Repositório UFES
Bem vindo ao Repositório UFES!
Comunidades
Selecione uma comunidade para navegar por suas coleções
Agora exibindo 1 - 5 de 6
Documentos Administrativos Documentos administrativos da UFES (Relatórios institucionais, Atos normativos, Resoluções, Portarias e etc)Livros Digitais Livros digitais "ebooks" (e-livros) publicados ou adquiridos pela UFESProdução Científica Produção científica e técnica da UFES, como Artigos, livros e capítulos, trabalhos apresentados em eventos, entrevistas, resenhas, traduções, patentes, cultivares, marcas, etc.Teses e Dissertações Teses e dissertações depositadas no repositório da UFESTrabalhos Acadêmicos Trabalhos acadêmicos de conclusão de curso (TCC) de graduação e pós-graduação lato sensu
Submissões Recentes
Item
Desenrolando o conhecimento: stop motion como recurso para trabalhar a dinâmica da molécula de DNA
(Universidade Federal do Espírito Santo, 2025-05-26) Santos, Ariane Borges dos; Mancini, Karina Carvalho; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0009-0003-5968-6115; http://lattes.cnpq.br/2590297298338911; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Freitas, Joana Lúcia Alexandre de; https://orcid.org/0000-0002-1547-1505; http://lattes.cnpq.br/6084892932792870
The field of Cell Biology has encountered significant challenges in both teaching and learning processes, stemming from students’ difficulties in grasping complex content and from limitations in infrastructure and equipment. The subject matter comprises abstract biological concepts of microscopic scale, often assessed through rote memorization. Understanding dynamic cellular processes exclusively through textbooks proves to be inadequate, as these processes require visual comprehension of movements involving structures invisible to the naked eye. In this context, videos present themselves as viable alternatives to enhance the assimilation of such processes. Thus, the objective of this study was to develop and evaluate the potential of four educational videos produced using the stop motion technique, portraying key aspects related to the DNA molecule, along with a didactic sequence comprising guidelines for video implementation and suggestions for complementary activities. The videos, created using modeling clay, address the structure, compaction, replication, and transcription of DNA. The stop motion technique renders the videos effective in capturing students’ attention, optimizing instructional time, enabling the creation of resources tailored to specific audiences, and fostering creativity and collaborative work. These qualities offer substantial benefits to the teaching of Cell Biology by facilitating the understanding of abstract concepts associated with DNA. The proposed activities within the didactic sequence are grounded in active learning methodologies, promoting not only a deeper engagement with the content but also the development of creative, collaborative, and technological competencies. Furthermore, they encourage students’ autonomy and enable them to recognize the interconnectedness inherent in all stages of the DNA’s dynamic biological processes.
Item
Ensino de reprodução animal: uma abordagem investigativa com o uso de tecnologias
(Universidade Federal do Espírito Santo, 2025-05-14) Cuquetto, Eduardo Benincá; Martins, Liziane; https://orcid.org/0000-0001-8015-4656; http://lattes.cnpq.br/0875190888563790; https://orcid.org/0000-0002-8941-7835; http://lattes.cnpq.br/5223826176274540; Gomes, Ivo Fernandes; https://orcid.org/0009-0003-2120-2736; http://lattes.cnpq.br/1642050232900507; Pina, Welber Costa; https://orcid.org/0000-0001-8886-2542; http://lattes.cnpq.br/9671551258386354
O modelo tradicional de ensino é marcado pela forma conteudista, focado na memorização e com pouca interferência dos estudantes, o que distancia os alunos do processo de ensino. No ensino de Biologia, mantém-se uma abordagem predominantemente teórica, e o ensino de reprodução animal se depara com estudantes que percebem os conceitos como complicados e desconectados da vida real. Objetiva-se, portanto, desenvolver e validar um guia didático para o ensino de reprodução animal, buscando combinar uma abordagem investigativa com o uso das Tecnologias Digitais de Informação e Comunicação (TDIC), visando atenuar déficits no ensino de reprodução. Aplicou-se a metodologia de pesquisa mista, com análise quantitativa através da utilização do Indice de Validação de Conteúdo (IVC) e qualitativa por meio da análise de Bardin (2016). Participaram da pesquisa 11 docentes que atuam no ensino de Biologia/Ciências. O resultado foi o desenvolvimento de um guia didático de atividades para o ensino de reprodução animal. Foi possível verificar que o guia didático possui potencial educativo para o ensino de reprodução animal, embora sua aplicação possa ser limitada em escolas com infraestrutura tecnológica precária. Evidenciou-se a necessidade de recursos tecnológicos adequados e formação docente para otimizar o uso de novas estratégias de ensino.
