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- ItemSer criança, imigrante, com câncer: a brinquedoteca hospitalar móvel (des)velando anunciações de sentidos/gratidão(Universidade Federal do Espírito Santo, 2025-06-11) Furley, Ana Karyne Loureiro Gonçalves Willcox; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; https://orcid.org/0000-0003-1124-4767; http://lattes.cnpq.br/6736589692524594; Foerste, Erineu; https://orcid.org/0000-0003-2846-0298; http://lattes.cnpq.br/3294719644172070; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; Rossatto, César Augusto; 0000-0001-9063-1575; http://lattes.cnpq.br/7193807644782471; Fernandes, Edicléa Mascarenhas; https://orcid.org/0000-0003-3998-2016; http://lattes.cnpq.br/4769008821320295; Santos, David Moises Barreto dos; https://orcid.org/0000-0002-7906-2073; http://lattes.cnpq.br/5904935830618045; Rodrigues, José Raimundo; https://orcid.org/0000-0002-3922-1105; http://lattes.cnpq.br/0054461655991890This study, of the phenomenological-existential type, involves the theme of Special Education, aiming to describe comprehensibly, "what it is" and "what it is like" to be a child, who is an immigrant - and who has cancer, highlighting their human presence in existential educational practices in a mobile hospital toy library, and thereby (un)veiling announcements of meanings. For this purpose, we fundamentally resorted to the theoretical framework of Viktor Emil Frankl (1970, 1976, 1978, 1983, 1989, 1990, 1991, 1998, 2005, 2010, 2011, 2015, 2017, 2019) and the models of this discursive production provided a humanized playful pedagogical practice. The collaborator in this research is Nam On-jo, a 12-year-old girl with cancer, immigrant from Colombia, student at a public school in the municipality of Serra, in the State of Espírito Santo. After approval by the Research Ethics Committee (CEP), we were authorized to be with the patient/student/collaborator, in her hospital bed, for one month in the hospital bed. Our daily meetings for the production of research data were located at the Nossa Senhora da Glória Children's State Hospital (HEINSG), in the High Complexity Onco Hematology Treatment Unit (Unacon), in Vitória, in the State of Espírito Santo. As instruments for data production, we resorted to the creation and construction of a mobile hospital toy library (BHM) based on Play Therapy by Virginia Mae Axline (1972, 1985). To do this, we used a medium-sized transparent plastic box with a lid with educational and educational materials and we resorted to free observation. However, an intentional directive and or non-directive observation, since for us, phenomenologists, it is a free, loose observation - but always intentional, that is, with scientific intention. Thus transcribed, in the Logbook, through reports after the meetings, photographs, colorful mandala drawings, notes, screen prints of whatsapp. messages. To analyze the data produced seeking a comprehensive description of what was experienced, we applied the Annunciation of Meanings (ASs) proposed by Furley and Pinel (2024). ASs is like meaningful news, it announces to the reader new and alternative teaching-learning proposals, content that comes from someone, and in our case, from Nam On-Jo, during which the “Pain-in itself”, the “Pain-is-being”. The existential annunciation of the meaning of life emerges as a mosaic of experiential, attitudinal and creative values, Gratitude reveals to us the great meaning announced about On-jo, its foundation. And from Gratitude, eight new ASs: Being of Generosity, Being of Breathing, Being of Now, Being of Transcendence, Being of Initiative, Being of Rights, Being of Announcements, Being of Oblation. A heroine, but incarnate, common, everyday, who suffers and is relieved - and builds her own Life-Monument, a sculpture that breathes questioning life, through the via crucis. Thus, free and organized playfulness in your existence, schooling fully felt as a citizen in your new country, playful educational practices, good health care, etc., can bring to light, and with more strength, your AS Gratitude. This being (of Gratitude) reveals his ways of being grateful to the life that can be understood as one that gives him meaning, and thus expands the symbolic construction of his life, as a monument supported by his free and responsible being - person “until the last breath
