Mestrado em Ensino na Educação Básica

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Agora exibindo 1 - 5 de 262

O trabalho com os gêneros textuais na alfabetização : análise das propostas de produção escrita e das intervenções do professor alfabetizador nos livros didáticos do 2º ano do ensino fundamental
(Universidade Federal do Espírito Santo, 2025-04-28) Rocha, Cleide Cordeiro da; Santos, Záira Bonfante dos ; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; https://orcid.org/0009-0008-4810-7479; http://lattes.cnpq.br/7764529845318717; Cristofoleti, Rita de Cassia ; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Pin, Adriana; https://orcid.org/0000-0002-6373-1076; http://lattes.cnpq.br/5784145679275622
This research investigated the proposals for written production in the Portuguese language textbook for 2nd Elementary School through observation of the practice of teaching literacy with the text, considering the contributions of literacy in the view of Kalantzis, Cope and Pinheiro (2020) and multimodality by Kress (2010) for working with language. It allowed us to discuss the school as a social, cultural and linguistic space capable of carrying out major transformations in the lives of its students, based on the ideas of literacy studies in the view of Street (2014) and Rojo (2012). To this end, it brought into its context the contributions of Bakhtin (1997 and 2016), with the idea of a subject who communicates through statements, whose speeches are materialized through genres. Furthermore, combined with these ideas, Vigotski (2008) brought contributions from historical-cultural theory that underlie children's learning and development in their relationships through language. To deepen these discussions in the context of literacy, Soares (1985, 2003, 2020) echoed his voice for literacy through literacy; Geraldi (1997, 2010, 2011) who defends a practice of text production, considering previously establishing the production conditions; Gontijo and Schwartz (2009 and 2003), Smolka (2012) and Mortatti (2019) who support a dialogical and discursive literacy of the language. Based on qualitative methodology, this study conducted field research in three phases: mapping written production proposals in the 2nd grade Portuguese elementary school textbook; research regarding the place and work with text as a literacy event; and investigating how written production proposals are carried out in the classroom practice of the teacher participating in the study. Based on the evidence, the analysis chapter was developed in an ethical and responsible manner. In the dialogues held with the participating teacher, the focus was always on a sensitive and welcoming perspective, recognizing that this is a work of partnership and collaboration. Based on these conversations, reflections and observation of the practice with the participating teacher, it was possible to conclude that working with text in the literacy class from a discursive perspective is still a distant dream; the textbook has a strong influence on the teacher's work; literacy is limited to the act of teaching how to read and write, with a focus on the linguistic aspect. Over time, it was noted that there was a difficulty in adopting a critical stance towards the documents that guide teachers' practice, indicating a lack of training that would lead them to problematize them. Finally, there was a need to further expand the space in the classroom for working with texts as an element that produces meaning
O ensino da história do Brasil da primeira república (1889-1930): uma experiência didática com o uso da fotografia
(Universidade Federal do Espírito Santo, 2025-05-30) Loureiro, Milka Christine Godinho; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; Oliveira, Ueber José de; Locatelli, Andréa Brandão; Caprini, Aldieris Braz Amorim
This study investigated the use of photography as a pedagogical experience in the teaching of Brazilian History, focusing on the period known as the First Republic (1889–1930). It explored approaches that expand the possibilities beyond the conventional use of textbooks, aiming to foster learning through multiple perspectives and the critical analysis of different sources. The study was guided by the theoretical reflections of Jörn Rüsen (2006) and Peter Lee (2006), who argue that learning history involves more than memorizing facts and dates; it is a complex process that seeks to develop critical understanding of the past and the construction of meaning for practical life. In other words, learning history should be an active and reflective process in which students engage with historical sources, debate divergent interpretations, and construct their own historical narratives.The participants in the research were students from the third year of high school, enrolled in the morning shift in 2024 at the “Wallace Castello Dutra” State School of Elementary and Secondary Education, located in Guriri, in the municipality of São Mateus – ES, Brazil. The study followed a qualitative, participatory, and exploratory approach, using photographs taken by the students themselves as a resource for analyzing historical events of the First Republic in Brazil. Data collection procedures included observations, questionnaires, and text analysis. The data were organized, categorized, and examined through Discursive Textual Analysis, with the aim of evaluating the potential of differentiated pedagogical practices as essential tools in the history teaching-learning process. During the activity, it was observed that the use of photography as a mediating tool sparked students' interest and facilitated the exchange of perspectives on the content being worked on. The images produced allowed for the articulation of students' experiences with the past, enriching the construction of historical meanings. The records and discussions indicated an expansion of historical consciousness, in line with the frameworks of Rüsen and Peter Lee, by enabling interpretations more closely connected to the students' everyday reality.
Almir Queiroz e as águas do Rio Cricaré: investigação temática freiriana no ensino de ciências à luz da abordagem CTSA
(Universidade Federal do Espírito Santo, 2025-03-28) Pereira, Lenise Queiroz; Mendes, Ana Nery Furlan; https://orcid.org/0000-0001-6488-5483; http://lattes.cnpq.br/8266113579775016; Bianco, Gilmene; Sirtori, Carla
