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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- ItemPercepções de Ciência, Tecnologia e Sociedade (CTS) na licenciatura em Ciências Biológicas : um olhar sobre a formação inicial de professores(Universidade Federal do Espírito Santo, 2025-10-01) Silva, Katryn Sonja Santos Ferreira Pereira da; Barroso, Tatiana Santos; https://orcid.org/0000-0003-1741-4384; http://lattes.cnpq.br/5475915246499165; https://orcid.org/0009-0008-7388-8828; http://lattes.cnpq.br/8951579394781167; Weiss, Andréia ; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Terra, Vilma Reis ; https://orcid.org/; http://lattes.cnpq.br/1219341598549889Science, Technology, and Society (STS) Education adopts an interdisciplinary perspective and seeks to understand the social dimension of science and technology, as well as their environmental, political, economic, ethical, and cultural implications, providing support to rethink teacher education and contribute to the articulation between theory and practice. In this context, the integration of the STS perspective into undergraduate teacher education programs can foster the development of more contextualized and reflective pedagogical practices. Considering these aspects, the general objective of this research was to analyze how Science, Technology, and Society (STS) Education is present in the initial teacher education program in Biological Sciences at UFES/Alegre, based on the analysis of curricular documents and the perceptions of students and professors of the course. Thus, the conception of science adopted in this study is that of a social and historical practice, not neutral, oriented by values and interests that permeate the entire process of knowledge production (Lacey, 2010). The conception of technology, in turn, is understood as a social construction, conditioned by systems that involve values, power, and culture, shaping lifestyles and being guided by the objectives of society (Feenberg, 2010). The Latin American Thought on STS (PLACTS) emerges in this context as a movement that seeks to reframe STS studies by incorporating the historical, social, and cultural specificities of Latin America. In the Brazilian case, PLACTS dialogues with the conceptions of Paulo Freire, complementing them within a critical and emancipatory perspective. In methodological terms, this is a qualitative case study, in which data were produced by means of document analysis and semi-structured interviews, and analyzed by means of content analysis supported by Strieder (2012) and Strieder and Kawamura (2017) STS Reference Matrix. The results indicated that the STS perspective is not explicitly materialized in the Political-Pedagogical Project (PPC) of the Biological Sciences undergraduate program at UFES/Alegre, appearing only indirectly. Participants’ perceptions were situated at intermediate and minimally critical levels regarding science and technology, in addition to highlighting the predominance of theoretical over practical training components in the course. Therefore, it is emphasized the need to make the presence of the STS perspective more explicit in the curriculum, articulating theory and practice so as to reflect on initial teacher education and on the future work of Biology teachers. The findings also highlight the importance of future research that, in addition to the theoretical dimension, promotes practical experiences with preservice teachers, in order to bring the STS perspective closer to teaching practice
- ItemModo de vida rural e currículo em escolas urbanas: estudo de caso em uma escola da cidade de Guaçuí-ES(Universidade Federal do Espírito Santo, 2025-08-22) Oliveira, Pamela Pedroti Spala; Peçanha, Anderson Lopes; https://orcid.org/0000-0001-8029-0092; http://lattes.cnpq.br/6011630397289924; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; https://orcid.org/0009-0005-5342-8144; http://lattes.cnpq.br/6143526503446382; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714; Ferreira, Oséias Soares; https://orcid.org/0000-0003-2776-1507; http://lattes.cnpq.br/9294527682830355The appreciation of the countryside and the way of life of rural communities reflects the need to integrate content related to rurality into the school environment. This is not merely a matter of contextualization, but of mediating the world for the construction of knowledge; therefore, rurality should be present in the dialogue between educators and students. In this context, the present research was conducted with the purpose of understanding how the presence or absence of rural ways of life in the curricular components of an urban school in Guaçuí-ES impacts students’ and teachers’ understanding of rural life and rural worlds. To this end, we identified how rural ways of life are manifested in the curricular components of the investigated urban school, investigated students’ and teachers’ perceptions of the rural world, identifying understandings, values, lack of knowledge, and possible stereotypes, and examined the challenges faced by teachers in including and valuing rural ways of life in their educational practices. Data were collected through focus groups with students living in rural areas but enrolled in an urban school, interviews with the teachers of this institution, and a documentary analysis of the Espírito Santo curriculum and the Institutional Development Plan of a state school located in Guaçuí. Based on the collected data, the research revealed that, although there are occasional references to the rural context in institutional documents, these references are limited and poorly articulated with everyday pedagogical practices. This fragmented presence contributes to the symbolic devaluation of the rural in the school environment and hinders its effective integration into the curriculum. Consequently, many students do not see themselves represented in school content, while teachers face challenges in addressing rural realities in a meaningful way. Thus, the study reinforces the need for a curriculum that is more contextualized and sensitive to multiple territorialities, capable of recognizing rural life as a legitimate part of students’ education.
