Doutorado em Educação
URI Permanente para esta coleção
Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:
Navegar
Submissões Recentes
Agora exibindo 1 - 5 de 287
- ItemA Unesco, a Cepal e a agenda desenvolvimentista latino americana para o séc. XX : o “Combate” ao analfabetismo e a modernização do estado brasileiro (1946-1964)(Universidade Federal do Espírito Santo, 2025-12-03) Soares, Martinho Guilherme Fonseca; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; ttp://lattes.cnpq.br/6585693734181022; https://orcid.org/0000-0003-1593-3922; http://lattes.cnpq.br/0006304975186634; Bittar, Marisa; https://orcid.org/0000-0002-3990-3210; http://lattes.cnpq.br/3059723520472948; Valle, Maria Teresa Esteban do; https://orcid.org/0000-0003-0130-149X; http://lattes.cnpq.br/9777735988809472; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405This thesis is structured as a research report of a historiographical nature, written from a Bakhtinian perspective on language, and grounded in the theoretical framework of Transnational history. The study investigates the public policies aimed at “combating” illiteracy implemented in Latin America and, more specifically, in Brazil during the period from 1946 to 1964. This time spam covers the post-Second World Was context, marked by the management of the economy and education by the Welfare State and by the rise of developmentalist ideas. The work seeks to discuss the influence of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America (ECLAC) in shaping a developmentalist agenda. Drawing on Dialogic Discourse Analysis (DDA), it identifies educational connections and guidelines at the Latin America level, offering new perspectives for understanding the role of international organizations in planning public literacy policies throughout the 20th century. The research seeks to understand how the actions of these organizations shaped the educational policies of the time, using strategies to ‘combat’ illiteracy as a crucial vector for modernization. In the end, it argues that, during this period, literacy emerged as a cross-border phenomenon, driven by strategic planning and a strong appeal to economic and social development, so that the teaching of reading and writing was closely tied to the ideals of modernization and industrialization, especially in the developmentalist Brazil.
- ItemDo direito à educação : a educação especial numa perspectiva inclusiva em Marilândia-ES(Universidade Federal do Espírito Santo, 2025-12-10) Gabriel, Emilio; Co-orientador1; https://orcid.org/; Lattes; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; Lattes; 2º membro da banca; https://orcid.org/; Lattes; 3º membro da banca; https://orcid.org/; Lattes; 4º membro da banca; https://orcid.org/; LattesThis study aims to investigate and analyze how the right to education has been implemented through educational policies and practices from an inclusive perspective for students identified as needing Special Education in the municipality of Marilândia-ES. The relevance of the topic lies in the fact that the right to education is not merely a theoretical debate about origins or foundations, but its materialization for students identified as needing Special Education in mainstream schools as an obligation of the State in promoting a society that moves towards equity in the conditions of material life. We used as a theoretical framework for the reflection and interpretation of the data produced, authors who address the historicity of rights, including the right to education, such as Norberto Bobbio and Carlos Roberto Jamil Cury, as well as Lev Semionovitch Vygotsky, in the interpretation of educational practices and for his political vision regarding inclusion. Our specific objectives were: a) to analyze official documents and municipal legal acts referring to Special Education and whether they influence the organization of this modality in the municipality; b) to understand and analyze the didactic-pedagogical organization of the municipality in order to verify the realization of the right to education for students identified as needing Special Education in daily practice; and c) to identify, through narratives, how educational practices have materialized – or not – the public policies underway in the municipality so that they converge towards the inclusion of students identified as needing Special Education in mainstream schools and, consequently, to guarantee the right to education. As a methodological approach, we used a qualitative case study, employing as data production strategies the documentary analysis of municipal laws and regulations related to Special Education and semi structured narrative interviews with professionals involved in this modality, from the Municipal Secretariat of Education – SEMED, to the schools. The data produced were transcribed and categorized, and analyzed in light