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- ItemTrajetórias de pessoas com deficiência visual nos programas de pós-graduação stricto sensu em educação(Universidade Federal do Espírito Santo, 2024-10-04) Colombo, Laís Perpetuo; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; Caetano, Andressa Mafezoni; Mendes, Ana Nery Furlan; Cotonhoto, Larissy Alves; Frosch, RenatoThe objective of this research is to analyze the narratives of the academic trajectories of graduates with low vision of stricto sensu postgraduate courses in education, in federal universities located in the southeastern region of Brazil. It is justified by the need to investigate the organization of programs and institutions to ensure the right to education and learning for blind or low-vision people. The theoretical framework that guides this research is anchored in the theoretical-methodological contributions of the Italian thinker Antonio Gramsci, in line with the perspective of the Historical-Cultural Theory of human development, whose foundations date back to the works of Lev Semenovitch Vygotsky. Due to the purposes outlined in this study and its theoretical foundation, we opted for a qualitative approach, based on case study procedures. To compose the analytical corpus, the time interval delimited was from 2012 to 2022. Data was obtained through semi-structured interviews with the participants of the research, these being visually impaired graduates. For the preliminary content analysis of the data, the categorical analysis technique proposed by Bardin (2016) was used, allowing the definition and organization of the following categories: a) Being a person with low vision: recognition, impacts and perspectives; b) Revisiting schooling in basic education; c) Access and permanence in higher education; d) The arrival in the stricto sensu postgraduate studies; e) Accessibility, permanence and learning; f) Marks that have not been erased; g) University for all: what are the paths? The results showed several barriers that permeated the educational and academic trajectory of the subjects interviewed, especially those of attitudinal order. In the same sense, it was found that it was the strategies adopted by the students themselves that played a preponderant role for their permanence in the investigated universities. Regarding educational institutions and postgraduate programs, specific measures were implemented to guarantee access and permanence for students with low vision, which were mostly carried out with the encouragement of educational accessibility centers. In light of these findings, it is ratified that inclusion goes beyond the presence of people with disabilities in the university, also involving commitment to the learning and development processes, requiring: the adequacy of models of pedagogical practices, permanent collaborative work among the actors involved and the elimination of any forms of ableism, aiming to contribute to the quality of the teaching offered and to promote equitable access in teaching, research and extension.
- ItemEducação infantil e didática: considerações a partir da pedagogia histórico-crítica(Universidade Federal do Espírito Santo, 2024-09-17) Soares, Luciana Pimentel Rhodes Gonçalves; Galvão, Ana Carolina; Fonte, Sandra Soares Della; Franco, Adriana de Fátima; Lacerda Júnior, Fernando; Lavoura, Tiago NicolaThis research focuses on didactics in Early Childhood Education, based on the assumptions of the historical-critical pedagogical theory, which conceives the educational process as an intentional act within social practice. Given the fact that didactics is not present in most studies on this educational stage and that, in general, it is marked by a superficial analysis of the educational phenomenon, it is evident that the denial of teaching in the first stage of basic education is directly related to the devaluation of the school. Thus, it is argued that, in addition to children being denied the right to appropriate historical achievements, hegemonic pedagogies - which in Early Childhood Education support a romanticized idea of childhood, expressed in the pedagogy of childhood, tributary to the pedagogies of "learning to learn" - do not provide teachers with the theoretical and practical tools necessary to face educational challenges. In this way, this study defends that historical-critical didactics is a decisive aspect of the organization of pedagogical work in this initial phase of the educational process. The thesis defended is that the qualification of teaching and learning, in Early Childhood Education, as in other stages, levels, and modalities of school education, is conditioned to a didactic organization that guarantees students the appropriation of scientific, artistic, and philosophical knowledge. The general objective of this research is to defend the school form for Early Childhood Education, highlighting specific didactic aspects for this stage of basic education, based on the assumptions of the historical-critical pedagogy. To this end, the specific objectives are: a) to explain the historical constitution of Early Childhood Education in Brazil and the process of dismantling didactics at this stage of schooling, operated by hegemonic pedagogies; b) to demonstrate the links between teaching and development, with a focus on Early Childhood Education, and historical-critical didactics as a decisive condition for a formative process in its maximum possibilities. The procedural choice corresponds to theoretical-conceptual and bibliographic research, from which the object of investigation is analyzed in articulation with the research carried out in recent years on the subject, thus situating it in the set of theoretical production in general and of historical-critical pedagogy. The analyzes developed have as a reference the foundations of the historical-dialectical materialist method, the philosophical and methodological basis of historical-critical pedagogy. It is concluded that it is still necessary to claim for the early childhood school education the teaching and that historical-critical didactics is decisive for the qualification of pedagogical practices, which contributes to the defense of the specific pedagogical nature of the school in order to guarantee the socialization of systematized knowledge, confronting attempts to devalue school knowledge.