- ItemUm estudo sobre conhecimentos tecnológicos emergentes de aulas de professores de matemática no ensino médio(Universidade Federal do Espírito Santo, 2025-08-18) Pereira, Thiago Alves Martins Pereira; Oliveira, Alana Nunes Pereira de; https://orcid.org0000-0003-2944-4142; http://lattes.cnpq.br/5266907472738525; https://orcid.org/0009-0009-7268-6527; http://lattes.cnpq.br/4300412186386710; Gualandi, Jorge Henrique; https://orcid.org/0000-0002-0302-7650; http://lattes.cnpq.br/3386420572368441; Prane, Bruna Zution Dalle ; https://orcid.org/0000-0001-5380-6620; http://lattes.cnpq.br/4707006822711579This research aimed to identify Technological Pedagogical Content Knowledge (TPACK) that emerges from the practices of two high school mathematics teachers when using Information and Communication Digital Technologies (ICDT) in the classroom. This is a qualitative case study, theoretically grounded in the TPACK framework, which integrates pedagogical, technological, and content knowledge, and also dialogues with philosophical reflections on technique. Data were collected through semi-structured interviews, participant observations, classroom recordings, lesson plan analyses, and questionnaires. The analysis was inspired by content analysis technique, considering the relationships between intersections of teacher knowledge and the digital competencies required for teaching practice. The results show that, although the teachers demonstrated technical proficiency with some digital tools, the effective mobilization of three-dimensional knowledge, as proposed by the TPACK model, still faces challenges related to teacher training, planning time, and school infrastructure. This study contributes by highlighting the complexity of integrating ICDT into teaching and by pointing to paths for more contextualized teacher education, fostering critical and creative use of technology in mathematics education
- ItemO processo de formação continuada e a pesquisa em educação especial na pós graduação stricto sensu: o caso do PPGEEDUC/UFES(Universidade Federal do Espírito Santo, 2025-10-16) Silva, Sinara Amorim da; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0009-4214-2916; http://lattes.cnpq.br/9712486083957478; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Pimentel, Susana Couto ; https://orcid.org/; http://lattes.cnpq.br/6636602535604435This research has as its theme the “continuing teacher education from the perspective of special education”, understood from the assumptions of Saviani (2007, 2008, 2011, 2019) in the light of Historical-Critical Pedagogy (PHC), Freitas (2002), Gatti (2001, 2003, 2008) and Imbernón (2010), understanding training as a reflective practice that integrates experience, knowledge and social context. Considering the themes focused on special education, the study seeks to answer: How has the training received at Postgraduate Program in Teaching, K–12 Education, and Teacher Education at the Federal University of Espírito Santo, Alegre Campus, Brazil. and the research carried out in the area of special education impacted the professional daily lives of the program's graduates? The general objective is to analyze the effects of the training received at the Teaching Postgraduate Program at UFES and the research carried out in the area of special education on the professional daily lives of the program's graduates. To this end, the following specific objectives stand out: to analyze, through a documentary approach, the research developed in the area of special education at Teaching Postgraduate Program at UFES since its creation, highlighting the themes addressed and contributions to the field; to understand the perceptions of former master’s students about the contributions of the Program and research for their continuing education in the area of special education; to analyze the influence of the formative process on the professional performance of the graduates in their current practice, considering the educational context in which they are inserted. This is a case study developed in three stages: documentary analysis of 22 dissertations; application of a questionnaire to characterize the graduates; and conducting narrative interviews, following the topical life history model proposed by Schütze (apud Bauer; Gaskell, 2008, p. 90 et seq.) and adapted by Jovchelovitch and Bauer (2008). The analyses of the questionnaire and interviews were organized based on the articulation of the data from the interviews and questionnaires. We organized the data into categories that we renamed as follows: “Who are they and where are they?”, “What does the research say?”, and “Professional and academic paths”. The results of the documentary analysis indicate potential social, educational, and/or professional development contributions. The analysis of the questionnaire and interviews identified positive effects of the program, as well as the research, on the personal and professional trajectories of the graduates, in addition to the impact on knowledge enhancement, critical reflection, career progression, and salary improvements. Regarding the influence of the training process on professional performance, it is clear that the program’s training expanded the graduates’ capacity to work in different educational contexts. It also highlights that research and the entire training process are tools for social transformation, encouraging participation, responsibility, and collective engagement. Furthermore, the program has a strong social contribution
- ItemVamos falar de gênero? O papel social da mulher na perspectiva dos estudantes do ensino médio de uma escola estadual(Universidade Federal do Espírito Santo, 2025-10-09) Oliveira, Samira Polegario; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0007-0493-7924; http://lattes.cnpq.br/5201174793877452; Meira, Ana Cláudia Hebling; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Soares, Sarah Vervloet; https://orcid.org/0009-0008-2689-3800; http://lattes.cnpq.br/By proposing to research gender inequalities in High School, I aimed to understand the narratives and relationships that are forming among the students. I intended, through conducting an intervention with the students of a high school on issues of gender-based violence, to enable new constructions and moments of reflection with the students. The work has an exploratory nature, qualitative in approach, through participant observation. It was carried out at a public state school in Espírito Santo, EEEFM Leopoldino Rocha, in Itapemirim/ES, with two classes of the 3rd year of high school, totaling 64 students, using the collaborative-critical action research methodology. The practice was built and shaped through day-to-day experiences over a period of two months, with a duration of two hours per week, during biology classes. Initially, I conducted a familiarization with the school and made initial observations with the classes. Subsequently, with these participants, we identified the problems related to the research topic. In this way, the data were constructed and the documented records were shared with the students during class, in the moments of the discussion circle. The results show that the students, for the most part, continue to reproduce sexist and violent discourses within the school, as well as their understandings and constructions regarding gender and relations of inequality became clear during the dialogued meetings. The authors Saffioti (1976), Davis (2016; 2017), and hooks (2013) contributed to the theoretical foundation that supported the discussion circles and this work. We emphasize that sexist and chauvinistic behaviors are commonplace, both inside and outside of school and in the digital world. In light of these facts, we recognize that the path toward a more just education and society should be walked through the discussion and reflection on everyday issues conducted with young people in the proposed intervention. The school needs to be open to addressing the topic and prepare students for this dialogue, as foreseen in the State curriculum.