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- ItemInvestigado o uso do ChatGPT no ensino da proporcionalidade para alunos do 1º ano do ensino médio de um instituto federal do Espírito Santo(Universidade Federal do Espírito Santo, 2024-05-21) Cazadine, Amanda Freitas; Cardoso, Valdinei Cezar ; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0009-0002-0510-9825; http://lattes.cnpq.br/5469396974134273; Cesana, Andressa; https://orcid.org/0000-0001-8028-9526; http://lattes.cnpq.br/9217101684156531; Pereira, Alana Nunes ; https://orcid.org/0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; Cezana, Fernanda Capucho; https://orcid.org/0009-0005-5461-5603; http://lattes.cnpq.br/5588829880965388Artificial intelligence became popular with the launch of ChatGPT, which allowed users with diverse profiles to engage with the tool and use it for different purposes, including its application in the educational field. The objective of our research was to explore the use of ChatGPT as support for solving mathematical problems related to the concept of proportionality in a first-year high school class at a Federal Institute in the north of Espírito Santo. The study was based on the dialogue between the research data and the authors who contributed to the theoretical framework. We adopted a qualitative methodological approach, characterized as an exploratory study. To analyze the data, we used content analysis techniques. Among the identified potentials, we found that ChatGPT can be used as a didactic resource in the teaching and learning processes of mathematics, by providing explanations of the content, assisting in problem-solving, organizing step-by-step guides, and stimulating students' critical thinking and creativity. The data showed that some students used ChatGPT to seek guidance, find solutions, and perform unit conversions, while others avoided its use due to concerns about dependency. A limitation identified was the need for continuous and targeted guidance and supervision by the teacher when using this tool, especially in the school environment, since ChatGPT can make mistakes
- ItemTendências pedagógicas e alternativas metodológicas: concepções docentes em um curso de formação continuada(Universidade Federal do Espírito Santo, 2025-05-23) Moraes, Joana de Lima; Cardoso, Valdinei Cezar; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0009-0002-0120-5721; http://lattes.cnpq.br/4197210084805726; Braz, Bárbara Cândido; https://orcid.org/0000-0003-2280-3261; http://lattes.cnpq.br/9744720063478294; Morila, Ailton Pereira; https://orcid.org/0000-0002-5080-3819; http://lattes.cnpq.br/2380448103587931Developed in a city in the north of Espírito Santo, this research section investigates the conceptions of Basic Education mathematics teachers in relation to Problem Solving (RP) and Mathematical Investigation (IM). As justification, the relevance of the teaching role in the insertion of methodological alternatives in mathematics classes and how conceptions influence their choice and insertion and the need for continued training to disseminate these methodologies are highlighted. The guiding question aims to answer: “What conceptions about some methodological alternatives in Mathematics Education are identified during a continuing training course for mathematics teachers in Basic Education in the state network of Espírito Santo?”. Characterized as qualitative and exploratory in nature, the research methodology uses various means as data collection instruments: questionnaires, videos, images, texts and interviews. Discursive Analysis (DA) supported the analysis of the data, collected during training provided by the researcher. The initial considerations highlight that the participants before the training had simple conceptions about the methodologies covered and after the training, more consistent theoretical foundations were identified, which enabled the relationship between the teachers and the practice of these methodologies. The planning and development time of these methodologies was highlighted as a strong concern on the part of the participants and from the analyzes it was possible to conclude that factors inherent to the theoretical conceptions of teachers impact the choices of methodologies. Investigating the factors that govern teacher time and planning constitutes an element for future research.
- ItemPráticas educativas para a educação de surdos em uma escola de assentamento(Universidade Federal do Espírito Santo, 2025-06-24) Viana, Fernanda da Silva; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0009-0001-6480-1697; https://buscatextual.cnpq.br/buscatextual/busca.do; Martins, Vanessa Regina de Oliveira; https://orcid.org/0000-0003-3170-293X; http://lattes.cnpq.br/4768682330164550; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670This dissertation investigated the educational practices aimed at Deaf Education in a settlement school of the Landless Workers’ Movement (Movimento dos Trabalhadores Rurais Sem Terra – MST), located in the municipality of Conceição da Barra, in the state of Espírito Santo, Brazil. The objective was to examine the educational practices, challenges, and possibilities present in the education of deaf students in a settlement school of the MST, specifically the Paulo Vinhas Settlement, located in Itaúnas, within the territory of Conceição da Barra – ES. This qualitative study was conducted through an action research methodology, integrating knowledge from both Rural Education and Deaf Education from a bilingual perspective. In the years 2023 and 2024, I worked as a teacher in Specialized Educational Support (AEE) and as a specialized educator in Special Education in Libras (Brazilian Sign Language), holding the position of Libras instructor with higher education training. My work took place in the settlement school that served as the locus of this research, where I engaged directly with a deaf adolescent student. This experience enabled me to carry out pedagogical interventions, individualized support, and formative actions within the investigative process. The actions developed included continuing education sessions, dialogue circles with teachers, pedagogical interventions, and the production of accessible materials, fostering collective reflection on the pedagogical practices adopted. The analysis was grounded in the theoretical frameworks of Lev Vygotsky and Paulo Freire, emphasizing the importance of language, cultural mediation, and pedagogical praxis as tools for social transformation. The results show significant