Mestrado em Ensino na Educação Básica
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- ItemDo diálogo dos documentos oficiais dos professores de língua portuguesa ao seu ensino: um estudo de caso da rede municipal de ensino de São Mateus(Universidade Federal do Espírito Santo, 2024-08-23) Lima, Karlamara Mirândola da Paixão; Santos, Záira Bomfante dos; https://orcid.org/0000-0002-6162-8489; Cristofoleti, Rita de Cassia; Oliveira, Gisele de Freitas PaulaThis dissertation aims to understand how the dialogue between the teacher and the guiding document of Basic Education learning (BNCC) has been woven, in the context of these new times of "multi" forms of communication, contributing to debates and studies about the current scenario of language teaching in its social practices of reading and writing and for teacher training. In this sense, through a qualitative method, using a collaborative case study methodology, based on dialogues (interviews and studies) between a Portuguese Language teacher from the municipal education network of São Mateus and the researcher, a reflection on research concepts is made through the lenses of impressions and perspectives of this participant, but also giving voice to many other teachers. For this, we articulate with the theoretical voices of Street (2014); Neves (1990, 2000); Gualberto (2017); Santos (2020); Antunes (2003); Rojo (2012); Ribeiro, Coscarelli (2023), who advocate new paths for language teaching and learning, including reflecting on it in the BNCC; and discussing relevant points about the continued use of grammar teaching, but as a complement to explore the paths of formation and the use of other languages as important as it is in the processes of informing and communicating; we also hear echoes of Calow (2005), Ribeiro (2021), Soares (2017), talking about multimodality; also with Kalantzis, Cope, Pinheiro (2020) through whom come the voices of Kress; Van Leeuwen (1996), reflecting on the important approaches to reading and writing that understand human communication as multimodal, with texts that emerge within it being multisemiotic, requiring multiliteracies, in Rojo's voice – about the functioning of all compositions and inciting criticality and agency in the reading/production of subjects in all languages - a pedagogy based on design, with a view to linguistic education. The final understandings point to the need for continuous and more qualified teacher training by the education systems, as well as to the condition of the teacher's academic autonomy, so curtailed by these educational power paths.
- ItemTrabalhando a cultura Maker no ensino fundamental : construção de microscópios caseiros como ferramenta didática no ensino de células por investigação(Universidade Federal do Espírito Santo, 2024-08-13) Carvalho, Aline Bazoni Moura de; Mancini, Karina Carvalho ; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Prado, Gustavo Machado ; https://orcid.org/; http://lattes.cnpq.br/; Freitas, Joana Lúcia Alexandre de ; https://orcid.org/; http://lattes.cnpq.br/The objective of this study was to evaluate the effectiveness of the use of homemade microscopes built by students, using low-cost and easily accessible material, as a didactic tool for learning in science, in order to enable a meaningful understanding of cells. The research was developed with 50 students of the 8th grade of Elementary School of a municipal public school located in the state of Espirito Santo, in the city of Sooretama. Therefore, the research begins from the difficulties encountered to carry out a work in Elementary School, which seeks to lead to the understanding of cellular functioning in a school devoid of microscopes and science laboratory. The research consisted of retrieving previous knowledge, teaching sequence applied to reinforce learning, making homemade microscopes, discussion and socialization of knowledge and post-test application to evaluate the acquired learning. A selection was made and three models of microscopes were chosen and were built by the students using easily accessible materials, based on articles found in the literature. The models built were: low-cost microscope using CD cover and mobile device, microscope with pet bottle and microscope with cardboard box and mobile device. After the construction of the models, observations were made of plant and animal cells, such as onion epithelium, pepper epidermis cells, cheek mucosal cells, cajá flower, among others. The microscope built with a CD cover obtained more positive results. In general, the results showed that after applying the proposal, the students were able to elaborate their answers in an affirmative way, and it is clear that the activity developed was very significant and that the participants understood more about the subject of Cell Biology. With the methodology applied through this research, it was possible to develop more dynamic and attractive classes for students, favoring the understanding and learning of the content that was being worked on, making the student the protagonist of the learning process
- ItemA história e a cultura Pataxó: um estudo das narrativas de estudantes em Prado/Bahia(Universidade Federal do Espírito Santo, 2024-08-28) Silva, Patricia Bispo da; Salim, Maria Alayde Alcantara; https://orcid.org/0000-0003-4142-9244; Cancela, Francisco Eduardo Torres; Oliveira, UeberEste trabajo tiene como objetivo analizar las narrativas construidas por estudiantes de secundaria de Prado/Bahía sobre la historia y la cultura del pueblo Pataxó que habita el municipio. La historia del municipio de Prado está marcada por la presencia indígena y pretendemos, a través de las narrativas, identificar las imágenes, conocimientos y experiencias de los estudiantes relacionadas con la historia de la ciudad, la cultura y los modos de vida actuales del pueblo Pataxó. Desde una perspectiva decolonial, utilizamos como referencias teóricas a Quijano (2005), Maldonado-Torres (2007) y Catherine Walsh (2007; 2009). También utilizamos las ideas de Walter Benjamin (1986) y Jorge Larossa Bondía (2002; 2011) para pensar los conceptos de narrativas y experiencia. La investigación es etnográfica y cualitativa, utilizando grupos de discusión (Weller, 2013) con alumnos de dieciocho cursos de la Facultad Estadual Homero Pires en 2023, buscando comprender las experiencias colectivas del grupo. En la introducción presentamos los caminos de la investigación, su metodología, discusión teórica y una discusión bibliográfica sobre la enseñanza de la historia indígena. En el segundo capítulo presentamos un estudio bibliográfico sobre la historia de Prado y del pueblo Pataxó que vive en el extremo sur de Bahia. En el tercer capítulo, a partir del análisis de los datos, presentamos cómo el eurocentrismo y la colonialidad han permeado las experiencias escolares de los estudiantes y cómo aparecen en las narrativas que han construido a lo largo de su trayectoria escolar sobre los pueblos indígenas. Además, discutiremos qué estrategias han sido movilizadas por los sujetos escolares para romper con esta lógica dominante y colonial, cómo se ha enseñado la historia y el conocimiento de estos pueblos y cómo la interculturalidad está presente en la enseñanza de la historia en la ciudad de Prado.
