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- ItemA "pessoa humana" com distrofia muscular congênita e sua "mãe autêntica" em contexto educacional e domiciliar: um estudo fenomenológico em Edith Stein(Universidade Federal do Espírito Santo, 2025-05-06) Cosmo, Jolimar; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; https://orcid.org/0000-0002-0798-1126; http://lattes.cnpq.br/2307883284097621; Victor, Sonia Lopes; Gomes, Vitor; Peretti, Clécia; Mendes, Everaldo dos SantosThe research is situated within the field of Special Education and Inclusive Processes and seeks to investigate, from a phenomenological-existential perspective, what it is and how it is to be the “human person” Castiel, a young man with congenital muscular dystrophy (CMD), in both educational and home-based pedagogical support (HPS) contexts, alongside his “authentic mother” Catarina. This inquiry motivated a comprehensive description of the being-in-the-world of this subject with his mother, highlighting their educational, intersubjective, and existential experiences. The general objective of this study is to comprehensively describe what it is and how it is to be the “human person” Castiel, a young “being-in-the-world” with CMD in educational and home contexts, almost always accompanied by his “authentic mother” Catarina. Specifically, the objectives are: to describe what it is and how it is to be Castiel (with his mother Catarina), a “human person” with CMD, revealing his formative experiences and his subjectivity, intersubjectivity, and interiority; to identify national, state, and municipal special education policies that influenced the formation, inclusion, and ways of being of Castiel and his mother, especially in the schooling process and home-based support, through a descriptive approach; and to produce an empathetic phenomenological-existential analysis, inspired by Edith Stein, of Castiel’s “human personhood” (with his mother) as a being-in-the-world with CMD. The study is grounded in Edith Stein’s phenomenology (1891-1942), discussing concepts such as human person, authentic mother, empathy, intersubjectivity, subjectivity, interiority, and formation. It also engages with references in special and inclusive education, analyzing the relationship between the person with CMD, educational spaces, and HPS. This is a qualitative study with a phenomenological-existential approach. Data production instruments included interviews, field diary entries, photographs, documents, and social media interactions with Castiel, Catarina, and teachers involved in his educational journey, along with an analysis of school, HPS, and home care records. Data interpretation followed a comprehensive hermeneutic, seeking to unveil Castiel’s modes of being-in-the-world. The analysis of narratives and experiences indicates that Castiel experiences education as a space of resistance, freedom, and meaning-making, despite the limitations and possibilities imposed by CMD. His “authentic mother” Catarina emerges as a central figure mediating this process, embodying a being-for-the-other in a relationship of empathy, care, formation, and dedication to Castiel. The findings reinforce the importance of public policies for education, HPS, and teacher training for effective inclusive practices. The research contributes to understanding the “human person” with CMD in their educational journey and home-based support, highlighting the need for an empathetic and phenomenological perspective in inclusive education. Keywords: human person; Congenital Muscular Dystrophy; home-based pedagogical support; authentic mother; phenomenology.
- ItemOs tubarões do capital nos mares da educação capixaba: vinte anos da atuação movimento empresarial Espírito Santo em Ação (2003-2023)(Universidade Federal do Espírito Santo, 2025-06-26) Frois, Israel David de Oliveira; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; https://orcid.org/0000-0003-3529-6297; http://lattes.cnpq.br/1692304398450693; Lima, Marcelo; https://orcid.org/0000-0002-7448-8366; http://lattes.cnpq.br/6745822194240257; Mello, Gustavo Moura de Cavalcanti; https://orcid.org/0000-0002-4281-995X; http://lattes.cnpq.br/8149571973918042; Martins, André Silva; http://lattes.cnpq.br/0792955379609832; Martins, Érika Moreira; http://lattes.cnpq.br/4573445092986587This study investigates the role that the Espírito Santo em Ação Business Movement (Meesa) has played in the field of educational policies in Espírito Santo, and to what extent Meesa reflects the organizational logic of national and international business movements in education. Based on the theoretical framework of Antonio Gramsci, the aim is to analyze Meesa's educational project, as well as its role in shaping educational policies in Espírito Santo, in order to understand the meaning of its formulations for public education, its modus operandi, its connections with other organizations, and the role of its organic intellectuals in building and shaping bourgeois hegemony in the educational field of the state. The analysis reveals Meesa's strong presence in the political-economic direction of the state, mainly through the Espírito Santo Development Plans (ES 2025, ES 2030, and ES 500 Years). The movement has managed to combine various organizational facets, articulating business political-economic representation, veiled by the rhetoric of social responsibility and the common good, with the explicit goal of intervening in multiple areas of public policy. In doing so, it has tended to expand bourgeois hegemony as a collective organic intellectual, since it produces and disseminates ideas and works to build class unity and strategy. Over its 20 years of operation, Meesa has achieved increasing levels of influence in education through three main phases: the first (2003–2013), marked by initial corporate-oriented proposals that linked the appropriation of public funds to workforce training defined in the ES 2025 Plan and updated in ES 2030; the second (2014–2018), defined by the consolidation of its formulations through articulation and mediation with the state apparatus to implement the pedagogical and business management model of the Instituto de Corresponsabilidade pela Educação (ICE) in the state public network (Programa Escola Viva) and the municipal network of Vitória; and the third (2019–2023), characterized by the dissemination, reproduction, and implementation of its proposals in the municipal education systems of Espírito Santo. Throughout this process, the growing capillarity of the movement is evident, made possible by the associations within the Business Network and the structuring of its internal team, which came to include precariously hired consultants to lead the plan for expanding Full-Time Schools in the municipalities. At this stage, its concept of full-time education is revealed as a pseudo-integrality—a unilateral formative approach aligned with the interests of the dominant class, devoid of any intention of human cultural enrichment. The greatest challenge in the educational field in Espírito Santo is to understand the strategies, tactics, and class-based connections of business formulations, to identify, dispute, and occupy the trenches, and to prepare and wield theoretical-practical tools to engage in political struggle against the bourgeois hegemony that permeates the entire social fabric.