advances, such as the increasing use and appreciation of Libras in the school’s daily life, the growing awareness and professional development of educators regarding Deaf culture, and the strengthening of the relationship between school, student, and community. The formative processes led to concrete changes in teaching practices and expanded the deaf student’s participation in school activities. However, the study also revealed structural and pedagogical limitations, such as the scarcity of specific didactic materials, the discontinuity of bilingual support, and persistent physical and symbolic barriers to access in rural schools. In this context, the dissertation underscores the urgent need for public policies that ensure equitable and quality deaf education in rural territories, particularly regarding the effective presence of qualified professionals and respect for the cultural and linguistic identities of deaf individuals. It is concluded that, although the ideal of fully implemented bilingual education for deaf students has not yet been achieved, the actions undertaken promoted significant transformations in the pedagogical practices of the investigated school and contributed to the empowerment of the deaf student in the educational setting. This research is expected to support future studies, strengthen teacher training in rural contexts, and advance educational policies committed to valuing diversity, promoting respect, and guaranteeing the rights of deaf people in all spaces, including in the countryside
- ItemInterações e brincadeiras no ensino de ciências na educação infantil : uma experiência em uma escola da rede municipal de Linhares, Espírito Santo(Universidade Federal do Espírito Santo, 2025-06-03) Capellini, Raiane; Orientador1; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 1º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.do; 2º membro da banca; https://orcid.org/; https://buscatextual.cnpq.br/buscatextual/busca.doSchools play a fundamental role in the historical and cultural development of students. Science, as it is present in everyday life, can and should be addressed from the first stage of Basic Education: Early Childhood Education. Given the relevance of scientific knowledge, it is necessary to reflect on whether this has, in fact, been provided to young children in the school environment. Considering children as the subject of this research is justified by the need to know, understand and respect their own way of learning. In this sense, it was essential to study the current curricular documents, such as the National Common Curricular Base (BNCC), which is nationwide, and the Espírito Santo Curriculum, which is statewide and aligned with the BNCC, which propose teaching for children based on two structuring axes: interactions and play. These axes represent languages specific to childhood, which manifest themselves in a dynamic and inseparable way, allowing children to observe, explore, formulate hypotheses, argue, seek information and prepare syntheses. Thus, this research sought to observe and analyze whether the approach to the field of Science, mediated by moments of interaction and play, is capable of promoting learning and child development. The investigation was carried out with 20 children in a Municipal Early Childhood Education Center in the city of Linhares - ES. The central question was: Did learning and language expansion occur in the field of Science through interactions and play? As a general objective, the proposal was to carry out moments of interaction and play with children aged 4 and 5 and verify the signs of learning and expansion of scientific language. Documentary research and participant observation were used as data collection instruments. For data analysis, Historical-Dialectical Materialism was adopted as the theoretical-methodological approach. The results indicate that learning occurred through moments of interaction and play, favoring dialogue, interaction and the collective construction of knowledge, in addition to fostering the expansion of language
- ItemO ensino da história local em perspectiva: o caso da igreja matriz de Nossa Senhora da Conceição e o antigo Trapiche(Universidade Federal do Espírito Santo, 2025-04-30) Vieira, Flavio Martins Fundão; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; http://lattes.cnpq.br/7413858625106947; http://lattes.cnpq.br/3055303084216833; Oliveira, Ueber José de; https://orcid.org/0000-0001-7404-8793; http://lattes.cnpq.br/4446167716354950; Costa, Livia Scheiner; http://lattes.cnpq.br/3852629472994110The present research aims to investigate the possibilities for teaching local history using the historical-cultural heritage of Conceição da Barra, a municipality located in the extreme north of the State of Espírito Santo. To this end, two material cultural heritages stand out: the Trapiche, currently Casa da Cultura Hermógenes Lima da Fonseca, and the Igreja Matriz de Nossa Senhora da Conceição, both located in the city center. They are very representative architectural constructions in the locality, dating back, respectively, to the 18th and 19th centuries, according to records, and constitute spaces for historical learning. This work dialogues with the epistemological assumptions of Historical Education, by anchoring itself in the concepts of historical consciousness, by Jorn Rusen (2001), and historical literacy, proposed by the English historian Peter Lee (2006). Reflecting on local heritage assets as a source and document, it uses the theoretical contributions of the French historian Marc Bloch (2001) and the German philosopher Walter Benjamin (1985). The research approach is qualitative, bibliographic and documentary, using the methodology of historical ethnography, present in the work of Giovanni Levi (2000) and Natalie Davis (1987), which allows combining the analysis of historical sources with practices and cultural meanings inscribed in the present. When we seek to think about local historical-cultural heritage as starting points for historical learning, it is concluded that this practice constitutes an excellent pedagogical strategy for working with local history, thus contributing to the historical formation of students, by also valuing the trajectory of the place where they live, the places of memory and the historical subjects made invisible in the official historical narrative. In this way, students attribute meanings to these spaces and can propose alternatives with a view to preserving heritage, also valuing the history of their location.