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- ItemEducação de surdos : uma análise do sistema combinado à partir dos estudos publicados na revista American Annals of Deaf (1880 a 1900)(Universidade Federal do Espírito Santo, 2025-08-15) Borges, Márcio Andrade; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; https://orcid.org/; http://lattes.cnpq.br/; Teixeira, Keila Cardoso ; https://orcid.org/0000-0002-2287-5276; http://lattes.cnpq.br/4297153426007763; Nogueira, Fernanda dos Santos; https://orcid.org/0000-0001-8983-1123; http://lattes.cnpq.br/7026176828996133The education of deaf individuals, especially in the 19th century, was at the center of methodological disputes marked by tensions between approaches that prioritized oral articulation and those that incorporated sign language, whether combined with speech or not. One such model, the combined system advocated by Edward Miner Gallaudet (1837–1917) and other historical figures, was silenced at the 1880 Milan Congress, which declared pure oralism as the only acceptable method for the instruction of deaf people. This dissertation investigates the persistence and relevance of the combined system in publications from the journal American Annals of Deaf, between 1880 and 1900, through documentary analysis of texts found in 35 papers. The research is grounded in Foucauldian principles of historical inquiry, treating documents as monuments. The findings demonstrate an intense body of scientific production in defense of methodological diversity, with strong criticism of the exclusion of sign language and the imposition of pure oralism. The analysis demonstrates that the combined system not only resisted institutional silencing but also emerged as a pedagogical alternative sensitive to the needs of the deaf community. This study contributes to a critical reexamination of hegemonic narratives on deaf education and promotes the appreciation of alternative methods within the educational field of deaf subjects
- ItemA criança com síndrome de Rett : um estudo teórico-bibliográfico(Universidade Federal do Espírito Santo, 2025-09-24) Nascimento, Karina da Silva; Drago, Rogério; https://orcid.org/0000-0001-8998-6299; http://lattes.cnpq.br/8595961404664412 ; https://orcid.org/0009-0007-6920-0333; http://lattes.cnpq.br/7641795593468169; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; Araújo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644The general objective of this study was to investigate, in light of Vygotsky's Historical Cultural Theory, the production of knowledge about Rett Syndrome. To achieve this purpose, we sought to: Review academic works (theses and dissertations) that address Rett Syndrome; understand how these works address Rett Syndrome; and establish a dialogue between the works found and Vygotsky's Historical-Cultural Theory. The theoretical foundation was anchored in Vygotsky's Historical-Cultural Theory, which conceives of the human being as a subject constituted by social relations and culture. From this perspective, it is understood that the person, regardless of their physical, mental, or sensory conditions, is capable of producing knowledge and culture, while also appropriating collectively constructed social and historical productions. This perspective breaks with reductionist and pathologizing conceptions of disability, valuing the potential of individuals in interactive and culturally mediated contexts. The methodology adopted was theoretical, bibliographical, and conceptual, based on the analysis of previously published materials, such as books, scientific articles, journals, dissertations, theses, and other relevant sources. This methodological choice is based on Gil (2002), who defines bibliographic research as a strategy that allows the researcher to systematically and critically engage with the accumulated knowledge on a given topic. The choice of this topic is justified by the recurring questions that emerge in the school context regarding the inclusion of people with disabilities, as well as by the interest of the Study and Research Group on Inclusive Education (GEPEI) in investigating the universe of rare syndromes. Furthermore, there was a scarcity of studies nationwide addressing Rett Syndrome in the educational context, specifically in theses and dissertations focused on special education from an inclusive perspective. As a result, we found that, given the above, within the scope of CAPES and the Digital Library of Theses and Dissertations (BDTD), studies focused on Rett Syndrome predominate, mostly within the health field. A large portion of these studies consist of master's dissertations, particularly those from Mackenzie Presbyterian University, and are based on approaches centered on biological criteria and the parameters of normal human development. None of the studies analyzed directly engage with Vygotsky's historical-cultural theory. However, the Vygotskyan perspective reveals transformative potential by understanding development as a socially and culturally mediated process.