- ItemCulturas, línguas e educação : o caso de Caramuru em Santa Maria de Jetibá no Estado do Espírito Santo(Universidade Federal do Espírito Santo, 2024-09-25) Hehr, Roseli Gonoring; Foerste, Erineu ; https://orcid.org/0000-0003-2846-0298; http://lattes.cnpq.br/3294719644172070; https://orcid.org/0000-0001-9467-1435; http://lattes.cnpq.br/0892185882140952; Ventorim, Silvana ; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; Chaves, Priscila Monteiro ; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; Carvalho, Letícia Queiroz de ; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414 ; Savedra, Mônica Maria Guimarães ; https://orcid.org/0000-0003-1056-9391; http://lattes.cnpq.br/4459785358922944The thesis Culture, Languages and Education: the case of Caramuru in Santa Maria de Jetibá in the State of Espírito Santo/Brazil investigate how the school 's practices are incorporated in a peasant and plurilingual territory in the border between Santa Maria de Jetibá, Santa Leopoldina and Domingos Martins. Problematizes monolingualism from the concept of dialogicity(Bakhtin, 2010; Freire, 2013). Reflections about the concept of culture, multiculturalism and interculturality(Forquin 1993; Candau 2002) are compared to the studies about linguistic right, biligualism, plurilingualism and linguistic contact of Altenhofen(2004) and Savedra (2021). At the sametime we found subsidies in Gramsci (2004) and Semeraro (2006) for analysis of the teacher’s work as an organic intellectual, that tensions the monolingualism of the official curriculum. The study benefits from qualitative approaches in education (André and Lüdke, 1986; Fichtner et al., 2023), focusing the production, treatment and analysis of data from officials documents, observations and notes in field diaries, questionnaire applications, semi-structured interviews with teachers and focus groups with the students. The data produced along with the theoretical framework that substantiate this research allow we can say that the cultures and the languages being in the community of caramuru launch challenges in the process of schooling and potentialize the construction of school practices in dialogue with a peasant and plurilingual territory. Reflects the urgency of the linguistic right of the students from traditional peasant communities and the requirement of elaboration of public policies that assure differentiated curriculum, specific material production and teachers formation that consider the particulars culture and linguistics of the communities Where the schools are inserted
- ItemAlfabetização científica humanizadora como anteprojeto de conscientização : um estudo na formação inicial de professoras e professores de Ciências(Universidade Federal do Espírito Santo, 2024-09-30) Barcellos, Leandro da Silva; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Coelho, Geide Rosa ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Ventorim, Silvana; https://orcid.org/; http://lattes.cnpq.br/; Oliveira, Edna Castro de; https://orcid.org/; http://lattes.cnpq.br/; Bastos, Ana Paula Solino; https://orcid.org/; http://lattes.cnpq.br/; Lovatto, Angélica; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/This thesis develops from this question: how the science education can contribute to awareness, aiming to the humanization and overcome of underdevelopment? We assume Álvaro Vieira Pinto and Paulo Freire as theorical lens to discuss Scientific Literacy (SC) conceptions, the background of teachers training to SC and some challengers to science teaching that considers the national reality. The thesis that we advocate is: teachers training and scientific education should be an awareness process about the teaching profession and the science education committed to overcome the underdevelopment and the humanization. We forged the concept of humanizing scientific literacy (HSC) as an educational goal and guide to teachers training and work, highlighting the inquiry based teaching (IBT) like a basis of investigative praxis. We assumed HSC as a training pre-project to create and implement a formative process aims to understand the awareness development of participants. We realized a training-research in the second semester of 2022, using the narrative presuppositions to contemplate internal and external ways of formation. It has been done in the supervised practice of biological sciences' teacher preparation course, with 11 students. For the data lifting, we used: record the audio of classes; the students produced reports, memorial and plans for science teaching; field diary of trainers; discussions in the WhatsApp group; and course documents. We used the Scene understanding to qualitatively interpret the narratives of students. The scenes show the course elaboration process, considering the