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- ItemA alfabetização nas estratégias biográficas de alfabetizadores, técnicos e estudantes do Mobral no Espírito Santo (1970-1980)(Universidade Federal do Espírito Santo, 2025-10-20) Baptista, Leonardo; Simões, Regina Helena Silva ; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; https://orcid.org/0000-0003-2062-8375; http://lattes.cnpq.br/7050257002722339; Berto, Rosianny Campos ; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; Oliveira, Edna Castro de ; https://orcid.org/0000-0003-0798-7090; http://lattes.cnpq.br/1029441038069805; Paiva, Jane ; https://orcid.org/0000-0002-3501-8740; http://lattes.cnpq.br/3049044829510326; Alvarenga, Marcia Soares de ; https://orcid.org/0000-0002-8686-9844; http://lattes.cnpq.br/4672329547292143The thesis investigates the production of literacy processes of the Brazilian Literacy Movement in Espírito Santo (Mobral/ES), between the years 1970 and 1980, in the context of the wide national campaign established during the Military Dictatorship (1964–1985), aiming at the elimination of illiteracy in the country. With this objective, it highlights personal strategies (Levi, 2000) put into practice by students, technicians, and teachers in the development of the activities of the Functional Literacy Program (PAF), considering possible outcomes of this experience in the biographical paths of the individuals who lived it. For this purpose, it uses as research sources institutional documents, newspaper articles, letters from educators and students, and interviews with former participants (literacy teachers, technicians, students) of Mobral/ES. The study of this documentation adopts the analytical approach of microhistory, guided by the evidential method (Ginzburg, 1987, 1990, 2007; Levi, 2000). In the field of historiography about the Brazilian dictatorial regime, it dialogues with authors such as Napolitano (2014), Fico (2004), Reis (2000), and Motta (2014). Studies carried out by Ferraro (2009), Maria Di Pierro, and Galvão (2012) supported the analyses of illiteracy in Brazil. For the understanding of adult literacy processes, this research dialogues with the thought of Paulo Freire (1977, 2020, 2021). As a result, it shows ways in which technicians, literacy teachers, and students mobilized their experiences in Mobral/ES, in the constitution of strategies guided by their own interests. In this way, these subjects attributed meanings and singular characteristics to literacy, understanding it as a space of possibilities for the realization of professional, family, and socioeconomic projects, and, in the case of the students, also of overcoming social, cultural, and economic exclusions that marked their biographical trajectories
- ItemA política de educação integral em tempo integral no contexto do novo ensino médio: análise da rede estadual de ensino do Espírito Santo(Universidade Federal do Espírito Santo, 2025-09-29) Gonçalves, Thalita Matias; Ferreira, Eliza Bartolozzi; https://orcid.org/0000-0002-4100-9875; http://lattes.cnpq.br/4414820772031494; https://orcid.org/0000-0001-8657-4985; http://lattes.cnpq.br/9960126644806405 ; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Silva, Erineusa Maria da; https://orcid.org/0000-0002-8736-6739; http://lattes.cnpq.br/0169716321962324; Botler, Alice; https://orcid.org/0000-0001-5654-3248; http://lattes.cnpq.br/9284144427264959; Perboni, Fábio; https://orcid.org/0000-0002-1345-877X; http://lattes.cnpq.br/2492061344859342This thesis proposes to investigate the Full-Time Integral Education Policy (Educação Integral em Tempo Integral – EITE) in the Education System of Espírito Santo, Brazil, within the New High School (Novo Ensino Médio – REM). The aim is to examine the expansion of school time induced by the current reform, initially established by Law No. 13.415/2017, and subsenquetenly partially repealed by Law No. 14.945/2024. The study takes into consideration the contributions of French sociological theory, particularly the workf of Pierre Bordieu and Fraçois Dubet. The research is guided by some questions: What criteria has the State Secretariat of Education (SEDU) adopted in planning the policy of extended school time? What new forms of sociability does the full-time policy seek to establish? Can it operate as a mechanism to mitigate educational inequalities? Considering the perspective adopted in this research, based on the French sociology of education, this study also asks: how do the approaches of Bourdieu and Dubet help explain the full-time education policy within the broader context of Brazil’s high school reform? What are their analytical contributions when interrogating an educational policy which aims the working-class students in a country located on the periphery of global capitalism? The analysis undertaken reveal that the criteria establish by SEDU highligh both the influence of social vulnerabilty, alined with national guidelines, and the centrality of large-scale assessments. The methodological approach is qualitative, combining literature review, document analysis, and interviews with SEDU staff directly involved in implementing this policy. In practice, SEDU limits istelf to mapping deemed to have greater potential for adopting the full-time model, withouth considering the perspectives of the school Community, the School Council, or local management. This policy is aligned with action logics structured around the school performance, measured through na extensive range of assessment tools, with a tendency to promote the adaptation of Young people to the demands of an unstable labor market, while simultaneously diminshing opportunities for humanistic and critical education. The high school reform promotes the diversification of curricular pathways, under the premise of making schooling more attractive, relying on the rhetoric that students can choose what they wish to study, thereby individualizing educational trajectories. The findings also show