Mestrado em Ensino, Educação Básica e Formação de Professores
URI Permanente para esta coleção
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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- ItemFinanciamento 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/3512763662094305The 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
- ItemPercepção dos professores sobre metodologias ativas : reflexões sobre a profissão docente(Universidade Federal do Espírito Santo, 2024-10-07) Penna, Bruno Paixão; Vogel, Marcos ; https://orcid.org/0000-0003-2883-6320; http://lattes.cnpq.br/7015837545299306; Carvalho, Maria Aparecida de ; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0009-0009-2595-5771; http://lattes.cnpq.br/8058967326374877; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Miranda, Camila Lima ; https://orcid.org/0000-0002-3809-2882; http://lattes.cnpq.br/2471790476802441This document is a report on research that aimed to investigate the perceptions of Natural Sciences teachers in the state education network of the municipality of Cachoeiro de Itapemirim/ES regarding Active Methodologies (AM). This was done through an analysis of the teachers’ narratives about lesson development using AM. The idea for the research arose in the context of the growing encouragement by the State Government’s Department of Education (Sedu) to incorporate AM into teachers’ lesson plans. This incentive is accompanied by various continuing education courses designed to prepare teachers to incorporate the “pedagogical innovations” of AM and digital technologies. How these training processes unfold and their respective effects on teachers’ performance may indicate the direction the teaching profession is heading. In this context, the following research question was developed, guiding all stages of the study: What do the perceptions of Natural Sciences teachers in the state education network in Cachoeiro de Itapemirim/ES regarding AM suggest about their training processes and professional spaces? This is a qualitative study of the Narrative type. The tools used for data collection were Narrative Interviews and Field Diaries. Four teachers were selected to participate in the interviews. The narratives were audio recorded and later transcribed, forming the corpus for analysis in the study. The technique used for data analysis was Thematic Analysis, from which three themes emerged from the narratives. The interpretation of these themes, based on the theoretical framework of the study, allowed for addressing the research question. The results indicate that teachers perceive lesson planning using AM as a challenge, given the unfavorable working conditions they face. It was also noted that the training processes related to AM exhibit a technical rationality, with little room for reflection or for valuing teachers’ experiential knowledge. Additionally, it was found that the current scenario of state public education aligns with market interests, with increased participation of private sector actors in the provision of educational services. Thus, the conclusion of the analysis suggests that the promotion of AM teaching by Sedu is more aligned with market interests and the expansion of neoliberal policies and practices, potentially accelerating the deprofessionalization of teaching
- ItemEnsino colaborativo e o processo escolarização de estudantes com deficiência intelectual(Universidade Federal do Espírito Santo, 2024-02-21) Carastro, Luana Balma; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/4220074008880698; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Pimentel, Susana Couto ; https://orcid.org/; http://lattes.cnpq.br/6636602535604435Collaborative teaching has been identified as an important proposal for pedagogical action for the school inclusion of students with disabilities. From this perspective, this study analyzed the work carried out between the special education teacher and the regular class teacher, in the schooling process of students with intellectual disabilities, through collaborative teaching. This is a participatory research, with the researcher as co-teacher and as research subjects a Portuguese language teacher, working in the regular class, and four students with Intellectual Disabilities from a state public school in the Caparaó region of Espírito Santo. Observation, joint planning with the teacher, journal diary and semi-structured interview were used as data production instruments. The assumptions that supported this research are based on the historical-cultural epistemology of Vygotsky (1896-1934) to understand the development of students with intellectual disability and the processes of mediation, in the conceptualizations presented by Capellini (2004, 2018), Capellini and Zerbato (2019) about collaborative teaching, in addition to discussions about public policies and school inclusion. The results indicate that the main difficulties perceived for the development of collaborative teaching are directly related to the way in which the educational policy itself is organized and reflected in the school organization, pointing, mainly, the lack of time for collaborative planning. However, non-formal planning were an immediate solution to alleviate the situation, emphasizing the role of management that contributed so that collaborative practices becoming present and the importance of moments of collaboration, which were formative means for teachers. In view of these aspects, it is necessary to reflect on the practices developed regarding school inclusion, with the appreciation and encouragement of collaborative practices, understanding that students with intellectual disabilities recognize themselves in this context and must have their needs met and their potential valued, considering that the right to quality education is for everyone and noting that collaborative teaching is essential to guarantee that right