Item
Sintomas depressivos em indivíduos transgêneros e cisgêneros : um olhar comparativo sobre os fatores associados
(Universidade Federal do Espírito Santo, 2025-03-28) Silva, Beatriz Souza; Guandalini, Valdete Regina ; https://orcid.org/0000-0003-2266-6113; http://lattes.cnpq.br/7931552401781397; Rocha, Jose Luiz Marques ; https://orcid.org/0000-0002-0783-5807; http://lattes.cnpq.br/7179771155975755; https://orcid.org/0000-0002-0669-896X; http://lattes.cnpq.br/; Bonomo, Larissa de Freitas ; https://orcid.org/0000-0002-1272-5717; http://lattes.cnpq.br/7165040970220720; Cunha, Alexandre Cardoso da ; https://orcid.org/0000-0002-1428-3465; http://lattes.cnpq.br/3009607087061911
Introduction: Transgender individuals have some level of gender incongruence, which in turn is characterized by psychological discomfort caused by the discrepancy between their gender identity, sex assigned at birth, and/or physical appearance. Transgender identity is commonly associated with social stigma, structural vulnerabilities, and increased chances of developing depressive symptoms. In this sense, this study aimed to analyze the factors associated with depressive symptoms in transgender individuals and compare them with those observed in cisgender individuals living in the state of Espírito Santo
Item
Os 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/4573445092986587
This 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.
Item
Comunicação e saúde: a construção de um módulo de comunicação para residentes do SUS
(Universidade Federal do Espírito Santo, 2025-03-27) Scarpi, Mayra Fernandes; Henriques, Rafael da Silva Paes; https://orcid.org/0000-0002-1812-5886; http://lattes.cnpq.br/4260742302003843; https://orcid.org/0009-0005-8721-817X; http://lattes.cnpq.br/5898087190388028; Emerich, Tatiana Breder; https://orcid.org/0000-0003-4104-0562; http://lattes.cnpq.br/9298233776140687; Antunes, Michele Nacif; https://orcid.org/0000-0001-8500-8930; http://lattes.cnpq.br/3609074191115313
The objective of this study was to develop a Communication and Health module to be integrated into the Multiprofessional Residency Program in Family Health at the Capixaba Institute for Teaching, Research, and Innovation in Health (ICEPi), affiliated with the Espírito Santo State Health Department (Sesa). To this end, a Case Study methodology and Content Analysis were employed to examine courses and disciplines related to Communication and Health offered in Brazil, alongside interviews conducted with ICEPi managers, residents, and users of the Unified Health System (SUS). The study drew on theoretical frameworks from the fields of Communication and Health, Educommunication, and Permanent Health Education (EPS) to explore how research in Communication and Health can contribute to the training of health professionals working within the SUS. The research involved mapping studies and initiatives in Educommunication within the health sector, as well as Communication and Health strategies aimed at healthcare professionals. Interviews were also conducted to capture the perspectives of managers, residents, and SUS users regarding the relevance of the theme. Based on this body of work, a proposal for a Communication and Health module was developed, incorporating insights from the literature review, prior initiatives, and the perspectives gathered through the interviews with professionals and SUS users.