Mestrado em Ensino, Educação Básica e Formação de Professores

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17480

Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041

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    Relação entre saúde mental, perfil social e estilo de vida de estudantes de graduação e seu percurso acadêmico
    (Universidade Federal do Espírito Santo, 2025-07-09) Fiorese, Juliana; Meira, Fabiana Dayse Magalhães Siman; http://lattes.cnpq.br/9468453605243748; Abreu, Vanessa Holanda Righetti de; http://orcid.org/0000-0002-2989-3151; http://lattes.cnpq.br/4665452925539605; https://orcid.org/0009-0006-8573-6739; http://lattes.cnpq.br/3480393078817414; Souza, Luceli de; http://lattes.cnpq.br/8782112208959493 ; Ramos, Fabiana Pinheiro; http://lattes.cnpq.br/6388152062755064 ; Tondin, Celso Francisco; http://lattes.cnpq.br/8115893378050619
    External factors and individual characteristics have a relevant influence on the mental health of undergraduates, affecting their interpersonal relationships, academic performance and adaptation to university demands. The aim of this study was to investigate the relationship between symptoms of stress, anxiety and depression, lifestyle, sociodemographic profile and the academic career of undergraduate students. 177 students from the Biological Sciences courses (Bachelor’s and Licentiate) at the Federal University of Espírito Santo (UFES), Alegre campus, took part in the study, divided into three groups: beginners, intermediate and graduates. For data collection, the N.I.S.E.S.T.E. (Student Stress Level) and SRQ-20 (Self Reporting Questionnaire) inventories were used, and the results were analyzed using Jamovi software. It was found that 66,7% of the students had moderate levels of stress, 33,3% had high levels and 76,3% had signs of Common Mental Disorders. Relevant academic challenges were also identified: 85,3% reported excessive workloads, 75,7% pointed to the Course Conclusion Paper (TCC) as the greatest difficulty and 41,8% said they were undecided about their professional future. Only 34,5% of the students perceived a considerable closeness with their teachers, although 81,4% recognized their mastery of the content and 75,2% reported freedom to ask questions. To gain a deeper understanding of these relationships, a Principal Component Analysis (PCA) was carried out, which revealed clusters of students with different patterns of academic experience and mental health. It is concluded that emotional, academic and institutional factors have a direct impact on student well being, and that it is essential to implement institutional strategies and targeted interventions that promote mental health and academic success in higher education.
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    Relações entre os docentes, o intérprete educacional e o estudante surdo incluído no ensino fundamental I em Venda Nova do Imigrante/ES
    (Universidade Federal do Espírito Santo, 2025-07-29) Ribeiro, Jaqueline da Penha Gueler; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0006-2731-7536; http://lattes.cnpq.br/7676272465636070; Viana, Flávia Roldan; https://orcid.org/0000-0002-7289-4512; http://lattes.cnpq.br/4756646407294958; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Zaidan, Junia Cláudia Santana de Mattos; https://orcid.org/0000-0003-1857-3432; http://lattes.cnpq.br/7242947260879171
    The inclusion of deaf students in mainstream education is legally mandated as a means of democratizing the school environment, safeguarding their rights, and promoting citizenship. This topic encompasses multiple perspectives, emphasizing the human dimensions of all those involved in the dynamic educational process. From this standpoint, the present study focuses on the professionals directly engaged in the schooling of deaf students, given their close proximity to learners and their pivotal role in fostering learning. The objective of this research was to analyze the pedagogical relationships between teachers and the Educational Interpreter in the teaching and learning process of a deaf student enrolled in a primary school (Ensino Fundamental I) in the municipality of Venda Nova do Imigrante, Espírito Santo, Brazil. This is a qualitative case study, in which the research subjects were the classroom teachers of the deaf student and the Educational Interpreter. Data were collected through semi structured interviews, participant observation, and the researcher’s field journal. The analysis was conducted through the construction of categories derived from content analysis. The findings indicate that the lack of specialized training for bilingual and inclusive settings undermines pedagogical practices and hinders effective collaboration between teachers and the Educational Interpreter, whose performance is constrained by insufficient qualifications in the field. The study revealed a lack of joint planning, scarcity of adapted teaching materials, and the absence of an approach that acknowledges Brazilian Sign Language (Libras) as the deaf student's first language. It is concluded that collaboration between teachers and interpreters is essential for quality education, requiring investments in training, pedagogical planning, and accessible resources. The findings underscore the need for educational policies that ensure equitable instruction aligned with the specific needs of teaching and learning in inclusive contexts.