- ItemA utilização da variação social gírias no ensino da língua inglesa na educação básica(Universidade Federal do Espírito Santo, 2024-08-30) Nascimento, Larissa Souza; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; Martins, Raisa Maria de Arruda; Santos, Kelly Barros; http://lattes.cnpq.br/The research aimed to investigate students’ perceptions of the use of slang in the context of English language teaching and learning. The theme aimed to include linguistic variation (slang) as a teaching and learning resource, in order to analyze whether this proposal was configured in a more attractive and meaningful format from the point of view of students immersed in the subject under discussion. In this way, the literature that underpins this study concerns the theoretical-methodological assumptions of sociolinguistics as well as the context of foreign language teaching and learning. This is a qualitative investigation, which was formalized through field research. The elements were produced through a discussion group (trigged by the semi-structured interview technique) and the introduction of a pedagogical workshop. An audio recorder was used as a tool for collecting information, and the recordings were later transcribed. The analysis resulting from the processes described was carried out using the content analysis method. In view of this, it is believed that the use of slang is effective because this linguistic variation usually makes up the daily vocabulary of young people, when used in the mother tongue, while at the same time enabling affinity and interest in the foreign language under discussion, since the presence of correlations between informal expressions in the Portuguese and English languages is perceived and, therefore, results in contextualized classes that have meaning and are meaningful to learners in the context of English language classes. The analyzed results showed that the pedagogical workshop, linked to the contextualization of the process with the use of slang as a methodology in language classes, resulted in linguistic education, which dialogues with the communicational reality of the research subjects.
- ItemA política de educação especial de Venda Nova do Imigrante – ES no contexto da educação infantil: desafios e possibilidades(Universidade Federal do Espírito Santo, 2024-07-12) Gonçalves, Cinthia do Carmo; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; França, Marileide Gonçalves; Nunes, Isabel Matos; Effgen, Ariadna Pereira SiqueiraThis study aimed to unveil and problematize the process of implementing public policies for special education in a public preschool in the municipality of Venda Nova do Imigrante, ES. To this end, we defined the following specific objectives: to characterize the policies and actions developed by the Municipal Education Department of Venda Nova do Imigrante, ES, to ensure the right to access, permanence, and learning for children who are the target audience of special education in early childhood education; to identify the accessibility and resources available for the effective implementation of public inclusion policies for special education target audience (PAEE) children in the researched school; and to analyze the materialization of educational policies directed at children with disabilities in the researched school. The theoretical foundation is based on the assumptions of historical-dialectical materialism, which underpins historical-cultural psychology and historical-critical pedagogy. This approach allowed us to understand the development of humanity and the social function of the school. The research is characterized as qualitative in nature, following a case study methodology. For data collection, we conducted a bibliographic review, document consultation, and semi-structured interviews with the coordinators responsible for the Pedagogical Coordination of Specialized Educational Assistance and Early Childhood Education of Venda Nova do Imigrante, ES, teachers of regular classrooms who have PAEE students enrolled in their classes, the Specialized Educational Assistance (AEE) teacher in the Multifunctional Resource Room (SRM), the pedagogue and director of EMEI Manacás, and maintained a field diary throughout the field research. The results highlight the municipality's efforts to establish quality education for children with disabilities. However, there is an evident presence of neoliberalism in the organization of municipal documents that guide municipal education in general. Additionally, the lack of intersectoral dialogue hinders collaborative work. We argue that to advance the implementation of inclusive education in the context of early childhood education, it is necessary to reflect on and reorganize continuous training policies, promote greater autonomy for schools and teachers, and improve communication and coordination between sectors and professionals. Implementing special education policy in early childhood education involves adopting a dynamic and collaborative view of the teaching and learning processes for children with disabilities.