of the historical-cultural matrix. We were able to ascertain, through the study, that there is a legal framework that guarantees the right of access and possible permanence of students identified as needing Special Education in mainstream schools, in addition to the existence of pedagogical practices adapted to the context of Special Education, which signals a concern with the right to learn of these individuals. However, there are issues to overcome, such as the need to create a sector to address the demands of Special Education, the revision of the Special Educational Resource Rooms (SRMs) in schools that offer Special Educational Needs support and their extension to Early Childhood Education, as well as overcoming the public-philanthropic/private relationship by prioritizing specialized institutions with human and financial resources coming from public administration
- ItemEntre fios e histórias: tecendo com essas mulheres - mães - negras - pesquisadoras na Educação(Universidade Federal do Espírito Santo, 2025-09-29) Oliveira, Andressa Paula de; Barros, Maria Elizabeth Barros de; https://orcid.org/0000-0003-1123-4374; http://lattes.cnpq.br/1908967025244386; https://orcid.org/0000-0001-8122-6682; http://lattes.cnpq.br/2811498334139855; Oliveira, Edna de Castro de; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Paiva, Jacyara Silva de; https://orcid.org/0000-0002-2917-7673; http://lattes.cnpq.br/9259877374436417; Freitas, Maria Carolina de Andrade; https://orcid.org/0000-0002-6585-1370; http://lattes.cnpq.br/6064991736503180; Moraes, Cândida Andrade de; https://orcid.org/0000-0001-5160-5921; http://lattes.cnpq.br/6811406470784110The dissertation Among Threads and Stories: Weaving with These Black-Mother-Researcher Women in Education proposes to weave with the experiences of Black women who are mothers and researchers, spinning their trajectories of resistance, struggle, and existence in the field of education. In the preparation of the threads, escrevivência (life-writing) emerges as an ethical-political practice, and through the reinvention of lived experiences, the biografema (biographeme) acts as a line that captures fragments of these stories, highlighting seemingly insignificant details that, when narrated, gain strength. Thus, the narratives of these and with these women are reframed through a biographeme-infused escrevivência. The threads are interwoven through conversations that arise from collective encounters, where community is formed around the stories that emerge from each woman's lived experience. In this symbolic loom, the experiences of motherhood and academia are woven together with delicacy and strength, composing a fabric that does not follow rigid patterns but is instead reinvented with each new thread of resistance. Each voice is a thread; each verse, a weave that connects to the next, forming a tapestry of struggles, affections, and insurgencies, a tangle of lives that challenges the oppressions of race, gender, and class. This is a handcrafted dissertation. It has been spun and unraveled as many times as the stories it holds. Words were remade and undone like loose threads, while the fibers traced the paths of Black women weaving their lives between motherhood and the university, confronting the apparent neutrality of academic norms. The path crossed multiple territories, many marked by silent pain. Amid twists and detours, a recurring question echoed: what brought us to this search? No singular answers emerged—only fragments of experience that, with each new thread cast, composed a collective weave. Each chapter of this thesis opens with a short fictional-narrative text—crafted by myself, a researcher-artisan who weaves collectively, who fabulates, imagines, and creates fissures in the act of researching. These story-poems introduce the themes that follow and open cracks for a writing that disobeys, that embroiders other possibilities of thinking, feeling, and narrating research. The structure of the thesis is also guided by weaving gestures: it begins by finding the end of the thread, moves through the preparation of threads, enters the looms of writing, and reaches the moment of weaving the experiences. Each part is traversed by a thread that stitches together theory, sensibility, and lived experience. This construction is born from an imagined dialogue between Conceição Evaristo and Roland Barthes—she, who writes with her body and life; he, who reads the world through fragments and details. Between the two, I learned to spin: each chapter, a stitch; each fragment, a fold that unsettles the fabric of academic writing. Finally, the last chapter does not conclude the thesis: it leaves a thread loose—an open invitation for continuity. A thread that stretches on, open to new weavings and the possibility that other women may embroider their own escrevivências within the field of education.
