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- ItemPor uma educação pluriepistêmica : literatura indígena na formação de educadoras(es) na perspectiva decolonial(Universidade Federal do Espírito Santo, 2026-02-10) Cerri, Thelma Chiarelli; Miranda, Marina Rodrigues ; https://orcid.org/0000-0002-1133-7827; https://lattes.cnpq.br/4087302830515226; https://orcid.org/0009-0002-9267-1073; https://lattes.cnpq.br/3064425025596625; Locatelli, Andrea Brandão ; https://orcid.org/0000-0001-7305-0787; https://lattes.cnpq.br/8754516218846670; Macedo, Roberto Sidnei Alves ; https://orcid.org/0000-0002-5350-5999; https://lattes.cnpq.br/4548303459275924This study aimed to conduct research in Basic Education, using Literary Circles of Indigenous authors as formative devices grounded in their epistemologies and cosmologies, contributing to the transformation of educational processes toward the emergence of decolonial knowledge. The research examined the influence of colonial thought on the ideological framework of educators at the Francisco José Mattedi Municipal School of Integral Rural Education, as well as possible multi-epistemic pedagogical connections. Dialogues were established with the teaching staff in order to engage with theoretical perspectives rooted in decolonial cultural studies. The study draws on the contributions of Anibal Quijano (2005), Catherine Walsh (2018), Walter Mignolo (2003), and Paulo Freire (2022), among others, whose work supports the deconstruction of colonizing practices rooted in hegemonic Eurocentric thought. Methodologically, the research adopted a qualitative approach, developed through an ethnographic study based on participant observation of pedagogical practices at the school. As a research instrument, dialogical cycles were organized as a field of study involving both teachers and students from the school community. This methodological framework incorporated the political principles of Indigenous affirmation established by Brazilian Law No. 11.645/2008, which mandates the teaching of Indigenous History and Culture in Brazilian education. The dialogical processes were grounded in situated theoretical perspectives and enriched by Indigenous authors such as Smith (2021), Dorrico (2018), Graúna (2013), Krenak (2022), as well as the literary circularity proposed by Yamã (2012) and Miranda (2012, 2021, 2022, 2023, 2024). These engagements fostered alternative imaginaries of Indigenous knowledge production and cultivated, among students and educators, a critical awareness informed by decolonization and the de-standardization of a still rigid Basic Education curriculum. The study advocates for a curricular framework aligned with cultural specificities and constructed through dialogue with the school community, articulating ancestral knowledge with contemporary knowledge, and integrating principles of Popular Rural Education and Indigenous Education in order to promote collective well-being
- ItemO trabalho colaborativo na educação especial : experiências que atravessam o fazer pedagógico no Instituto Federal do Espírito Santo, Campus São Mateus(Universidade Federal do Espírito Santo, 2025-11-26) Silva, Erick Carlos da; López Barraza, Andrea Alexandra; https://orcid.org/0000-0002-7612-2595; Nunes, Isabel Matos; https://orcid.org/0000-0001-9127-6384; http://lattes.cnpq.br/1434416276486446; https://orcid.org/0000-0002-2451-1230; http://lattes.cnpq.br/6444548904187813; Cristofoleti, Rita de Cássia; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Milanesi, Josiane Beltrame ; https://orcid.org/0000-0002-5486-5937; http://lattes.cnpq.br/7160183383586542La tesis de magíster investiga cómo las prácticas pedagógicas inclusivas y el trabajo colaborativo se articulan con el Núcleo de Atención a las Personas con Necesidades Específicas (Napne) en el Instituto Federal de Espírito Santo, campus São Mateus. Para ello, se optó por un enfoque cualitativo, configurado como un estudio de caso (Gil, 1999), utilizando instrumentos metodológicos como entrevistas con profesionales de la educación —docentes y gestores del campus São Mateus del Instituto— y análisis documental. El análisis de los datos se basó en el análisis de contenido (Bardin, 1977; 2016), a partir de la creación de categorías emergentes y del uso de dos unidades de registro —palabra y tema— en un movimiento analítico. Como fundamento teórico, se adoptó la sociología figuracional eliasiana (Elias, 