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    A nucleação em escola do campo no município de Castelo/ES e o eco na comunidade campesina
    (Universidade Federal do Espírito Santo, 2025-07-25) Dalvi, Juliana Maria; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; https://orcid.org/0009-0004-8191-3203; http://lattes.cnpq.br/3547371697051475; Ferreira, Oseias Soares; https://orcid.org/0000-0003-2776-1507; http://lattes.cnpq.br/9294527682830355; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Moreto, Charles; https://orcid.org/0000-0002-8799-7311; http://lattes.cnpq.br/1377906367679056
    This research, entitled “The nucleation of rural schools in the municipality of Castelo/ES and its impact on the rural community,” takes as its case study the closure of the Jabuticabeira Municipal Single-Teacher Elementary School and its repercussions on social relations in the Jabuticabeira community. The study investigated the circumstances that led to the nucleation of this school and the social developments in the community, based on a comparative analysis of the reality before and after the closure of the institution. The research is based on the theories of Freire (1967; 1981; 1987; 1996), Caldart (2002; 2004; 2008; 2009; 2020), and Arroyo (2004; 2006; 2007; 2009; 2018), with additional contributions from Molina (2009) and Wanderley (2009; 2010). The methodological approach adopted was qualitative research in education (Lüdke; André, 1986), of the case study type, using instruments such as semi-structured narrative interviews with residents and civil servants from the Municipal Department of Education, documentary consultation of municipal legislation, and the production of data anchored in historical-dialectical materialism, according to Marx and Engels (1987, 1993). The reflections constructed in the theoretical contributions addressed the social, cultural, and historical aspects of rural education, highlighting how school nucleation violates these fundamentals and affects rural communities. Among the main results achieved, we highlight the perception of rural education offered in the rural area of the municipality of Castelo/ES, the weakening of these communities due to the influence of capitalist ideals such as agribusiness, and the predominance of tacit acceptance of nucleation by the majority of interviewees. We noticed a contradiction that revealed concern about the early removal of children from their communities, which favors the distancing of family ties, influencing the reduction of residents. There was a small movement that emerged as a resistance front with class consciousness, indicating that not all subjectivities are captured by the logic of capital.
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    Percepção ambiental de professores do ensino médio da rede pública estadual do município de Iconha/ES
    (Universidade Federal do Espírito Santo, 2024-12-18) Bernardo, Hudson da Costa Siqueira; Carvalho, Maria Aparecida de; https://orcid.org/0000-0001-8717-0907; Bortoleto, Edivaldo José; Sgarbi, Antônio Donizetti
    The environmental theme is the subject of constant discussions, problematizations, and contextualized analyses arising from the relationship between society and the environment, given the increasing frequency and intensity of phenomena such as floods, severe droughts, rising global temperatures, and other climatic events. In this context, the general objective of this research is to understand the types of environmental perceptions held by teachers working in the State Public High Schools of Iconha, through comprehensive interviews, seeking to answer the following question: what types of environmental perception do high school teachers in the municipality of Iconha present? This research is characterized as qualitative, being a case study, and as a data collection instrument, the comprehensive interview proposed by Kaufmann was used. Six interviews were conducted with high school teachers from different fields of knowledge. The interview narratives were systematized based on the content analysis proposed by Bardin. The results indicate a perception of the environment that goes beyond biotic aspects, and the environmental education perceptions presented were humanistic, systemic, and resolutive, as proposed by Sauvé, in dialogue with Layrargues and Lima, who propose the critical, conservationist, and pragmatic macro-trends. These are the theoretical references of this research. The diversity of environmental perceptions highlighted by the teachers reveals the possible approaches in Environmental Education. The perceptions listed by the teachers go beyond immediate and generalized conceptions that end up fragmenting the individual’s life context. In terms of practice and in relation to dialogue with the community, the teachers pointed out that the school was more involved in the past and also proposed more actions; however, recent curricular changes have impacted the work on this theme. As for the understanding of the relationship between environmental perception and Environmental Education, it can be stated that the teachers present perceptions about the environment and use these perceptions to develop pedagogical actions
