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- ItemCurrículos nômades nos cotidianos escolares da EJA(Universidade Federal do Espírito Santo, 2024-10-17) Fonseca, Daniele Soares da; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/; ttp://lattes.cnpq.br/3008422505347658; https://orcid.org/0009-0007-2135-7817; http://lattes.cnpq.br/6672059577651057; Carvalho, Janete Magalhães; https://orcid.org/; http://lattes.cnpq.br/4780081698750924; Prates, Maria Riziane Costa; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748This research is an invitation to search for other ways of thinking and doing curricula in Youth and Adult Education, with strength in collective encounters and experimentation. It starts from the current context marked by attempts to plaster over public education in Brazil, with regard to educational policies that are reflected in the homogenizing and systematizing curricular model, materialized in recent times with the BNCC. We are betting on the possibility of mapping the processes of creating nomadic curricula, conceived as mechanisms for the insurgence of collectivity, which configure errant lines of teaching practices, thoughts and collective bodies in everyday school life. We think of collectivity as the composition of multiplicities that relate intensively. In this sense, collectivity is not seen as an agglutination of individuals, but as a collective agency that is formed from the heterogeneous connections that are established between multiplicities. We used the conceptual tools that address the forms and forces engendered by macro/micro-political movements in education, considering that these movements are incessantly constituted in relation, but the focus of the work is in the field of mechanisms of micro-political forces that weave heterogeneous networks, based on encounters and experiments as collective insurgencies against the plastered curricular model, creating possibilities for inventive teaching-learning actions in everyday school life. It is in this sense that we understand that nomadic curricula constituted from collective experiences create movements of insurgency. Thus, the aim of this research is to follow the movements of the immanent forces that constitute curricula as collective insurgencies, in the teaching modality of Youth and Adult Education, in a school run by the Municipality of Serra/ES. Assuming the post-structuralist epistemological field, the research is based on the Philosophy of Difference in dialog with Deleuze, Guattari, Foucault and many others. It adopts cartography as a methodological approach, which, together with young people and adults, sets out on an incessant wandering along the wandering paths of the inventiveness produced through encounters
- ItemEscolarização de estudantes com deficiência visual : um estudo sobre o atendimento educacional especializado(Universidade Federal do Espírito Santo, 2025-02-25) Macedo, Leoneida Ladeira Rodrigues; Jesus, Denise Meyrelles de ; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; https://orcid.org/0000-0002-1539-1900; http://lattes.cnpq.br/4167582574550539; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Bruno, Marilda Moraes Garcia ; https://orcid.org/0000-0002-1568-2185; http://lattes.cnpq.br/5161935888982986This research analyzes the schooling of students with visual impairments in the municipality of Cariacica-ES, focusing on the relationship between teaching in the regular classroom and Specialized Educational Assistance. The objective was to understand, problematize, and collaborate with the schooling processes of these students by analyzing educational policies, pedagogical practices, challenges faced, and possibilities. Collaborative-critical action research was adopted as a methodology, allowing immersion into the educational practices of two municipal schools: one recognized as a center in the area of Visual Impairment, conducting extracurricular activities in the Multifunctional Resource Room, where it has all specialized support; and the other without physical infrastructure and specialized and accessible materials, but with more students with this condition. The investigation combined participant observations, individual interview-conversations, and collective formative conversations to understand how inclusion occurs in these schools. The results evidenced the absence of collaborative pedagogical planning, insufficient training of professionals for the appropriate use of accessibility resources and materials adapted to the needs of students with visual impairments. It was also found that there is no functional vision assessment to assist in defining pedagogical strategies, resulting in the inappropriate use of resources such as the Braille system and enlarged fonts, often applied indiscriminately. The research also problematizes the recent classification of monocular vision as a visual impairment, arguing that the clinical diagnosis alone should not determine referral to Specialized Educational Assistance, and it is necessary to consider the student's visual functionality in their learning context. Such factors once again place these students on the "invisible side," without the care of considering a "differentiated pedagogy" that goes beyond superficial adaptations and truly understands the specificities of the "concrete" student – one who has visual impairment and, beyond the right to schooling, needs specific resources and strategies to ensure their full participation in the educational environment. After all, inclusion cannot be just an abstract principle, but rather a practice that dialogues with the individual needs of these students, being participatory subjects in the educational process. The study also reinforces the importance of educational public policies with investment in public schools, in order to guarantee accessibility resources, conditions of access and permanence; as well as thinking about educational guidelines that assist in the implementation of collaborative teaching, which enables the active participation of students with visual impairments
