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Processos de medicalização das infâncias : cartografias em um centro municipal de educação infantil
(Universidade Federal do Espírito Santo, 2024-10-31) Oliveira, Tiago Nascimento de; Ronchi Filho, Jair; https://orcid.org/0000-0001-9097-6792; http://lattes.cnpq.br/1684807534900881; https://orcid.org/0009-0006-0828-0440; http://lattes.cnpq.br/9819402670220123; Bassani, Elizabete ; https://orcid.org/0000-0002-1243-2244; http://lattes.cnpq.br/6963604132826532; Prates, Maria Riziane Costa ; https://orcid.org/0000-0002-4453-0041; http://lattes.cnpq.br/8511004621683748
This research, proposed to the Professional Graduate Program in Education at UFES, examines the medicalization processes of children who are the target audience of special education in a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra, Espírito Santo, Brazil. Adopting a qualitative approach, the study combines case study and cartography as its primary methodologies. Semi-structured interviews were conducted with parents, teachers, and pedagogues, along with field observations and analysis of relevant documents. The theoretical framework is grounded in the concepts of biopower and medicalization, as proposed by Michel Foucault, Ivan Illich (with the concept of medical colonization), and Moysés and Collares, who contribute insights on medicalization. The research seeks to understand how the medical diagnosis process, influenced by the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) and the International Classification of Diseases (ICD-11), operates. The findings indicate that medical reports function as mechanisms for controlling and regulating children’s bodies, reinforcing the medicalization of behaviors that, in other contexts, could be considered normal. The dissertation offers a critical reflection on these practices. As an academic product, a YouTube channel titled “Childhood Cartographies: Inclusion and Medicalization” and three e-books were developed. One of these, The Adventures of Miguel, comprises three stories aimed at discussing the medicalization processes in childhood and the inclusion of children who are the target audience of special education
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O projeto político pedagógico nas escolas públicas estaduais do Espírito Santo no contexto do gerencialismo na gestão educacional (2015-2023)
(Universidade Federal do Espírito Santo, 2024-11-25) Miranda, Ester Marques; Oliveira, Eduardo Augusto Moscon ; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; https://orcid.org/0009-0002-9781-2939; http://lattes.cnpq.br/8551390257873058; http://lattes.cnpq.br/8551390257873058; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Morgan, Karine Vichiett ; https://orcid.org/0000-0001-5014-5679; http://lattes.cnpq.br/8014827277285386
This study aims to understand the educational policies implemented in the State of Espírito Santo that have been consolidated in state schools and have influenced the function and implementation of the Political Pedagogical Project (PPP) since 2015. The research is being developed within the scope of the Postgraduate Program in Professional Education at the Federal University of Espírito Santo, linked to the line of research "Teaching and Management of Educational Processes". The main proposal is to analyze the role of the Political Pedagogical Project in state public schools, highlighting how democratic management is configured as a guiding principle for discussions in these institutions. To achieve this purpose, the study presents the educational policies that guide pedagogical work in the state network, in addition to analyzing the educational perspective adopted by the Department of Education, through legislation and documents issued since 2015. The work also addresses, based on documents, the influence of a managerial educational policy that began to reorganize education in the state. To support the analysis, a study of the PPP of eleven state schools will be conducted, with the aim of preparing training material that investigates how these documents have been prepared. The methodology adopted is content analysis, according to Bardin (2016), associated with the review and study of Pedagogical Political Projects. The study is qualitative and bibliographic in nature, seeking to understand how the PPP is presented in schools, based on the concept that an educational project cannot be built without a clear political direction (Gadotti, 2000). This research also has a documentary nature, with the aim of investigating the bases on which discussions about the PPP and the implementation of democratic management are structured or omitted. The theoretical framework dialogues with authors such as Gadotti (2000, 2013), Cury (2005, 2007), in the discussion of the right to education; Paro (2010a, 2010b, 2011), who addresses the process of building democratic management; and authors who analyze the influence of the private sector on public education, Dardot and Laval (2016). The analyses will result in the preparation of training material that will address the right to education and active participation in the construction and implementation of the PPP. This material will aim to support discussions with the entire school community, in addition to examining the regulations produced by the State Department of Education and the process of community co-accountability. It is expected that the results of this research will enable the school community to become aware that quality education is a right for everyone and that, through participatory processes, it is possible to build a more just, inclusive and democratic school
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Dificuldades na transição de professor para gestor : a percepção dos docentes de uma instituição federal de ensino superior
(Universidade Federal do Espírito Santo, 2024-12-23) Martinelli, Vanessa Bastos; Soares, Marison Luiz ; https://orcid.org/0000-0003-3269-9365; http://lattes.cnpq.br/8678759831753326; https://orcid.org/0009-0001-0078-5448; http://lattes.cnpq.br/8105894114154830; Coelho Junior, Thalmo de Paiva ; https://orcid.org/0000-0002-3716-1882; http://lattes.cnpq.br/0305159994373514; Baldam, Roquemar de Lima ; https://orcid.org/0000-0002-8100-2862; http://lattes.cnpq.br/9016699893911674; Silva, Daniel Nascimento e ; https://orcid.org/0000-0001-9770-575X; http://lattes.cnpq.br/7097994013984431
