Mestrado em Ensino na Educação Básica
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:
Navegar
Submissões Recentes
Agora exibindo 1 - 5 de 265
- 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.
- ItemO 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/5784145679275622This 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
- ItemO 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 AmorimThis 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.