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    Financiamento da educação especial : um olhar para a escolarização dos/as estudantes surdos/as e com deficiência auditiva
    (Universidade Federal do Espírito Santo, 2024-09-20) Leite, Charles de Castro; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0009-0002-9226-3926; http://lattes.cnpq.br/4133496406385080; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Prieto, Rosângela Gavioli ; https://orcid.org/0000-0003-4013-1163; http://lattes.cnpq.br/9335359966061935; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305
    The right to education is ensured for students eligible for special education services, preferably in regular classes within the mainstream school system. However, to make this a reality, it is necessary to consider education funding policies. In this context, the schooling of deaf and hard of hearing students must be considered, which, in the advocacy efforts of the disability rights movement, is based on guaranteeing the right to education in Brazilian Sign Language (Libras). Given this scenario, our general objective is to investigate the funding of special education in the Municipal School System of Cachoeiro de Itapemirim-ES, in relation to the schooling process of deaf and hard of hearing students, from 2018 to 2022. As a theoretical foundation, we adopt the contributions of authors such as Araújo, Cury, Jannuzzi, Mazzotta, Kassar, Damázio, Dorziat, Damázio and Alvez, Oliveira, Salvador, Melchior, França, and Prieto. This research is qualitative in nature (Lüdke; André, 2017), of a documentary type, with content analysis. As a result of our study, we identified that special education was included in the municipality's budget planning from 2018 to 2022. Regarding the funds allocated to education, we observed the financial dependence of the municipality on resources from federal entities, with 71% of the funds coming from constitutional transfers and only 29% from municipal revenues. This highlights the importance of these transfers for the composition of municipal revenue and ensuring the provision of basic education. We raise concerns about the absence of special education in the Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação revenue statement, which constitutes a weakness in the transparency of resources for the maintenance and development of special education. In the analysis of expenses related to education, we infer that the "Education" function had the highest liquidated expense (29%) when compared to other functions. Regarding the subfunctions of the "Education" function, we infer that the subfunction with the highest expenditure of funds was "Early Childhood Education" (54%), followed by "Primary Education" (44%), and subsequently "Special Education" (2%). Concerning the "Special Education" subfunction, we observed variations in the records of information about the expense elements listed in MDE, which did not allow us to fully understand the actual amount of resources allocated to special education. Regarding the resources allocated to the schooling process of deaf and/or hard of hearing students, we did not find specific details in the analyzed documents. However, these students are eligible for special education and are therefore included in the special education funding of the municipality of Cachoeiro de Itapemirim-ES. To initiate the discussion on the per-student/per-year cost related to specialized educational services for deaf and hard of hearing students, an estimate of the actual per-student cost was made, focusing on the remuneration of professionals working in this service. The estimated actual per-student/per-year cost was R$ 24,816.99 for the PEB-B-D.A. teacher (25h) and R$ 1,266.71 for the PEB-B-SRM teacher (25h), equivalent to R$ 2,068.08 and R$ 105.56 per month, respectively. These figures indicate a high actual per-student/per-year cost for deaf and hard of hearing students in the municipality, considering the organization and performance of the PEB-B-D.A. teacher per student and school. Thus, we observed that the municipality allocated funds for special education funding during the period from 2018 to 2022, which includes resources for ensuring the schooling process of deaf and hard of hearing students. However, the study points to the need to ensure transparency in financial data for effective planning, execution, and monitoring of public resources, as well as reflection on the organization of specialized educational services for deaf and hard of hearing students. This includes considering the importance of the meeting of deaf peers for the formation of deaf identity, as well as the need for specific training for professionals working in specialized educational services in multifunctional resource rooms. Lastly, we emphasize that ensuring the right to education requires public policies and funding to guarantee a quality standard for all students