that the full-time education policy does not reduce inequalities, as many students cannot access it due to the need of reconciling study and work, a reality acknowledge by the interviewed school agents. In Espírito Santo, this policy becomes inaccessible to working youth, pushing many towards Youth and Adult Education (Educação de Jovens e Adultos – EJA) programs or leading to school dropout. Moreover, in municipalities where only public high schools are available, its implementation may further restrict the right to education. The research concludes that, in Espírito Santo, full-time high school express a contradictory logic: while promising inclusion, they tend to reinforce selectivity. Within the context of the High School Reform (REM) more students are excluded than included, and retention is limited to those able to adapt and internalize the demands of large-scales assessments. This text aknowledges that the sociology of education, as developed by Pierre Bordieu and François Dubet, though stemming from distinct approaches, offers valuable analytical tools for examining educational policies in Brazil, as both aim to understand the practices through which inequalities are produced and reproduced in contemporary contexts. Our analysis of the Full-Time Education Policy (EITI) suggests that it does not alter the structural reproduction of social inequalities, as Pierre Bordieu warned as early as the 1960s, particularly because it hinders school retention for many students and diminishes access to the kinds of knowledge necessary for fostering a reflective, intelectually autonomous youth. This recognition invites further reflections about the multiple inequalities currently faced by students, who nonetheless also engage in social experiences whose logics of action may simultaneously deepen inequalities and generate forms of resistance and collective mobilization, which this thesis propose as future investigations.
- ItemAvaliação multirreferencial e educação especial : a transição de crianças com deficiência intelectual da educação infantil para o ensino fundamental(Universidade Federal do Espírito Santo, 2025-10-07) Matiazzi, Shellen de Lima; Vieira, Alexandro Braga ; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; https://orcid.org/0000-0003-0361-7340; http://lattes.cnpq.br/2994993316237816; Jesus, Denise Meyrelles de ; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Cristofoleti, Rita de Cássia ; https://orcid.org/0000-0001-8180-2600; http://lattes.cnpq.br/7652852076064341; Bridi, Fabiane Romano de Souza ; https://orcid.org/0000-0002-8727-851X; http://lattes.cnpq.br/8914947342465602; Givigi, Rosana Carla do Nascimento ; https://orcid.org/0000-0001-6592-0164; http://lattes.cnpq.br/9715817922078257This research aims to evaluate the elements that influence the transition of children with intellectual disabilities from Early Childhood Education to Elementary Education within the context of two public schools in the Vitória Municipal School System, Espírito Santo (Brazil), and to develop actions to support this process from an inclusive perspective. It adopts as theoretical references the Sociology of Knowledge of Boaventura de Sousa Santos (2007, 2008, 2018), Jacques Ardoino (1998) concept of Multireferentiality, and theoretical contributions in the fields of Special Education and Educational Assessment. Methodologically, the study is based on qualitative assumptions and on the Symbolic Cartography of Social Representations (Santos, 1988), employing the following procedures: a) requests to relevant authorities for data collection; b) presentation of the research to schools and the children's guardians; c) participant observation; d) reflective and formative dialogues with participants. The research setting comprises a Municipal Early Childhood Education Center (Cmei) and a Municipal Elementary School (Emef), both located in a peripheral neighborhood of Vitória/ES. It involves Group VI classes (final stage of Early Childhood Education) and 1st-year classes (initial stage of Elementary Education). Data were collected from August to December 2023 in Early Childhood Education and from February to July 2024 in Elementary Education, following the transition process between these educational stages. The study participants include regular education teachers from the involved classes, special education teachers, school coordinators, principals, families, and children. The study analyzes symbolic maps produced within the school contexts and, based on them, explores the epistemology of doubt as a catalyst for reflection, encouraging participants to rethink their initial interpretations. As a result, the research supports the thesis of multireferential assessment as a means of understanding the elements necessary for the transition of children, including those with intellectual disabilities, between educational stages, through reflective assessment conducted by professionals from both levels of education and other stakeholders. Key areas analyzed include: conceptions of Early Childhood and Elementary Education and the necessary articulation between them; organizational practices of educational institutions; curricula and pedagogical practices; support networks and ongoing teacher training, considering the transition process in interface with Special Education. The investigation culminates in a symbolic cartography highlighting the role of multireferential assessment in the development of public policies and pedagogical practices that address the necessary conditions for effective teaching during the transition process of children with intellectual disabilities, aiming at a democratic and inclusive school for all
