni, Fábio; https://orcid.org/0000-0002-1345-877X; http://lattes.cnpq.br/2492061344859342This thesis proposes to investigate the Full-Time Integral Education Policy (Educação Integral em Tempo Integral – EITE) in the Education System of Espírito Santo, Brazil, within the New High School (Novo Ensino Médio – REM). The aim is to examine the expansion of school time induced by the current reform, initially established by Law No. 13.415/2017, and subsenquetenly partially repealed by Law No. 14.945/2024. The study takes into consideration the contributions of French sociological theory, particularly the workf of Pierre Bordieu and Fraçois Dubet. The research is guided by some questions: What criteria has the State Secretariat of Education (SEDU) adopted in planning the policy of extended school time? What new forms of sociability does the full-time policy seek to establish? Can it operate as a mechanism to mitigate educational inequalities? Considering the perspective adopted in this research, based on the French sociology of education, this study also asks: how do the approaches of Bourdieu and Dubet help explain the full-time education policy within the broader context of Brazil’s high school reform? What are their analytical contributions when interrogating an educational policy which aims the working-class students in a country located on the periphery of global capitalism? The analysis undertaken reveal that the criteria establish by SEDU highligh both the influence of social vulnerabilty, alined with national guidelines, and the centrality of large-scale assessments. The methodological approach is qualitative, combining literature review, document analysis, and interviews with SEDU staff directly involved in implementing this policy. In practice, SEDU limits istelf to mapping deemed to have greater potential for adopting the full-time model, withouth considering the perspectives of the school Community, the School Council, or local management. This policy is aligned with action logics structured around the school performance, measured through na extensive range of assessment tools, with a tendency to promote the adaptation of Young people to the demands of an unstable labor market, while simultaneously diminshing opportunities for humanistic and critical education. The high school reform promotes the diversification of curricular pathways, under the premise of making schooling more attractive, relying on the rhetoric that students can choose what they wish to study, thereby individualizing educational trajectories. The findings also show that the full-time education policy does not reduce inequalities, as many students cannot access it due to the need of reconciling study and work, a reality acknowledge by the interviewed school agents. In Espírito Santo, this policy becomes inaccessible to working youth, pushing many towards Youth and Adult Education (Educação de Jovens e Adultos – EJA) programs or leading to school dropout. Moreover, in municipalities where only public high schools are available, its implementation may further restrict the right to education. The research concludes that, in Espírito Santo, full-time high school express a contradictory logic: while promising inclusion, they tend to reinforce selectivity. Within the context of the High School Reform (REM) more students are excluded than included, and retention is limited to those able to adapt and internalize the demands of large-scales assessments. This text aknowledges that the sociology of education, as developed by Pierre Bordieu and François Dubet, though stemming from distinct approaches, offers valuable analytical tools for examining educational policies in Brazil, as both aim to understand the practices through which inequalities are produced and reproduced in contemporary contexts. Our analysis of the Full-Time Education Policy (EITI) suggests that it does not alter the structural reproduction of social inequalities, as Pierre Bordieu warned as early as the 1960s, particularly because it hinders school retention for many students and diminishes access to the kinds of knowledge necessary for fostering a reflective, intelectually autonomous youth. This recognition invites further reflections about the multiple inequalities currently faced by students, who nonetheless also engage in social experiences whose logics of action may simultaneously deepen inequalities and generate forms of resistance and collective mobilization, which this thesis propose as future investigations.