totality of conditionate factors as the return of presential teaching; few days to teaching in the schools; the electoral contest; and the football world’s cup. We faced the contradictory background of be and not to be a good moment to do the HSC in the initial teachers training. In the course history, the classes had been a high political level. We observed: the shaped of social sensibility for the problems of national reality; the critical reading of scholar reality; and a collective work to face the challenge of study and create IBT lessons. The pedagogical mediation of trainers had been attentive to context challenges and helped the construction of investigative praxis locus. The reports analyses show the idiosyncratic character of awareness. Each participant related the HSC and IBT presuppositions with own socio-historical basis. We understand that HSC is a viable pre-project to teachers training and hope more trainers using it in all steps of teachers training
- ItemProfessores de língua portuguesa e educação do campo: memórias e identidades(Universidade Federal do Espírito Santo, 2024-09-27) Oliveira, Josiléia Curty de; Foerste, Erineu; http://orcid.org/0000-0003-2846-0298; https://orcid.org/; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; Schwartz, Cleonara Maria; Moreto, Charles; Oliveira, Edivanda Mugrabi deThis research investigates the constitution of the identity of Portuguese language teachers in schools serving students from rural areas in the municipality of Alegre/ES. It is linked to the Teaching, Curriculum and Cultural Processes within Graduate Program in Education at the Federal University of Espírito Santo and developed in the Cultures, Partnerships and Countryside Education research group. The study problematizes how Portuguese language teachers construct their teaching identities, considering account current educational policies, the reality of state schools and the particularities of rural contexts. The investigative processes are guided by the methodology of oral life history (Meihy; Seawright, 2021; Portelli, 2016) and the approach in qualitative research in education (Lüdke; André, 1986; Fichtner et al., 2020; Brandão, Foerste e Gerke, 2023), considering the personal, subjective and professional nature of teaching. This study analyzes the teachers' life stories (Huberman, 2013) and the constitution of the teaching professional identity (Dubar, 1997, 2009; Nóvoa, 2013, 2023; Tardif, 2014), within the scope of Rural Education and the training of its professionals (Arroyo, 2007, 2008, 2012, 2015, 2018, 2019). For theoretical foundation, dialogue was sought with the concepts of narratives, memories and experience of Benjamin (1994) and Bosi (2023); and formative conceptions and teaching identities, based on Freire (1967, 2001 [1968] 2023, [1996] 2024) and Nóvoa (2013, 2017, 2023). The results showed that the teachers' personal experiences, such as socioeconomic difficulties in childhood, inspiration from figures such as mothers and teachers, and migration from the countryside to the city in search of better conditions, have a significant impact on the formation of the personal and professional identity of the teachers. Teachers indicated that they felt a lack of depth in specific content, teaching methodologies and internships in initial training, while continuing education was criticized for being selfinstructive, online and disconnected from the reality of the classroom. Professional socialization throughout the career filled gaps left by initial training and support and reception at the beginning of the career were fundamental, as its absence left negative marks. Teaching challenges included the lack of specific training to deal with rural students, use of cell phones during classes, abundance of information and superficiality of students' in-depth knowledge, standardized curricula and focus on skills and results, and superficial knowledge in Countryside Education, highlighted the urgent need to implement public educational policies in teacher training to serve rural students. Emotional overload, lack of recognition and administrative concerns such as the focus on proficiency showed disinvestment in the career, however, the commitment and joy of teaching prevail despite the challenges and difficulties. This thesis concludes, with this thesis working, that the professional trajectory of teachers is a continuous construction of identity based on their experiences, culture and history. However, the constitution of the professional identity of Portuguese language teachers, who work in rural contexts in the municipality of Alegre/ES, is conditioned by the restriction of autonomy and in the practice of exercise the teaching profession, as a result of the regulatory educational policies of the capitalist system.