- ItemO custo aluno-qualidade em disputa: a atuação da campanha nacional pelo direito à educação e do movimento todos pela educação(Universidade Federal do Espírito Santo, 2025-03-25) Almeida, Thaciana Lopes; Araújo, Gilda Cardoso; https://orcid.org/0000-0002-3562-9779; http://lattes.cnpq.br/7184033522040803; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; https://orcid.org/0000-0002-4854-2357; http://lattes.cnpq.br/8847226673703454; Santos, Wagner dos; https://orcid.org/0000-0002-3132-6252; http://lattes.cnpq.br/6833821273158203; Garcia, Teise de Oliveira Guaranha; https://orcid.org/0000-0003-4351-3159; http://lattes.cnpq.br/4464815211181255This research is part of the Education, Human Development and Public Policies research line, and aimed to understand the tensions and conflicts surrounding the possibility of implementing the Initial Cost of Quality Education per Student Parameter (CAQi) and Cost of Quality Education per Student Parameter (CAQ) mechanisms, from the perspective of the National Campaign for the Right to Education (CNDE) and the Todos Pela Educação (TPE) movement, from 2014 to 2024. The research question aims to answer: how are the CNDE and the TPE inserted in the tensions and conflicts surrounding the implementation of the CAQi/CAQ mechanisms?. The research, of a qualitative nature, started from the construction of the theoretical contribution related to the conceptualization of the right to education, quality in education, as well as the principle of Fiscal Federalism in education and Distributive Justice. A systematic literature review and a survey and analysis of media news that directly mention the CAQi/CAQ mechanisms from the perspective of the CNDE and/or TPE movements, within the time frame, were developed. Thematic analysis was performed to interpret the data, supported by the MAXQDA software. The main results of the news analysis indicate a strong influence of the CNDE and the TPE in the formation of consensus on public education policies, especially the implementation of the CAQi/CAQ. The TPE tends to adopt a dual stance in the political game, sometimes supporting and sometimes disagreeing with the definition of the mechanisms, while the CNDE tends to persist more consistently in its defense. It is understood that the media has the potential to influence the general public's perception of the movements and mechanisms, which may result in non-specialists supporting or not supporting their positions. It is also noted that media coverage by the listed portals tends to present the data in a superficial or incomplete manner, which makes analysis difficult and interferes with the dissemination of knowledge to the general public. Broader and more in-depth dissemination of the disputes and processes that occur in this policy could contribute to a greater understanding of the mechanisms, considering that they have potential for promoting equity in education, and therefore need to be known and defended.
- ItemEscolas do/no campo e “novo ensino médio” : retrocessos e luta(Universidade Federal do Espírito Santo, 2025-03-27) Kunsch, Karolline Schimmelpfennig Neitzel; Della Fonte, Sandra Soares ; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; https://orcid.org/0009-0009-6550-4238; http://lattes.cnpq.br/4354173027571481; Oliveira, Edna Castro de ; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Moreto, Charles ; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056Considering Rural Education in the context of the 2017 High School Reform, this study investigates the contradictions generated by the New High School for rural schools in Espírito Santo. Based on critical theories of education, its general objective is to highlight the differentiated process of implementing the High School Reform in rural schools, as well as their resistance to this national policy. The research has a documentary nature combined with the case study related to the Agricultural Families High Schools and Professional Education, linked to the Espírito Santo Promotional Education Movement. The documents analyzed refer to: national regulations related to the High School Reform (Law No. 13,415/2017 and its partial amendments with Law No. 14,945/2024); state guidelines, such as Resolution CEE-ES No. 5,666/2020, which sets out the standards for implementing the New High School throughout the Espírito Santo education system; to the Political-Pedagogical Projects of two Agricultural Families Schools immediately before the High School Reform and after its implementation, considering aspects such as the definition of school time, school knowledge and educational itineraries. It is clear that Rural Education has become a fertile field for counter-hegemonic pedagogies, but when it comes to the impositions of the New High School, these schools clash in their compliance with the reformist precepts and in their search for an emancipatory education. Even though they are aligned with a counter-hegemonic project, at some points they slip and tend to fall into the logic of neoliberalism and agribusiness. However, despite these slip-ups, they are examples of struggle and resistance to the interests of capital
- ItemAvaliação socioemocional de estudantes no Espírito Santo/Brasil e no Chile: entre teorias, políticas e métricas globais(Universidade Federal do Espírito Santo, 2025-03-20) Dutra, Kézia Alves Moreira; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Luiz, Miriã Lucia; Muñoz, Daniel Eduardo RíosThis dissertation aims to understand how the Socioemotional Self-Assessment (Espírito Santo) and the Integral Learning Diagnosis (Chile) have appropriated socioemotional competency assessments in shaping educational policies. The theoretical-epistemological framework is based on the conception of large-scale educational assessments as instruments of educational policies, the principles of critical-documentary analysis, and the evidential paradigm. Methodologically, the research is qualitative, exploratory in nature, and characterized by a multi-methodological approach, as the object was analyzed and discussed through different methodological perspectives. Chapter I presents the contextualization of the definition process of the research object and the academic journey. In Chapter II, a mapping study of academic production was conducted through an integrative review, in which we analyzed 46 articles from 28 countries across different fields. We observed that studies aiming to understand socioemotional competencies in different contexts are scarce in the educational domain, particularly in large-scale educational assessment. Chapter III analyzes, through documentary research, how socioemotional competencies are (or are not) incorporated into the educational normative documents of the state of Espírito Santo/Brazil and Chile, and what the general foundational bases of these policies are. The collected evidence indicates an internationalization focused on promoting socioemotional competencies. We highlight the influence of NGOs, institutes, and foundations in implementing socioemotional competencies as policies in large-scale assessments, leading to a perspective of education privatization. In Chapter IV, through critical-documentary analysis, we investigate how the Socioemotional Self-Assessment and the Integral Learning Diagnosis materialize the assessment of socioemotional competencies and the possible impact of PISA in guiding these policy instruments. Thus, we understand the potential influence of global and international educational assessment policies, specifically PISA, in prescribing socioemotional competencies in other assessments. Finally, this study encourages reflection on the incorporation of socioemotional competency assessments within new global agendas aimed at the emotional regulation of students, particularly in response to the post-pandemic emotional boom