- ItemO ensino das práticas corporais indígenas na escola estadual indígena de ensino médio Aldeia Caieiras Velha - ES(Universidade Federal do Espírito Santo, 2024-09-03) Silva, Antonio Marcos Ferreira da; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; Miranda, Marina Rodrigues; Santos, Wagner dos; Nazário, Murilo Eduardo dos SantosIndigenous body practices are ancient and constitute the intangible heritage and cultural identity of a people. The study was developed at the Caieiras Velha State Indigenous High School in Aracruz, Espírito Santo. Body practices express identities and have meanings and senses, which justifies the need to understand them. As this is a qualitative research, its development was through empirical study, documentary analysis of school documents, interviews and dialogues. From a post-critical decolonial/counter-colonial perspective, the research dialogues with the reality and the indigenous context with many voices (indigenous authors, researchers and authors). This intercultural dialogue enabled the development of a collaborative research (proposal) where researchers (teachers, students, community, references and authors) could share their experiences and knowledge related to body practices. From this perspective, the methodology was based on the studies of Smith (2018) and Desgagné (2007). As references, authors linked to Education and Physical Education were selected, such as Grando (2004), Neira (2019), Baniwa (2019) and Tardif (2002). The study reflected on issues related to teaching, covering teacher training, pointing out the need for specific continuing education, showing the challenges and the approaches and methodologies used; the role of the school, both in strengthening and maintaining body practices. Considered a meeting point for knowledge and cultures, the school is described as a potentializer of the desires and struggles of indigenous peoples. We present weaknesses and discontinuity in the teaching processes of indigenous and Tupiniquim culture in the school environment, important points highlighted in the study and that demand attention from education systems, school and local management for the continuity and strengthening of identities, and expansion and deepening of traditional knowledge. These are chapters of stories, knowledge and discoveries, revealed and shared by the indigenous people themselves, shown by the way they feel, do and live.
- ItemO modelo TPACK em uma licenciatura em matemática de uma universidade pública de Teixeira de Freitas/BA(Universidade Federal do Espírito Santo, 2024-07-31) Souza, Mariangela Silva; Cardoso, Valdinei Cezar; https://orcid.org/0000-0001-6620-862X; https://orcid.org/; http://lattes.cnpq.br/; Siqueira Filho, Moysés Gonçalves; Lorenzoni, Luciano LessaQualitative research, defined as a case study, aims to answer the following guiding question: What categories of Technological Pedagogical Content Knowledge (TPACK) are present in the teacher training program for Mathematics at the State University of Bahia, Campus X, considering students' understanding and the curriculum of the course? Based on the studies of Shulman (1987) and Mishra and Koehler (2006), our purpose is to identify the TPACK knowledge present in the undergraduate program by analyzing the Course Recognition Plan (PRCLM) for the Mathematics Teaching Degree and the students' understanding. In addition to analyzing the PRCLM, where we classified the subjects according to their syllabi within the TPACK categories, we used questionnaires and semi-structured interviews to collect data from students. We employed Textual Discursive Analysis (TDA) as outlined by Moraes and Galiazzi (2020) for interpreting the interviews. Seven students from the Mathematics Teaching Degree, from the seventh and ninth semesters, participated in our research. The results revealed that, despite the perceived emphasis on Content Knowledge in the program, the other components of the TPACK framework were identified within the subjects of the degree. According to the students, the organization and curricular practice present in the program have facilitated the integration of TPACK knowledge throughout the course, fostering the development of Technological, Pedagogical, and Content knowledge among future mathematics teachers.