- ItemA compreensão da realidade na pesquisa-ação: um estudo comparado entre Brasil, Moçambique e Portugal(Universidade Federal do Espírito Santo, 2025-08-27) Silva, Nazareth Vidal da; Almeida, Mariângela Lima de; https://orcid.org/0000-0002-7092-2583; http://lattes.cnpq.br/0529970839857956; https://orcid.org/0000-0002-8499-5089; http://lattes.cnpq.br/5614440888121268; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789 ; Sobrinho, Reginaldo Célio; https://orcid.org/0000-0002-4209-2391; http://lattes.cnpq.br/8290558218053006; Franco, Maria Amélia do Rosário Santoro; http://orcid.org/0000-0003-3867-5452; http://lattes.cnpq.br/3600560690195448; Moreira, Maria Alfredo Ferreira de Freitas Lopes; https://orcid.org/0000-0002-0699-1197; http://lattes.cnpq.br/5520550196691475The study analyzes the interests underlying the assumption of understanding reality for transformation in academic production and in the discourses produced by author researchers in the context of Brazil, Mozambique, and Portugal. It adopts action research as a research perspective, maps studies on action research produced between the period 2010-2023 and takes nine studies carried out as the corpus of analysis. It analyzes the interests that emerge in written arguments—internship reports, dissertations, and theses—and in spoken arguments—discursive spaces—defended by author-researchers regarding the understanding of reality for transformation in the different modes of action research across the countries studied. It contributes to the systematization of the training process in partnership with students and faculty from the School of Education at Eduardo Mondlane University. It is based on the concepts of rationality, constitutive interests of knowledge, communicative action, mutual understanding, provisional consensus, argument and discourse of the Theory of Communicative Action, by Jürgen Habermas. It is developed based on qualitative research and adopts the epistemological and methodological perspective of International Comparative Studies through "action research." It was organized into six stages, namely: conducting research ethics; surveying and mapping productions in institutional contexts; documentary research to understand the context of production; technical-scientific internship at the University of Minho in Braga/Portugal; organization and development of discursive spaces; and collaboration movement with Mozambique. The academic productions were organized based on a schematic framework inspired by the principles of the paradigmatic matrix. Data analysis was conducted through argumentative circles, based on the authors' arguments in written texts and discursive spaces, based on the Theory of Communicative Action. Mapping highlights the importance of understanding contexts to understand the specificities of each location. It finds that interests emerge in the arguments written and expressed by the authors researchers, and that the contexts (political, educational, and institutional), in addition to the assumptions of the intention to change, the relationship between researcher and participant, and the research process, influence the ways of acting in the movement from understanding reality to transformation. It considers that, to understand and analyze the epistemological and philosophical assumptions of action research, a willingness to collaborate is essential. It concludes with the thesis that an emancipatory interest permeated by strong communicative action among the participants (authors and actors) in understanding reality in action research is fundamental for a significant transformation of conceptions and actions in the contexts investigated.
- ItemE os fósforos continuam acesos na educação: Fahrenheit 451 e o apagar da chama crítico-emancipatória(Universidade Federal do Espírito Santo, 2025-09-10) Molini, Tatiane Sperandio Fernandes; Chaves, Priscila Monteiro; https://orcid.org/0000-0002-3986-6157; http://lattes.cnpq.br/8817909868659161; https://orcid.org/0009-0002-6551-7812; http://lattes.cnpq.br/9253090226173674; Padilha, Fabíola Simão; https://orcid.org/http://lattes.cnpq.br/7299183790903513; http://lattes.cnpq.br/7299183790903513; Gonçalves, Emerson Campos; https://orcid.org/0000-0002-1355-9976; http://lattes.cnpq.br/3468133784754195; Antunes, Deborah Christina; https://orcid.org/0000-0001-5101-3811; http://lattes.cnpq.br/1065956470701739This research analyzes the perspective of human development present in Ray Bradbury's novel Fahrenheit 451 (1953), identifying relevant educational and technological aspects to problematize the direction of Brazilian public policy for education after the 2016 coup. The work presents a futuristic, totalitarian reality, fueled by the cultural industry and marked by "herdthink," in which common sense rejects anything that deviates from the established norm. It serves as a warning against questioning values and the administration of public and private life by a state that, even under democratic guise, restricts human development to technical and instrumental parameters typical of the society of the spectacle, mediated by image-electronic devices that impoverish ethical and aesthetic experience. The research begins with the central question of how education, subordinated to the semi-formation produced by the cultural industry and driven by hegemonic economic-political power, contributes to the maintenance of the values of the current social order and, consequently, to the type of human development addressed in fiction. The hypothesis considers that there is an impoverishment of the formative experience through a formal education focused on training and adaptation to the status quo. The study connects the novel with the Critical Theory of Society, especially Theodor Adorno, and with the liberating philosophy of Paulo Freire, using concepts such as formation (Bildung), semi formation (Halbbildung), cultural industry, excited society, society of the spectacle, ideology, education, and barbarism. It argues that, taking into account historical constraints, the work anticipates and highlights processes present in contemporary Brazilian educational policy, revealing the dichotomy between the emancipatory function and the reproductive function of the dominant ideology through education