- ItemEducação ambiental, educação infantil e processos formativos: nas margens de Abrolhos e Cassurubá(Universidade Federal do Espírito Santo, 2025-06-03) Ribeiro, Luana Manzione; Côco, Valdete; https://orcid.org/0000-0002-5027-1306; http://lattes.cnpq.br/7335579662236147; https://orcid.org/0000-0003-4904-6125; http://lattes.cnpq.br/3366325042131906; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Silva, Álamo Pimentel Gonçalves da; https://orcid.org/0000-0001-6993-4483; http://lattes.cnpq.br/5299277618123064; Frederico Monteiro Neves; https://orcid.org/0000-0002-8836-1307; http://lattes.cnpq.br/8633219860884660The Federal Conservation Units - Abrolhos Marine National Park and the Cassurubá Extractive Reserve, located partially in the municipality of Caravelas (BA) and entirely in the territory of identity of the extreme south of Bahia, surround a traditional community that preserves artisanal fishing as a cultural and socioeconomic heritage. The object of the thesis is the training processes of early childhood education (EI) teachers in environmental education (EE) in daycare centers and public schools in Caravelas. In this scenario, I problematize how dialogues in the territory between educational and environmental institutions strengthen the sense of belonging of their community from the perspective of critical environmental education (EAC) and contribute to the implementation of educational and environmental policies in school spaces that offer EI? How do the training processes vivify the teacher's constitution, the appreciation of their culture, life stories and impact on the learning of the school community and contribute to the conservation of biodiversity? In dialogue with these reflections, I mobilize the general objective of analyzing the articulation in the territory between institutions, daycare centers and schools in the training processes in EE in EI. And, as specific objectives: (i) investigate the training processes in EE already carried out; (ii) identify the demands and challenges of teachers in relation to the theme and its curricular insertion; (iii) learn about the life stories of teachers and their connections to the culture of the territory and to EE; (iv) map the EE proposals implemented by teachers; (v) understand how the insertion of legal bases and curricular and training policies occurs in the training processes of EE in EI together with daycare centers and public schools in the territory and how they are articulated with the current dialogues; (vi) analyze in the Political-Pedagogical Projects (PPPs) the insertion of the theme and proposals for training processes in EE. The theoretical-methodological framework is based on Bakhtin and Freire, considering them as philosophers of life, based on their interconnections with the social conception of language and the human sciences. From the perspective of qualitative research, I chose to investigate the statements of the teachers based on the narrative research methodology, conceiving it as a formative process, instigating dialogues about EE training in EI and the themes that permeate it, using as an instrument a script with three thematic axes (Territory and Life History; Environmental Education and Teacher Training). The research anchored by the narrative research methodology and documentary study provided the following contributions to the field: The low amount of investment in the field of EE research in EI; There is a sense of belonging to the territory and its culture full of power and fertility; EI teachers do not feel their formative demands are unwelcome and work on them based on the available resources; The PPPs do not discuss the issue and the urgency of strengthening inter-institutional articulations aimed at implementing the legal bases and curricular policies for EAC training in the territory's EI.
- ItemMemórias e cultura no processo de escolarização e nas práticas culturais de crianças pomeranas : entre espaços escolares e não escolares(Universidade Federal do Espírito Santo, 2025-04-30) Schultz, Bruna Silveira; Foerste, Gerda Margit Schütz ; https://orcid.org/0000-0002-6040-5435; http://lattes.cnpq.br/5263258908602198; https://orcid.org/0009-0007-7602-5713; http://lattes.cnpq.br/8654656471641214; Schwartz, Cleonara Maria ; https://orcid.org/0000-0003-4411-2234; http://lattes.cnpq.br/1768605311310158; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Caliari, Rogério Omar ; http://lattes.cnpq.br/7842507822377428; Nunes, José Walter; https://orcid.org/0000-0003-0827-3882; http://lattes.cnpq.br/6559408539442996Não disponível
- ItemEducação estética e a experiência na formação de professores de artes: um estudo (auto)biográfico(Universidade Federal do Espírito Santo, 2025-05-15) Ferreira, Sonia Maria de Oliveira; Foerste, Gerda Margit Schültz; https://orcid.org/0000-0002-6040-5435; http://lattes.cnpq.br/5263258908602198; https://orcid.org/0000-0003-3466-2603; http://lattes.cnpq.br/4825667911457317; Góes, Margarete Sacht; https://orcid.org/0000-0002-7146-6022; http://lattes.cnpq.br/5504378088842871; Oliveira, Uillian Trindade; https://orcid.org/0000-0002-3834-316X; http://lattes.cnpq.br/8352405186545592; Miranda, Marina Rodrigues; https://orcid.org/0000-0002-1133-7827; http://lattes.cnpq.br/4087302830515226; Vasconcelos, Flávia Maria de Brito Pedrosa; https://orcid.org/0000-0001-9853-5588; http://lattes.cnpq.br/7285933895645743This research analyzes the education of Arts