- ItemO trabalho colaborativo na educação especial no município de Vila Velha-ES: um estudo de caso(Universidade Federal do Espírito Santo, 2025-11-07) Mozer, Thiago de Aquino; Drago, Rogério; https://orcid.org/0000-0001-8998-6299; http://lattes.cnpq.br/8595961404664412 ; https://orcid.org/0000-0001-5747-6091; http://lattes.cnpq.br/1835778943520989 ; Becalli, Fernanda Zanetti; https://orcid.org/0000-0002-8628-6550; http://lattes.cnpq.br/2864535413247642; Vieira-Machado, Lucyenne Matos da Costa; https://orcid.org/0000-0002-7385-6243; http://lattes.cnpq.br/6809535589391676; Silva, Edeson dos Anjos; https://orcid.org/0000-0001-7915-7665; http://lattes.cnpq.br/8369505246135326 ; Pinel, Hiran; https://orcid.org/0000-0002-8540-6653; http://lattes.cnpq.br/8940226139303378This paper focuses on collaborative work in special education in the municipality of Vila Velha - Espírito Santo: A case study. Our overall objective was to understand the role of the Special Education Collaborating Teacher in the regular classroom, revealing their functions, actions, and daily practices. We adopted a qualitative methodological approach, as it favors in-depth analysis of human phenomena, subjective perceptions, and social relationships. Specifically, a case study was used as the methodological design, aligned with the nature of the research and allowing for a deeper understanding of the particularity and complexity of collaborative work in a specific context. The theoretical framework is based on Vygotsky's historical-cultural perspective, which understands human development and learning as socially mediated processes. The literature points to the existence of conflicts inherent in the inclusion of students with disabilities in regular classrooms, which can negatively impact the process. Therefore, the central question guiding this research is: What do professionals working in collaborative Special Education in Vila Velha - Espírito Santo, have to say about their roles, actions, and daily practices? As a result, the research sought to explore the concepts surrounding collaborative work in Special Education and analyze how it manifests itself in the municipal schools of Vila Velha - Espírito Santo. Collaborative teaching is essential to promoting inclusion, especially when recognizing the need for adaptations and modifications to regular classroom activities, the environment where students spend most of their time. The pedagogical practices of collaborating teachers are conceived as knowledge mediating actions, aiming to make learning more accessible. This includes joint planning, the application of adapted teaching methods, the creation of differentiated activities, ongoing student support, and the assessment of the teaching and learning processes of students with special education indications.
- ItemHistórias de vida e formação : o desenvolvimento profissional de formadores de professores na interface com os programas PIBID e PRP na UFES(Universidade Federal do Espírito Santo, 2025-10-24) Santos, Claudení Marques; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; https://orcid.org/0000-0002-0707-8906; http://lattes.cnpq.br/0395701665039026; Berto, Rosiany Campos; https://orcid.org/0000-0003-3143-3258; Lattes; Venturim, Silvana; https://orcid.org/0000-0002-4960-2163; Lattes; Silva, Vera Lúcia Reis da; https://orcid.org/0000-0003-4166-5386; http://lattes.cnpq.br/5466609811849753; Bragança, Inês Ferreira de Souza; https://orcid.org/0000-0003-4782-1167; http://lattes.cnpq.br/3676732863480672Based on an epistemic-methodological perspective of biographical research in education, conducted through life stories, this thesis investigated the life trajectories and professional preparation of Natural Sciences teacher educators (undergraduate degrees in Biological Sciences, Physics, and Chemistry) involved in the PIBID and PRP programs at UFES, seeking to understand the meanings attributed to these experiences in relation to their professional development. To achieve this goal, three specific objectives guided the study: i) to (re)tell and interpret the life trajectories and formation of teacher educators, valuing their experiences and examining the construction of their teaching identities throughout this process; ii) to understand the conceptions of teacher education sustained in their work in higher education, as well as in their interface with the PIBID and PRP programs; and iii) to analyze the implications of the experiences in the PIBID and PRP programs for their professional development. The study was conducted through individual biographical interviews with three teacher educators – identified as Vicente, Maria, and Isaque – whose narratives were analyzed using biograms, critical incidents, and a narrative analysis of their life stories, grounded in Ricoeur’s hermeneutics. Thus, the study sought to understand how formative experiences were re-appropriated across their life paths and within the context of their participation in the programs.The (re)telling of these stories revealed that experiences from primary school onward contributed to the construction of the educators’ personal identities as “good students” and, later, their professional identities as “teacher educators.” Through their engagement in higher education, the teacher-narrators developed critical and reflective understandings of the teacher education process in undergraduate programs – conceived as comprehensive training that integrates conceptual, pedagogical, and human dimensions – as well as of their own formation and their role as teacher educators within the programs. The experiences in the PIBID and PRP programs were conceived as processes of self-formation or biographical learning, articulating formal and informal dimensions with social, cultural, and historical contexts. Each trajectory proved unique, but all indicated that professional development extends beyond the institutional sphere, configuring itself also as a personal and situated process. Finally, the narratives of Vicente, Maria, and Isaque highlight not only individual journeys but also represent the emergence of a new generation of higher education teacher educators in Brazil. We conclude that the pedagogical preparation of teacher educators working in teaching and education is a sine qua non condition for consolidating university teaching practices aimed at the training of future Natural Sciences teachers in undergraduate programs