Doutorado em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17590

Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Agora exibindo 1 - 5 de 311

Culturas, 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/4459785358922944
The 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
Alfabetização 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
Professores 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 de
This 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.
Cartas-tese biografemáticas : a saúde docente escrita a muitas mãos
(Universidade Federal do Espírito Santo, 2024-06-10) Coelho, Denise Carla Goldner; 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; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; 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-letter, and also Letters-thesis, carried out in collaboration with educators from a federal school institution. The methodology employed was the exchange of letters among those professionals. It presents a methodology for the analysis of teaching activity using a conversational method, based on Roland Barthes' biographical proposal. The premise is that writing transforms lived experiences, observations, and auditory perceptions into a form of “by force and blood”. It transforms knowledge, discourses, and so forth into principles of action and modes of being. This research direction in the Clinic of Activit represents a novel approach to traditional methods in this field, which have typically relied on photo and video analyses. The exchange of letters, however, facilitates dialogue, which is a crucial – perhaps even fundamental – methodological principle of this clinic. The objective of the study, entitled "Biographical thesis letters: teachers' health written by many hands" is to analyze the (re)existence movements of teachers at the Serra Campus of the Federal Institute of Espírito Santo during and after the pandemic caused by the SARS-CoV-2 virus, when working methods underwent significant changes. The biographical methodological strategy, which was written in the first person and presented in the form of letters, exhibits a fragmentation of content, abrupt transitions, and erotic intermittency. These characteristics reflect the creative aspects of this conversational method. The Letters-thesis – that is, Letters with a capital "L" and "thesis" with a small "t" – forms the basis of a thesis that is not aligned with posits the existence of neutral, objective knowledge, and a clear separation between the subject and object of "science". In this thesis, the capital L denotes the Letter as a method of analyzing teaching activity. In this sense, the thesis can be considered minor in Deleuzian terms, as it ethically and politically embraces the processuality of the movements that teachers engender in their daily lives through conversations. The letters are divided into blocks of sensations, without any indication of linearity or completeness between them. This allows the reader to navigate the text in a way that is most appealing to them. In conversation with Barthes, Foucault, Clot, and Canguilhem, this research endeavors to identify conceptual elements that contribute to the analysis of teacher work activity at Ifes – Campus Serra. The thesis is interspersed with elements of fiction and aligned with conversations with a character, also created as a methodological strategy, who is referred to as "Mrs. Teaching". The use of conversational methodology creates opportunities for teachers to engage in creative actions at work, thereby enhancing their capacity for action at the Ifes – Campus Serra
O Consed e o Instituto Unibanco : uma articulação para a definição das agendas políticas educacionais para o ensino médio (2017–2022)
(Universidade Federal do Espírito Santo, 2024-05-28) Peterle, Tatiana Gomes dos Santos; 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; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; 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/
The research proposal integrates the interests of the Federalism and Educational Policies research group, addressing the role of the National Council of Education Secretaries (Consed) in intergovernmental relations and the growing prominence of the Unibanco Institute in educational policy decisions. By exploring the dynamics between Consed and the Unibanco Institute, two influential entities in the formulation of policies for Brazilian education and situated within the context of recent political and educational changes in Brazil, the research aims to identify and analyze how the articulation between these two entities has influenced the definition and implementation of educational policies, especially concerning High School. The relevance of the study is anchored in the observation of the significant prominence of the Unibanco Institute in Consed's actions, suggesting a possible reconfiguration of educational policies that favor market logics. Methodologically, the research adopts a qualitative approach, employing systematic literature review techniques and document analysis to collect and analyze data. The theoretical framework mobilizes concepts of State, Hegemony, and Private Apparatuses of Hegemony by Antonio Gramsci (2000, 2002, 2004, 2012), Privatization of Education from Adrião (2015; 2018; 2022), also drawing on the concepts of Political Agenda by John Kingdon (1995). This theoretical framework guides the investigation into how education can be influenced by private interests, particularly regarding management, curriculum, and school offerings. The main points include the increasing evidence of the Unibanco Institute's participation in Consed's decisions, suggesting a reconfiguration of educational policies that favor market logics. It highlights the influence of the articulation between the Unibanco Institute and Consed in educational reforms such as the New High School Reform and the implementation of the BNCC, and finally presents the categorization of Consed documents indicating privatization in dimensions that directly affect management, curriculum, and school offerings, aligning with business interests. The thesis validates the hypothesis that policies for High School are influenced by the agendas of private interest organizations through the articulation between Consed and Instituto Unibanco, which play a central role in the privatization of High School.

Navegar

Submissões Recentes