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- ItemO Programa Ensina Brasil e a rede de fabricar docentes : instrumentos da política neoliberal(Universidade Federal do Espírito Santo, 2024-10-23) Santos, Kefren Calegari dos; Ferreira, Eliza Bartolozzi ; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0001-9782-9496; http://lattes.cnpq.br/0893075876273003; Ventorim, Silvana; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; Barros, Maria Elizabeth Barros de ; https://orcid.org/0000-0003-1123-4374; http://lattes.cnpq.br/1908967025244386; Normand, Romuald ; https://orcid.org/0000-0002-5482-6540; http://lattes.cnpq.br/; Hypolito, Álvaro Luiz Moreira ; https://orcid.org/0000-0003-1487-0413; http://lattes.cnpq.br/7674934224612535This study looks at the Ensina Brasil program, an initiative of the NGO of the same name which, as part of the global Teach for All network, aims to train leaders in the field of education. It investigates the origin, organization, development and implications of this program for the teaching profession, with the specific objectives of: a) mapping the emergence, development, relations and functioning of a network of new actors and non-state organizations linked to the program; b) analyzing the production/circulation of ideas, norms, values and/or policies for the teaching profession through this program; c) analyzing the implications of this established political network and its discourses/practices for the teaching profession. The study is part of the field of educational policy research, adopting a pluralist theoretical perspective, with multiple references that allow us to approach the complexity of the object of study and understand it in the context of neoliberal educational reforms. It prioritizes two approaches: a) the critical sociology of policies, with emphasis on Stephen Ball's studies on policy mobility, global educational policy, privatization and performativity; and b) the sociology of public action, especially the cognitive approach to policies and its notion of referentiality. It employs network ethnography as a methodological tool to trace relationships and movements in Ensina Brasil, using the strategy of “following the policy”, with systematic research on the Internet, mainly on the website and social networks of Ensina Brasil and its partners, as well as analysis of normative-legal and bibliographic documents. The results were organized into three chapters: a) a systematic review of the literature; b) the institution of the Ensina Brasil program in the states and municipalities; and c) mapping the political networks and the process of making and governing the neoliberal teacher subject. The conclusion is that the Ensina Brasil program is a political network for manufacturing teachers, and is the effect and instrument of neoliberal educational policies. It emerges to catalyze and advance neoliberal educational reforms in the country and deepen privatization in and of education. It can be seen that the programme fulfills three central functions: it provides professionals for funding and partner organizations, especially non-state ones; it disseminates a neoliberal teacher subjectivity through the “power of example”; and it creates business opportunities. The operation of Ensina Brasil is akin to a business, manufacturing the “teacher-leader” through the hybridization of professional discourses and practices. This hybridization, together with the flexibility and superficiality that characterize the development of this “new professional”, leads us to call him or her a hybrid-generic professional, with a mobile identity, networked and project-based work. The Ensina Brasil program is not limited to an alternative teacher training model, although it is one. And, to that extent, it fulfills the task of “destabilizing” the historical political and cultural tradition of teacher training in Brazil, by circulating a model that radicalizes the emptying of its theoretical-critical dimension and moves it outside the scope of higher education institutions
- ItemJuventudes rurais e territorialidades(Universidade Federal do Espírito Santo, 2024-10-18) Jadejiski, Rainei Rodrigues; Foerste, Erineu ; https://orcid.org/0000-0003-2846-0298; http://lattes.cnpq.br/3294719644172070; https://orcid.org/0000-0002-1282-0829; http://lattes.cnpq.br/5288552247301927; Ventorim, Silvana ; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; Gonzalez, Soler ; https://orcid.org/0000-0003-2572-5449; http://lattes.cnpq.br/5829639085638451; Moreto, Charles; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056; Lira, Pablo Silva; https://orcid.org/0000-0002-2643-5219; http://lattes.cnpq.br/1429716140765041This study, bound to the research group (CNPq) Cultures, Partnerships and Rural Schooling and the line of research Teaching, Curriculum and Cultural Processes, of the Graduate Program in Education of the Federal University of Espírito Santo (Ufes), aims to analyze the relation between the education promoted at the State Integrated Center of Rural Education (CEIER) of Águia Branca and the territorialities produced by the rural youth graduates. Theoretically, it deepens concepts such as youth/rural youth (Castro et al. 2009; Dayrell; Carrano, 2014; Weisheimer, 2005, 2009), territories and territorialities (Haesbaert, 2004, 2007), and Rural Education (Caldart, 2002, 2009, 2012, 2021; Molina, 2015). It states youthfulness as a social construction and a way of being and standing in the world, differentiating them in urban and rural contexts. Furthermore, It argues that the territorialities produced by the rural youth reflect the interaction between young people and their territories of experience and circulation, revealing how they construct their identities and sociocultural practices regarding the territory they inhabit. Understands that Rural Education, born of social movements, assumes a pedagogical work that starts from the concrete reality, the desires, and the formative needs of the people of the field. As for the methodology, the study adopts qualitative approaches in Education (Lüdke; André, 1986) focusing on oral history (Meihy; Seawright, 2021; Portelli, 2010, 2016), specifically in the thematic oral history. Under this lens, the research analyzes, through narratives, peasant youth who studied at the CEIER of Águia Branca. The data shows that the education promoted in this center has repercussions on the territorialities produced by the rural youth, which highlights the influence of schooling on the appropriation of territories. Thus, through education, there is a process of territorialization, in which the school becomes a space for identity construction and emotional and symbolic ties that go beyond the limits of the physical/ concrete territory of the institution
- 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