Universities are institutions that play an important role in the development of society. In these institutions, managerial work is commonly performed by teachers, who in addition to playing the role of teacher, researcher and extensionist, also assume the role of teacher-manager. The exercise of managerial activities by teachers involves facing several difficulties and, frequently, teachers show no interest in taking on managerial functions. Therefore, the main objective of this research is to understand the difficulties and/or resistances listed by teachers that make them not want to occupy management positions at the Federal University of Espírito Santo. In theoretical terms, this research is based on the discussion about public universities and the specificities of university management, aspects of the work of the teacher-manager and managerial skills. Regarding methods and procedures, qualitative research was carried out with an exploratory approach, using bibliographic, documentary and field research. Semi-structured interviews were conducted with teachers who hold the role of department head and the data were processed using the content analysis technique. Results showed that teachers' resistance on assuming managerial positions is a natural response to various difficulties and limitations they face in performing their role, which makes managerial functions not desired by teachers. Based on the results, as a technical product, it was prepared a Conclusive Technical Report containing a diagnosis of the main difficulties and/or resistances presented by teachers that contribute to the non-acceptance of managerial positions, as well as suggestions to minimize these difficulties and/or resistance
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TikTok nas aulas de matemática : uma análise da produção de vídeos para a aprendizagem do conceito de fração no ensino fundamental
(Universidade Federal do Espírito Santo, 2024-12-18) Welmer, Marinete Santana Wutke; Cardoso, Valdinei Cezar ; https://orcid.org/0000-0001-6620-862X; http://lattes.cnpq.br/3560165817659228; https://orcid.org/0000-0001-5318-8287; http://lattes.cnpq.br/3411828912327410; Cesana, Andressa ; https://orcid.org/0000-0001-8028-9526; http://lattes.cnpq.br/9217101684156531; Sá, Lauro Chagas e ; https://orcid.org/0000-0003-1820-4856; http://lattes.cnpq.br/0556195382186849
The dissertation investigated the pedagogical potential of TikTok in learning the concept of fractions by 6th-grade elementary school students. Motivated by the need to address concerns about mathematics performance, the research adopts an innovative approach by integrating TikTok as an auxiliary educational resource aligned with the interests of digitally connected students. The research problem explores the pedagogical potential of student-produced TikTok videos for learning the concept of fractions. The objectives are to explore the effectiveness of TikTok as an educational resource for learning the concept of fractions, evaluate TikTok as an educational tool, and analyze student video production on the topic. The methodology adopts a qualitative, exploratory approach, involving data collection through video production, interviews, and observations in two 6th-grade classes. Data analysis was conducted by applying the principles of the Cognitive Theory of Multimedia Learning, integrating the data through the strategy of triangulation, which allowed for cross-referencing information from different sources and methods used in the research. The results indicate an improvement in students' understanding, evidenced by their clarity in explaining and practically applying the concepts. The final considerations highlight TikTok's potential efficiency as an auxiliary educational tool to promote learning the concept of fractions, emphasizing the importance of reflective and adaptive pedagogical approaches. Future research could explore the potential impacts of TikTok on other areas of the mathematics curriculum and at different educational levels
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Development of a neurofeedback system focusing on attentional state and validation based on source location and effective connectivity
(Universidade Federal do Espírito Santo, 2024-10-28) Casagrande, Wagner Dias; Palacios, Ester Miyuki Nakamura ; https://orcid.org/0000-0002-2196-2490; http://lattes.cnpq.br/1236573205554833; Frizera Neto, Anselmo; https://orcid.org/0000-0002-0687-3967; http://lattes.cnpq.br/8928890008799265; https://orcid.org/0000-0002-1341-1509; http://lattes.cnpq.br/4132421149471418; Delisle Rodriguez, Denis; https://orcid.org/0000-0002-8937-031X; http://lattes.cnpq.br/7140331839822423; Mello, Ricardo Carminati de ; https://orcid.org/0000-0003-0420-4273; http://lattes.cnpq.br/1569638571582691; Ferreira, André ; https://orcid.org/; http://lattes.cnpq.br/5382777943593826; Lima, Eduardo Rocon de ; https://orcid.org/0000-0001-9618-2176; http://lattes.cnpq.br/6623746131086816
This research addresses the development of a neurofeedback system to support the treatment of attention disorders through the recovery of compromised cognitive control, as well as the experimental validation of the system developed to improve the understanding of which brain regions are directly related to the state of attention and how connectivity occurs between them, which can serve as a guide for neurofeedback sessions applied to the treatment of attention disorders. The protocol defined in the neurofeedback sessions is related to theta and beta frequencies, as there is scientific evidence relating them to attention deficits. Electroencephalography data were collected during three neurofeedback sessions, where subjects played a serious game to stimulate attention, followed by data pre-processing, filtering, and classification. Initial validation was performed with 6 participants, followed by 40 additional participants for more robust results. To validate the neurofeedback system, a methodology was used to investigate source location and effective connectivity, comparing cortical activity between two groups (low and high difficulty — groups) differentiated by the difficulty level of the serious game. The inverse solution based on Cortical Current Density was applied to identify brain regions related to attentional state. From there, the effective connectivity between these regions was estimated using the Directed Transfer Function. With methods applied here, it was possible to identify that brain regions related to the state of attention, including both sides of the medial and dorsolateral prefrontal and right temporal region, showed a localized higher beta activity and interconnectivity in subjects performing greater demanding task (high-difficulty group). This pattern was not observed in subjects performing lower demanding task (low-difficulty group), which showed more dispersed flows. In addition, Statistical validation was conducted using ANOVA and analysis of the theta/beta ratio distribution between the two groups. Among the results found, a one-way repeated measures ANOVA demonstrated that when comparing the theta/beta ratios between the three study sessions (S1 vs. S2 vs. S3), for the high difficulty group, the regions that presented significant differences were: right dorsolateral prefrontal (F(2.57) = 3.158, F = 3.225) and left temporal (F(2.57) = 3.158, F = 3.731), demonstrating that the game’s difficulty level influences the theta/beta ratio of the mentioned regions. Future work proposes the development and application of a virtual reality environment to further investigate brain responses to attentional stimuli, in addition to promoting greater participant engagement. It is also proposed to apply the developed system to participants with attention deficits, aiming to improve treatment methods