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- ItemA prescrição das avaliações em larga escala nos cursos de formação de professores em matemática e línguas em instituições do Brasil, Chile, Colômbia e Uruguai(Universidade Federal do Espírito Santo, 2026-02-25) Silva, Arthur Romagna da; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; https://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0003-3686-2422; https://lattes.cnpq.br/7678881891893865; Venturin, Silvana; https://orcid.org/0000-0002-4960-2163; https://lattes.cnpq.br/1442579234138944; Soares, Denilson Junio Marques; https://orcid.org/0000-0003-3075-3532; https://lattes.cnpq.br/1813099481556666Esta tesis analiza la prescripción de la evaluación educativa en los currículos de formación inicial docente de Matemáticas e Idiomas Oficiales en universidades latinoamericanas, con especial atención a las evaluaciones a gran escala. El estudio busca comprender cómo se aborda este tema en los currículos, en qué componentes curriculares se materializa y cuáles son las implicaciones de estos métodos de prescripción para la práctica profesional en educación básica y su relación con las políticas de evaluación vigentes en diferentes contextos nacionales. Metodológicamente, adopta un enfoque de investigación cualitativo, exploratorio y comparativo, basado en el análisis crítico documental de proyectos pedagógicos, planes de estudio, matrices curriculares y programas de cuatro instituciones: Universidad Federal de Espírito Santo (Ufes - Brasil), Universidad de Santiago de Chile (Usach - Chile), Universidad de Antioquia (UdeA - Colombia) y Universidad de la República (Udelar - Uruguay). El estudio también se basa en un mapeo de la producción académica internacional sobre evaluación a gran escala y formación docente, realizado con la ayuda del software Iramuteq. Los resultados destacan diferentes modos de prescribir la evaluación educativa en los currículos analizados, que abarcan desde su constitución como un campo específico del conocimiento en Usach y UdeA, su integración a componentes pedagógicos más amplios en Ufes y la ausencia de prescripción explícita en Udelar. El análisis comparativo indica que estos arreglos formativos se articulan con los distintos regímenes de evaluación educativa vigentes en los países investigados, produciendo implicaciones diferenciadas para el trabajo docente. Usach y Ufes tienen la evaluación como un contenido articulado con las políticas de evaluación, mientras que en UdeA y Udelar existe un desajuste entre los marcos legales sobre evaluación en los países y la ausencia de prescripción en los currículos de formación docente. Se concluye que la evaluación educativa ocupa un lugar relevante, aunque heterogéneo, en la formación inicial docente, contando con enfoques formativos que articulan dimensiones pedagógicas, institucionales y políticas de la evaluación en diversos contextos educativos.
- ItemPolíticas de formação continuada de professores e preparação para avaliações em larga escala na rede estadual(Universidade Federal do Espírito Santo, 2026-02-24) Lopes, Ian Puppin; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; https://lattes.cnpq.br/9611663248753416; https://orcid.org/0009-0008-6846-9186; https://lattes.cnpq.br/6099572572769846; Venturin, Silvana; https://orcid.org/0000-0002-4960-2163; https://lattes.cnpq.br/1442579234138944; Soares, Denilson Junio Marques; https://orcid.org/0000-0003-3075-3532; https://lattes.cnpq.br/1813099481556666The overall objective of this dissertation is to analyze the continuing education courses prescribed for professionals at the State Department of Education (Sedu) and to understand how these courses have addressed large-scale assessments. The specific objectives are: a) to map the academic production that discusses continuing education courses for teachers aimed at large-scale assessments in order to highlight what has been debated on the subject; b) to analyze which continuing education courses for teachers have been offered by Sedu, how frequently they occur, and what topics have been addressed in these spaces; c) to discuss how large-scale assessments have become a central element in the content of continuing education courses for education professionals at Sedu. It is characterized as qualitative research, based on critical-documentary analysis. The sources for Chapter 2 consisted of articles published in journals, and those for Chapters 3 and 4 consisted of documents produced within Sedu, especially by the Center for the Training of Education Professionals (Cefope). For data analysis, the software programs Gephi 0.9.2 and Iramuteq were used. The results indicated, in Chapter 1, the researcher's personal trajectory, as well as the organization of the work. Chapter 2, based on a systematic literature review of the Web of Science, Scopus, and SciELO databases, indicated the existence of 19 articles published between 2005 and 2025 that address continuing teacher education courses in conjunction with large-scale assessments. Chapter 3 highlighted the prescription of 211 continuing education courses for teachers within the scope of Sedu/Cefope, between the years 2013 and 2025, involving themes such as: recomposition of learning and by curricular components; educational technologies, digital culture and innovation; inclusive education, diversity and human rights; integral education, Life Project and Living School; socio-emotional education, health, values and cross-cutting themes; curriculum and assessment; seminars and events. Chapter 4 discussed the 24 continuing education courses prescribed for education professionals linked to Sedu that specifically addressed assessments, involving the appropriation, analysis, and management of the results of large-scale assessments. It concluded that the modalities of these courses underwent modifications, initially with in-person events, migrating to blended learning and distance education formats.