- ItemEducação das relações étnico-raciais: o Ticumbi e as contribuições pedagógicas do negro brasileiro(Universidade Federal do Espírito Santo, 2024-12-12) Reis, Vitor Amorim dos ; Araújo, Débora Cristina de; https://orcid.org/0000-0001-8442-3366; http://lattes.cnpq.br/3089785123426262; https://orcid.org/0009-0001-7942-1910; http://lattes.cnpq.br/5134777069975525; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/; Oliveira, Eduardo David de; https://orcid.org/0000-0002-6961-7936; http://lattes.cnpq.br/5201908900947666This study aims to analyze the pedagogical contributions of the Baile de Congo de São Benedito, widely known as Ticumbi, in Conceição da Barra, Espírito Santo, Brazil. Building upon Nascimento (2017), this research considers the "Brazilian Black person" as a conglomerate of African peoples speaking numerous languages and originating from diverse regions. Specific objectives include: investigating practices used to perpetuate Ticumbi knowledge; identifying elements within these practices that can be recognized as pedagogical contributions from the Black population within the Capixaba socio historical context, grounded in the foundations of Ethnic-Racial Relations Education. In this sense, concepts such as the Afro-Brazilian civilizational values of Trindade (2005), the living tradition of Hampâté Bâ (2010), Oralitura of Martins (2003), and Cosmopercepção of Oyěwùmí (2021) are appropriated, along with a literature review to understand the forms of tradition, respecting its particular mode, territories, and secrets, highlighting studies by Oliveira and Oliveira (2022), and Meireles (2018b) among others. Through research committed to African and Afro-Brazilian history, anchored in Law 10.639/2003, a qualitative methodology using (Auto)biography, as proposed by Souza and Meireles (2018), was employed. Fieldwork consisted of accompanying the Ticumbi tradition in its annual cycle. The results demonstrated that in Afro-Brazilian traditions, specifically the Ticumbi, a formal system of teaching and learning is not always followed. This process occurs depending on the experience of each master and the transmission of necessary information to those responsible for continuity, without this being recognized as lesser knowledge. A prominent pedagogical element was the transmission, albeit unplanned, from older to younger generations, a characteristic of the training received since childhood. Another highlight is the songs, many produced impromptu, which sought to portray the context experienced by the participants. In the context of Ticumbi, everything is sung, everything is revered by the voice. It is through the timbres that deities, ancestors, and forces of nature, among other elements, are remembered. Finally, the complexity of the tradition in its historical potential is highlighted, bringing information about conflicts that occurred during the colonial period on the African continent, more specifically in the ancient kingdom of Congo. Memories maintained through orality, passed down from generation to generation by members of the Baile de Congo de São Benedito de Conceição da Barra, in addition to a strong oral tradition about the events that occurred in the quilombola territory of Sapê do Norte, which has an intense history of struggle and resistance.
- ItemA docência na tela do cinema convencional hegemônico : escritores da liberdade e professor peso pesado(Universidade Federal do Espírito Santo, 2024-11-09) Furtado, Viviane Tavares; Loureiro, Robson ; https://orcid.org/0000-0002-8272-5368; http://lattes.cnpq.br/1326024270450510; https://orcid.org/0009-0003-5681-3844; http://lattes.cnpq.br/8522012726766293; Chaves, Priscila Monteiro ; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; Farias, Marcio Norberto ; https://orcid.org/0000-0002-9936-5936; http://lattes.cnpq.br/4800967221730591Não disponível
- ItemPolíticas públicas de formação continuada de professoras alfabetizadoras: entrelaçando fios enunciativo-discursivos sobre o pró-letramento e o pacto nacional pela alfabetização na idade certa(Universidade Federal do Espírito Santo, 2025-06-27) Mairink, Leni Rocha; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405 ; https://orcid.org/0009-0008-8527-5877; http://lattes.cnpq.br/2216332911804396; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022 ; Schwartz, Cleonara Maria; https://orcid.org/0000-0003-4411-2234; http://lattes.cnpq.br/1768605311310158; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913 ; Martins Filho, Lourival José; https://orcid.org/0000-0002-8464-7236; http://lattes.cnpq.br/2491699071811572The research aims to engage in dialogue with academic studies that have discussed the continuing education programs for literacy teachers — Pró-Letramento and Pacto Nacional de Alfabetização na Idade Certa — in the period from 2006 to 2024 seeking to understand, actively and responsively, the evaluative considerations produced within these studies regarding these programs, while also comparing this dialogue with other enunciations and/or texts. It is characterized as a qualitative bibliographic review, whose corpus consists of academic Productions retrieved from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and Biblioteca Digital Brasileira de Teses e Dissertações databases. The research is based on the enunciative-discursive conception of language, grounded in Bakhtinian studies. The results revealed a recurrent discontinuity in federal continuing education programs, with no consistent evaluations conducted by public authorities. Furthermore, there is a noticeable tendency towards the standardization of teaching practices, which limits teachers' autonomy, creativity, and critical reflection, while reinforcing their accountability for students' performance, particularly in external assessments. This scenario disregards structural factors that directly affect the teaching and learning process and reduces literacy to a tool focused on developing functional skills and competencies to meet market demands, thereby emptying its historical, cultural, and symbolic dimensions, which are fundamental for human development. Despite these limitations, continuing education policies remain a relevant strategy for strengthening teaching professionalism and fostering the construction of new meanings in the relationship between theory and practice.