1988; 1994; 2000; 2006), abordando los conceptos centrales de red de interdependencia, figuración y procesos sociales. Los resultados indican que existen incentivos institucionales para la ejecución de prácticas colaborativas, lo cual se evidencia especialmente en los documentos oficiales, particularmente en la creación de los Núcleos de Atención a las Personas con Necesidades Específicas (Napne) y en el fomento de la colaboración desde la planificación hasta las reuniones de seguimiento estudiantil, involucrando a diversos profesionales. Asimismo, el análisis documental revela que aún existen aspectos por mejorar, como la estructuración de recursos y de personal para la atención de los estudiantes con necesidades específicas, así como la organización de los documentos institucionales, con el fin de unificarlos siempre que sea posible y contribuir así a la articulación de prácticas y procedimientos académicos. Durante las entrevistas, se observó que existe una aproximación colaborativa, aunque para que el trabajo colaborativo se concrete es necesario que la institución promueva espacios específicos para su desarrollo. Los participantes destacan la importancia del tiempo, la formación continua y la planificación conjunta para favorecer una dinámica colaborativa, aunque persisten algunos obstáculos, como la resistencia de ciertos actores. Se concluye que el campus se aproxima a una perspectiva colaborativa, pero es necesario que existan condiciones institucionales que posibiliten, efectivamente, la consolidación de una enseñanza colaborativa, si esa es la orientación que la institución desea adoptar
- ItemFormação e prática dos professores de educação física no PROLICEN na região norte do Espírito Santo(Universidade Federal do Espírito Santo, 2025-05-12) Batista, Allan Rodrigues; Locatelli, Andréa Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0009-0003-5766-9135; http://lattes.cnpq.br/2553103150933875; Santos, Franklin Noel dos; https://orcid.org/0000-0001-5344-1027; http://lattes.cnpq.br/2437036625902034; Pozzatti, Mariana; https://orcid.org/0000-0003-1716-3378; http://lattes.cnpq.br/3569455295558153The study discusses the impact of the training offered by the Pro-Licensure Program in Physical Education (PROLICEN) at UFES, focusing on the trajectories and teaching practices of its graduates. The course was offered in distance learning mode, aimed at the initial training of teachers working in public schools in the final years of elementary school and/or high school, due to the need to fill the shortage of licensed teachers in peripheral regions. The program was part of the second phase of the Pro Licenciatura, reinforcing the movement to democratize access to higher education. With the enrollment of 510 teacher-students from various municipalities in Espírito Santo, the activities were distributed across ten on-site support centers, structured around remote teaching and on-site support. The main objective of this study was to understand how this training influenced the professional lives of seven PROLICEN graduates and the quality of education in their communities. To this end, a qualitative methodological approach was adopted, based on the autobiographical narratives of the graduates and the analysis of their training experiences. Among the tools discussed in this research as a training experience, the teaching knowledge of teachers stands out, according to the reflections of Tardif (2002), Gauthier (2006), and Borges (2005), as well as autobiographical narratives, addressed from the perspective of Josso (2002) and Souza (2004). Given this, the results indicate that PROLICEN provided opportunities for individuals who otherwise might not have had access to higher education, contributing to their professional and personal development. In addition, the program broadened perspectives on Physical Education teaching, offering solid foundations for the construction of a more critical and reflective pedagogical practice. In this sense, this research contributes to a deeper understanding of the impacts of teacher training in School Physical Education and provides a basis for future discussions on initial and continuing training policies. Thus, the results show that PROLICEN had a positive impact on both the democratization of higher education and the qualification of Physical Education teachers, promoting significant changes in teaching practice and the school community.