- ItemCentros de referência das juventudes (CRJs) e perspectivas de formação humana: uma política pública destinada à juventude trabalhadora(Universidade Federal do Espírito Santo, 2026-03-10) Dias, Emily da Silva; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; https://lattes.cnpq.br/8817909868659161; https://orcid.org/0009-0005-6964-7712; https://lattes.cnpq.br/4932899967624262; Salgueiro, Maria Amélia Dalvi; https://orcid.org/0000-0002-8729-2338; https://lattes.cnpq.br/9399371418356916; Farias, Marcio; https://lattes.cnpq.br/9144214632871327This dissertation aims to understand the educational function of the Youth Reference Centers (CRJs) in Espírito Santo (ES). Based on a documentary analysis, grounded in the principles of historical materialism, the workshops and activities offered by the policy focused on the area of languages are analyzed, with an emphasis on the dimension of aesthetic education. Initially, the research presents the main elements that contribute to the constitution of the CRJ policy in ES: the State Present Program, the Private Apparatuses of Hegemony (APHs), and the target audience of the policy. The analysis of these elements shows that the CRJ, together with the State Present Program, updates and reconfigures a new face of public security in the state of Espírito Santo. The articulation between mechanisms of coercion and consensus becomes more effective with the integration of repressive police practices and cultural practices, composing a single training project for working youth. This work exposed the political-ideological actions of the APHs (Youth Reference Centers) in the peripheries of Espírito Santo on three main fronts: the complete occupation of the little free time available to this youth, a highly exploited segment of the working class; early employability; and youth entrepreneurship, eradicating possibilities for human development for this population. In short, although the artistic-cultural workshops mobilize elements of popular culture, Black culture, and peripheral expressions under a progressive discourse, the analysis of the educational meaning of the policy reveals the primacy of the socialization of more spontaneous manifestations that do not threaten the logic of private property, easily becoming self-contained.
- Item(Im)possibilidades para a educação emancipadora: interpretações a partir da atuação da Associação Bem Comum na rede municipal de ensino de Vitória-ES(Universidade Federal do Espírito Santo, 2026-02-24) Reis, Estér Marlene Gonçalves; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; https://lattes.cnpq.br/6743856187041578; https://orcid.org/0009-0007-1269-4352; https://lattes.cnpq.br/7239767781735963; Luiz, Miriã Lúcia; https://orcid.org/0000-0001-6825-1541; https://lattes.cnpq.br/2276583662907573; Fávero, Altair Alberto; https://orcid.org/0000-0002-9187-7283; https://lattes.cnpq.br/5866881378328643his research focuses on the analysis of the role of the Associação Bem Comum (ABC) in its relationship with the State through Public–Private Partnerships (PPPs) in the provision of education within the municipal public school system of Vitória, Espírito Santo (ES), as well as their impacts and interferences in the construction of an emancipatory education. The study considers the advance of neoliberal rationality in Brazilian educational policies, especially from the 1990s onward, when such policies became strongly influenced by managerial and market-oriented principles, promoting the expansion of private sector participation in the formulation and implementation of public educational policies. The central research question seeks to understand how the Associação Bem Comum has operated within the municipal school system of Vitória-ES and in what ways public–private partnerships, guided by neoliberal rationality, affect the possibilities for constructing an emancipatory education. The methodology is based on qualitative research with a critical-analytical approach (Pérez, 2012), grounded in bibliographic review and documentary analysis procedures (Dorsa, 2020; Gil, 2002). The stages of theoretical-conceptual construction were developed based on the following core themes: neoliberalism and public–private partnerships (Laval, 2019; Libâneo, 2012, 2019; Freitas, 2018; Peroni, 2017), the right to education (Cury, 2002; Saviani, 2008, 2012, 2013), and emancipatory education (Adorno, 1995). The documentary research involved the analysis of documents such as national legislation, laws of the municipality