- ItemSer criança, imigrante, com câncer: a brinquedoteca hospitalar móvel (des)velando anunciações de sentidos/gratidão(Universidade Federal do Espírito Santo, 2025-06-11) Furley, Ana Karyne Loureiro Gonçalves Willcox; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378; https://orcid.org/0000-0003-1124-4767; http://lattes.cnpq.br/6736589692524594; Foerste, Erineu; https://orcid.org/0000-0003-2846-0298; http://lattes.cnpq.br/3294719644172070; Gomes, Vitor; https://orcid.org/0000-0003-3388-1054; http://lattes.cnpq.br/0704616564315802; Rossatto, César Augusto; 0000-0001-9063-1575; http://lattes.cnpq.br/7193807644782471; Fernandes, Edicléa Mascarenhas; https://orcid.org/0000-0003-3998-2016; http://lattes.cnpq.br/4769008821320295; Santos, David Moises Barreto dos; https://orcid.org/0000-0002-7906-2073; http://lattes.cnpq.br/5904935830618045; Rodrigues, José Raimundo; https://orcid.org/0000-0002-3922-1105; http://lattes.cnpq.br/0054461655991890This study, of the phenomenological-existential type, involves the theme of Special Education, aiming to describe comprehensibly, "what it is" and "what it is like" to be a child, who is an immigrant - and who has cancer, highlighting their human presence in existential educational practices in a mobile hospital toy library, and thereby (un)veiling announcements of meanings. For this purpose, we fundamentally resorted to the theoretical framework of Viktor Emil Frankl (1970, 1976, 1978, 1983, 1989, 1990, 1991, 1998, 2005, 2010, 2011, 2015, 2017, 2019) and the models of this discursive production provided a humanized playful pedagogical practice. The collaborator in this research is Nam On-jo, a 12-year-old girl with cancer, immigrant from Colombia, student at a public school in the municipality of Serra, in the State of Espírito Santo. After approval by the Research Ethics Committee (CEP), we were authorized to be with the patient/student/collaborator, in her hospital bed, for one month in the hospital bed. Our daily meetings for the production of research data were located at the Nossa Senhora da Glória Children's State Hospital (HEINSG), in the High Complexity Onco Hematology Treatment Unit (Unacon), in Vitória, in the State of Espírito Santo. As instruments for data production, we resorted to the creation and construction of a mobile hospital toy library (BHM) based on Play Therapy by Virginia Mae Axline (1972, 1985). To do this, we used a medium-sized transparent plastic box with a lid with educational and educational materials and we resorted to free observation. However, an intentional directive and or non-directive observation, since for us, phenomenologists, it is a free, loose observation - but always intentional, that is, with scientific intention. Thus transcribed, in the Logbook, through reports after the meetings, photographs, colorful mandala drawings, notes, screen prints of whatsapp. messages. To analyze the data produced seeking a comprehensive description of what was experienced, we applied the Annunciation of Meanings (ASs) proposed by Furley and Pinel (2024). ASs is like meaningful news, it announces to the reader new and alternative teaching-learning proposals, content that comes from someone, and in our case, from Nam On-Jo, during which the “Pain-in itself”, the “Pain-is-being”. The existential annunciation of the meaning of life emerges as a mosaic of experiential, attitudinal and creative values, Gratitude reveals to us the great meaning announced about On-jo, its foundation. And from Gratitude, eight new ASs: Being of Generosity, Being of Breathing, Being of Now, Being of Transcendence, Being of Initiative, Being of Rights, Being of Announcements, Being of Oblation. A heroine, but incarnate, common, everyday, who suffers and is relieved - and builds her own Life-Monument, a sculpture that breathes questioning life, through the via crucis. Thus, free and organized playfulness in your existence, schooling fully felt as a citizen in your new country, playful educational practices, good health care, etc., can bring to light, and with more strength, your AS Gratitude. This being (of Gratitude) reveals his ways of being grateful to the life that can be understood as one that gives him meaning, and thus expands the symbolic construction of his life, as a monument supported by his free and responsible being - person “until the last breath