- ItemTecendo caminhos para o ensino de literatura afro-brasileira(Universidade Federal do Espírito Santo, 2025-10-08) Inocêncio, Maiara Aurelino; Costa, Eliane Gonçalves; https://orcid.org/; http://lattes.cnpq.br/8903022966748790; https://orcid.org/0009-0000-9077-5309; http://lattes.cnpq.br/9473602524540588; Santos, Zaira Bomfante dos; https://orcid.org/0000-0002-6162-8489; http://lattes.cnpq.br/4736245340980339; Almeida, Carla Verônica Albuquerque; https://orcid.org/0000-0003-2330-1538; http://lattes.cnpq.br/1334298845911044This study examines the nationally and internationally acclaimed Brazilian writer, Carolina Maria de Jesus, whose literary production presents the subjectivity of a forgotten and denied Brazil: that of Black and poor Brazilians. The book Diário de Bitita is a posthumous work, first published in France in 1982 in French, and later translated and published in Brazil in 1986. The work portrays the lives of Black people in post-abolition Brazil after 1888, revealing through Bitita's daily narrative how racist structures persisted despite the official end of slavery. The general objective of this research is to analyze how Carolina Maria de Jesus's literary work, through Diário de Bitita, contributes to the teaching of Afro-Brazilian literature in high school, discussing its implications for Education for Ethnic-Racial Relations and literary literacy. The study engages with theoretical contributions from authors such as Candido (2004), Cosson (2009; 2010; 2020, 2022), Paulino (1999), Zappone (2008; 2021), Duarte (2010), Vigotski (2004; 2009), Freire (1989; 1996), bell hooks (2013), and Evaristo (2009; 2010), articulating reflections on the social function of literature, literary literacy, and the relevance of AfroBrazilian literature in the school context. This qualitative, participatory research was conducted with 23 second-year high school students at a public state school in Linhares-ES. Data analysis revealed that Diário de Bitita mobilized processes of identification, critical reflection, and cultural repertoire expansion among students, fostering understanding of ethnic-racial issues and appreciation for historically silenced voices. The study also found that literary literacy, by articulating aesthetic experience and intercultural dialogue, constitutes a pedagogical practice capable of enhancing critical reader formation and promoting democratization of access to literature. Thus, the research results reinforce the urgency of securing a place for Afro-Brazilian literature in high school education, not merely as curricular content, but as an instrument of social and educational transformation
- ItemEducação em tempo integral: possibilidades das práticas pedagógicas em educação física na Escola Estadual Professor José Jório em São João do Manteninha/MG(Universidade Federal do Espírito Santo, 2025-10-06) Carrijo, William Vieira; Locatelli, Andréa Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0000-0002-1228-3875; http://lattes.cnpq.br/3720264146423224; Paiva, Jair Miranda de; https://orcid.org/0000-0002-6986-3213; http://lattes.cnpq.br/4175011706310912; Machado, Gelsimar José; https://orcid.org/0000-0002-2982-7074; http://lattes.cnpq.br/0454623622423667The study examined the relationships between the policy orientations of Full-Time Education (FTE) and the production of pedagogical practice in Physical Education (PE) at Escola Estadual Professor José Jório, asking to what extent the expansion of formative times and spaces translates into more qualified learning experiences. Integral education was adopted as the guiding horizon, articulating cognitive, socioemotional, cultural, and civic dimensions and dialoguing with recent educational policy guidelines (Nogueira; Carvalho, 2020; Brasil, 2024). In PE, we assumed a curricular perspective that treats movement practices as sociocultural phenomena and relies on criteria of access, participation, and progression to guide the selection and organization of learning experiences (Betti; Zuliani, 2021; Batista; Graça; Estriga, 2024). Methodologically, we employed a qualitative approach with bibliographic, documentary, and field research; data production involved non-participant direct observation, a questionnaire, and semi-structured interviews, and the analysis followed procedures of content analysis and thematic reflection (Bardin, 2016; Tracy, 2020; Braun; Clarke, 2021; Minayo, 2022). The results indicated a repertoire of possibilities consistent with integral education: systematic use of active methodologies (project based learning, station rotation, cooperative learning, peer tutoring, case study, and inquiry into effort/recovery), inclusive practices guided by clear criteria of participation and progression, integration of digital technologies (apps and body-monitoring instruments), and ethical-pedagogical mediations oriented toward democratic coexistence and a culture of peace (Batista; Graça; Estriga, 2024; Brasil, 2024; Betti; Zuliani, 2021). These findings suggest that extended time becomes expanded learning when formative purposes are explicit, content is intentionally selected, assessment is formative, and the cultural mediation of movement practices is consistent. Nonetheless, structural bottlenecks persist, such as insufficient infrastructure, a monoculture of activities, material constraints, and narrow understandings of the role of FTE, which strain the pluralization of experiences and demand investment policies and continuing education centered on teachers’ collaborative professional learning (Garcia; Vaillant, 2020; Nogueira; Carvalho, 2020). We conclude that PE within FTE, when anchored in a clear pedagogical project and supported by enabling policies, expands cultural repertoires, strengthens bonds, and enhances the meanings of learning and living together in everyday school life (Betti; Zuliani, 2021; Brasil, 2024).