of Vitória-ES, and guiding documents issued by the Municipal Government of Vitória and by ABC for the municipal education network. Data analysis was guided by the Content Analysis technique (Bardin, 2011), which enabled the construction of analytical categories addressing: neoliberalism in public schooling and its implications for the municipal education system of Vitória, highlighting the incorporation of business-oriented concepts into education through national educational legislation as well as local institutional regulatory frameworks; PPPs and the weakening of the State’s role in guaranteeing the right to education, insofar as privatizing logics are fostered through the expansion of social organizations’ involvement; curricular standardization and the loss of school autonomy, identified through the distribution of standardized instructional materials by ABC, such as Fluency Notebooks, Learning Pathways, and Activity Notebooks; large-scale assessments and the tracking of students, which reveal a curriculum defined by standardized testing; and, finally, neoliberal rationality and the (im)possibilities of emancipatory education, highlighting the obstacles to human emancipation within an educational context driven by market demands. By way of conclusion, the strategies adopted by ABC promote practices of standardization in educational pathways, relying on traditional, technicist, and mechanized teaching strategies, while also directing teachers’ work toward the achievement of externally defined goals and performance indicators.
- ItemO debate político e social acerca da instrução de cegos no Brasil e na França nos séculos XIX e XX(Universidade Federal do Espírito Santo, 2025-12-19) Lipari, Sergio Vitor Gomes; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0009-0005-0234-8777; http://lattes.cnpq.br/; Luiz, Miriã Lucia; https://orcid.org/0000-0001-6825-1541; http://lattes.cnpq.br/2276583662907573; Costa, Vanderlei Balbino da; https://orcid.org/0000-0002-1330-747X; http://lattes.cnpq.br/9675106511430204This dissertation aims to investigate the political and social debate triggered in Brazil and France during the 19th and 20th centuries that enabled the systematization of education for people with visual disabilities in both countries. The central problem lies in the critical analysis of this process of appropriation and adaptation, considering the social and political context of the period. The hypothesis is that elites, while coexisting with effective practices of exclusion and social control, legitimizing formal modernization and maintaining the real exclusion of a large part of the population, used education for people with visual disabilities as a symbol of civilizational progress. By investigating this past, the study seeks: 1) to understand why the development of Special Education in Brazil began with education for people with visual disabilities; 2) to investigate the foundational bases and continuity of specialized institutes in Brazil and France, highlighting their structure, permanence, and influence on the educational model; 3) to examine the influence of European congresses on Brazilian education for visually impaired people during the period, focusing on intellectual exchanges and institutional impacts; and 4) to analyze the social role assigned or delegated to people with disabilities at the turn of the century and its consequences in the present. The theoretical foundation is based on historical-dialectical materialism and Gramsci's philosophy of praxis, integrating authors from educational and social historiography, with emphasis on the analysis of historical and discursive processes that constituted the field of special education. The research is supported by document analysis, critical literature review, and examination of primary sources, incorporating Discourse Analysis as an interpretive procedure for educational practices. The results show that the introduction of the Braille system and the foundation of the Imperial Institute for Blind Boys consolidated technical and pedagogical advances, but reaffirmed assistentialist and social control practices, limiting the full emancipation of subjects. The structures of the past influence current practices, and the protagonism of people with disabilities still challenges institutional, technical, and cultural barriers. The study reveals that Brazilian special education is the result of symbolic and material disputes, configuring itself as a field open to transformation and social critique.