- ItemEducação ambiental, educação infantil e processos formativos: nas margens de Abrolhos e Cassurubá(Universidade Federal do Espírito Santo, 2025-06-03) Ribeiro, Luana Manzione; Côco, Valdete; https://orcid.org/0000-0002-5027-1306; http://lattes.cnpq.br/7335579662236147; https://orcid.org/0000-0003-4904-6125; http://lattes.cnpq.br/3366325042131906; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Silva, Álamo Pimentel Gonçalves da; https://orcid.org/0000-0001-6993-4483; http://lattes.cnpq.br/5299277618123064; Frederico Monteiro Neves; https://orcid.org/0000-0002-8836-1307; http://lattes.cnpq.br/8633219860884660The Federal Conservation Units - Abrolhos Marine National Park and the Cassurubá Extractive Reserve, located partially in the municipality of Caravelas (BA) and entirely in the territory of identity of the extreme south of Bahia, surround a traditional community that preserves artisanal fishing as a cultural and socioeconomic heritage. The object of the thesis is the training processes of early childhood education (EI) teachers in environmental education (EE) in daycare centers and public schools in Caravelas. In this scenario, I problematize how dialogues in the territory between educational and environmental institutions strengthen the sense of belonging of their community from the perspective of critical environmental education (EAC) and contribute to the implementation of educational and environmental policies in school spaces that offer EI? How do the training processes vivify the teacher's constitution, the appreciation of their culture, life stories and impact on the learning of the school community and contribute to the conservation of biodiversity? In dialogue with these reflections, I mobilize the general objective of analyzing the articulation in the territory between institutions, daycare centers and schools in the training processes in EE in EI. And, as specific objectives: (i) investigate the training processes in EE already carried out; (ii) identify the demands and challenges of teachers in relation to the theme and its curricular insertion; (iii) learn about the life stories of teachers and their connections to the culture of the territory and to EE; (iv) map the EE proposals implemented by teachers; (v) understand how the insertion of legal bases and curricular and training policies occurs in the training processes of EE in EI together with daycare centers and public schools in the territory and how they are articulated with the current dialogues; (vi) analyze in the Political-Pedagogical Projects (PPPs) the insertion of the theme and proposals for training processes in EE. The theoretical-methodological framework is based on Bakhtin and Freire, considering them as philosophers of life, based on their interconnections with the social conception of language and the human sciences. From the perspective of qualitative research, I chose to investigate the statements of the teachers based on the narrative research methodology, conceiving it as a formative process, instigating dialogues about EE training in EI and the themes that permeate it, using as an instrument a script with three thematic axes (Territory and Life History; Environmental Education and Teacher Training). The research anchored by the narrative research methodology and documentary study provided the following contributions to the field: The low amount of investment in the field of EE research in EI; There is a sense of belonging to the territory and its culture full of power and fertility; EI teachers do not feel their formative demands are unwelcome and work on them based on the available resources; The PPPs do not discuss the issue and the urgency of strengthening inter-institutional articulations aimed at implementing the legal bases and curricular policies for EAC training in the territory's EI.
- ItemMemórias e cultura no processo de escolarização e nas práticas culturais de crianças pomeranas : entre espaços escolares e não escolares(Universidade Federal do Espírito Santo, 2025-04-30) Schultz, Bruna Silveira; Foerste, Gerda Margit Schütz ; https://orcid.org/0000-0002-6040-5435; http://lattes.cnpq.br/5263258908602198; https://orcid.org/0009-0007-7602-5713; http://lattes.cnpq.br/8654656471641214; Schwartz, Cleonara Maria ; https://orcid.org/0000-0003-4411-2234; http://lattes.cnpq.br/1768605311310158; Siller, Rosali Rauta ; https://orcid.org/0000-0002-5296-8908; http://lattes.cnpq.br/4552417282744625; Caliari, Rogério Omar ; http://lattes.cnpq.br/7842507822377428; Nunes, José Walter; https://orcid.org/0000-0003-0827-3882; http://lattes.cnpq.br/6559408539442996Não disponível