teachers, anchored in concepts of experience from Benjamin (1994, 2012, 2017), Vygotsky’s mediation (2003, 2007, 2010), and Vygotsky’s aesthetics (1999). It problematizes the aesthetic experience in teacher education, with the goal of analyzing how aesthetic and artistic experiences in exhibition spaces contribute to the training of Arts teachers. The study is based on the thesis that the aesthetic education of Arts teachers benefits from experiences in art exhibition spaces. The autobiographical study favors, through life stories, the reflective process of the Arts teacher towards an aesthetic experience, which promotes the spectator beyond consumption and superficial encounters with the artwork. The research was grounded in the (auto)biographical methodology of Josso (2004, 2007, 2012, 2020) and Abrahão (2004), seeking memories and aesthetic experiences that contribute to the education of Arts teachers. For this, the autobiographical research began with our own experiences in exhibition spaces and expanded into dialog with subjects and their life stories, with an emphasis on the influence of art on their lives and their experiences in exhibition and educational spaces and teaching. The dialog was expanded with artists in studios, art exhibitions and with teachers, researchers and a final-year Visual Arts student in the subject Art and Non-School Education. Data was collected through observation and analytical (auto)biographical reporting, with entries in logbooks, dialogues and documentary analysis. The results show the centrality of an education enriched by experiences in exhibition spaces in the training of art teachers. Experiences in spaces such as ateliers and art exhibitions, in extended dialogues with artists, teachers and students, foster self-reflection and corroborate the autobiographical study in understanding the formative process in the arts by developing affective memories of each experience lived
- ItemA questão didático-pedagógica no processo de escolarização dos estudantes público-alvo da educação especial na educação infantil(Universidade Federal do Espírito Santo, 2024-12-18) Oliveira, Angela do Nascimento Paranha de; Victor, Sonia Lopes ; https://orcid.org/0000-0002-9492-6933; http://lattes.cnpq.br/2432786277131614; https://orcid.org/0000-0002-7246-7115; http://lattes.cnpq.br/1411617784264567; Jesus, Denise Meyrelles de ; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Moraes, Silvia Pereira Gonzaga de ; https://orcid.org/0000-0003-0937-5581; http://lattes.cnpq.br/3303970016702517; Uzêda, Sheila de Quadros ; https://orcid.org/0000-0003-4549-0800; http://lattes.cnpq.br/2481498442711793The organization of an inclusive educational system in Brazil initially allowed the guarantee of the right to education to target students of special education through enrollment in regular schools. However, the consolidation of the schooling process for these students is still open. One of the important aspects to advance it is the analysis regarding the didactic-pedagogical conditions for promoting learning. In this sense, the study intends to analyze the didactic-pedagogical issue aimed at students with disabilities in early childhood education, considering common education and specialized educational assistance (AEE). It uses historical-dialectical materialism as a theoretical-methodological reference in order to understand the movement and transformations of the object of study, relating it to historical-cultural theory and historical-critical pedagogy, which demonstrate the effectiveness of the teaching learning process as an essential condition for human formation, without exception. The research makes use of an in-depth bibliographical study on the subject, highlighting the teaching-learning processes of students with disabilities in the first level of basic education. Using the descriptors “special education” AND “early childhood education”, 255 studies were found in the BDTD based on the indefinite initial period until March 2023. In the analysis process, the need for greater expressiveness in academic productions that address the schooling of students with disabilities linked to the special education modality at the Early Childhood Education teaching level is perceived; the complexity of the process of building an education system from the perspective of Inclusive Education is observed due to the interference in educational policies of liberal and neoliberal proposals, which aim at a supposed provision of education for all in conjunction with the capitalist structure; Finally, there is a need to implement the pedagogical practice carried out in specialized educational services in the multifunctional resource room aimed at supporting the training of target audience students in special education, aiming at the complementarity and supplementary nature of their teaching-learning processes in the context of the common classroom