This study reflects on the teaching of Science in conjunction with the Science, Technology, Society and Environment (STSE) approach and the assumptions of Paulo Freire's Thematic Inquiry. The meeting point between these perspectives is the emphasis given to the active participation of society. In this context, we seek to understand how this proposal can contribute to the learning of students from riverside communities, where the relationship between students and the environment and local knowledge is part of their daily lives. The research had as its general objective to analyze the contributions of the implementation of a didactic sequence based on the STSE approach and Freire's thematic inquiry in the teaching of Science to students in the 5th grade of elementary school. This is a qualitative action research, carried out with 15 students from a public school located in a riverside community in the city of São Mateus-ES. The investigation followed the five stages of Freire's Thematic Inquiry: i) preliminary survey; ii) situational analysis; iii) decoding dialogues; iv) thematic reduction; and v) classroom work, considering the generating theme water. The teaching sequence was structured in five phases: i) water in nature; ii) distribution of water on Earth and water cycles; iii) water pollution; iv) water use and treatment; and v) relationships between forests and water, developed over 10 weeks. We planned the activities based on the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco (2002). For the production and analysis of data, we used questionnaires, logbook entries, students' written activities, audio recordings and photographs. We interpreted the results through a descriptive analysis considering three main criteria: i) students' prior knowledge; ii) contributions of the teaching sequence to learning; and iii) students' environmental positioning in light of the discussions and practices developed. The results suggested that students are in the process of becoming aware of the environmental issues involving the Cricaré River and their daily lives. Throughout the activities, students began to problematize the reality in which they live, articulating scientific knowledge with the social aspects of their community. Through dialogue, practices and reflections, the proposed activities favored significant learning, allowing students to relate the topics discussed to their experiences. This movement, still under construction, demonstrates that learning is not limited to the classroom, but is reflected in the way students begin to perceive and act in their own community. Furthermore, this study can inspire other educators to consider issues close to the students' experiences in their pedagogical practices.
A leitura de infográficos sob à luz dos multiletramentos e da abordagem multimodal
(Universidade Federal do Espírito Santo, 2025-04-03) Rolim, Leiliany Aparecida de Souza; Santos, Záira Bonfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; https://orcid.org/0009-0003-3265-3209; http://lattes.cnpq.br/0991893268096341; Paiva, Francis Arthuso; https://orcid.org/0000-0002-9083-3342; http://lattes.cnpq.br/9987569172150751; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670
The increasing use of multimodal texts in textbooks reflects the transformations in reading and interpretation practices in contemporary reading. Among these texts, infographics stand out by integrating verbal and visual elements in a complementary manner, presenting information dynamically and accessibly. This research investigated how infographics in a Portuguese Language textbook for high school articulate and incorporate semiotic resources through a multimodal approach, in addition to analyzing their potential for fostering multiliteracies. The methodology adopted was bibliographic and qualitative, based on the analysis of the textbook’s infographics, with a focus on the interaction among the semiotic elements of the composition reading how these texts were embedded within the material. To this end, the study was grounded in the works of authors such as Paiva (2009, 2013, 2021), Gualberto and Santos (2019), and Kress and van Leeuwen (2021) through the Visual Design Grammar (GDV). The GDV provided tools that enabled the analysis of compositional aspects such as the value of information, salience, use of colors, typography, framing, layout, and visual rhyme in the infographics. The results indicate that, despite the multimodal structure of the infographics, their pedagogical exploitation is limited. Many infographics are not integrated into the chapter activities and, in some cases, appear solely as a summary reading or thematic resource, without effectively promoting critical reading and the practice of multiliteracy pedagogical movements. Furthermore, the reduced number of infographics in the analyzed material contrasts with their relevance for developing multimodal reading skills. In conclusion, there is a need for a more effective pedagogical approach that values the integrated reading of multimodal texts and makes greater use of infographics as teaching tools. This research contributes to studies on multimodality and multiliteracies by highlighting gaps in the exploitation of these resources in the analyzed textbook
A formação continuada de professores frente às tecnologias: o uso dos vídeos no ensino de matemática
(Universidade Federal do Espírito Santo, 2024-04-02) Melotti, Rafael; Cardoso, Valdinei Cezar; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; Mendes, Ana Nery Furlan; Kato, Lilian Akemi
Technologies are increasingly present in people's daily lives, with the most varied functions, whether at work, study or even leisure. Mobile devices, such as cell phones, are within the reach of practically the entire population and, with them, the ease of photographing and filming everyday situations. However, teachers are notoriously unprepared to take everyday situations, such as the use of these technologies, into the classroom. In this sense, the main objective of the dissertation is to identify the impacts of continued training of mathematics teachers in the municipality of São Roque do Canaã, regarding the use of digital videos as a teaching resource and other digital technologies, in teaching. To achieve this objective, a literature review was carried out regarding the use of technologies in teaching mathematics, pedagogical technological fluency and continuing teacher training. Subsequently, after approval by the Ethics and Research Committee2, continued training was carried out with mathematics teachers and Specialized Educational Service teachers on the use of technologies in teaching mathematics, including videos, during four meetings. Furthermore, between the third and fourth meeting, the researcher observed some classes of teachers who participated in the training, in order to understand the impacts caused by it and how this impacted on their teaching. The data collected throughout the research were analyzed through the lens of discursive analysis, noting that the training offered had positive impacts on teaching performance and the improvement of participants' Technological Pedagogical Fluency.

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