Information Networks in Teacher–School Relations in Espírito Santo: A Georeferenced Study Focusing on the Municipality of Vila Velha (2006–2013)
Name: JOSIANE FRANQUINE TATAGIBA
Publication date: 11/06/2026
Examining board:
Name |
Role |
|---|---|
| CARLOS MANOEL DA CONCEIÇÃO GUARDADO DA SILVA | Examinador Externo |
| HENRIQUE MONTEIRO CRISTOVAO | Presidente |
| LUIZ CARLOS DA SILVA | Examinador Interno |
Summary: This dissertation investigates the information networks established within the relationships between teachers and state public schools in Espírito Santo from a georeferenced perspective, drawing on archival documents produced by the State Department of Education (Sedu). Situated within the field of Information Science (IS), the research integrates foundations of knowledge organization, the archival principles of provenance and organic integrity, and Information Network Analysis (INA). The objective is to construct and analyze information networks involving teachers and public schools in the state of Espírito Santo between 2006 and 2013, in order to formulate hypotheses based on identified recurring patterns, supported by data modeling, curation, integration, and analysis. The study addresses the challenges of fragmentation and the difficulty of analytically exploring administrative records—predominantly produced on paper—whose complexity hinders the identification of connections between individuals, institutions, and territories. Methodologically, the study is characterized as applied, exploratory, and descriptive research with a qualitative-quantitative approach. It is structured into stages involving documentary research, conceptual modeling, digitization, curation, data integration and standardization, followed by the construction of teacher-school bipartite networks and their georeferenced representation. Beyond the inductive analysis of patterns, the study highlights the adoption of abductive inquiry as a fundamental interpretive strategy for formulating explanatory hypotheses regarding the institutional and territorial dynamics observed in the analyzed networks. The research employs network analysis techniques, centrality metrics, community detection, and visual inspection to reveal relational structures, recurrences, flows, and connection patterns among actors and school institutions. While the research takes the Espírito Santo state public school system as its institutional context, the empirical georeferenced analysis presented in the results focuses on the specific territory of Vila Velha, Espírito Santo. Key results include the identification of recurring patterns of teacher movement between schools, evidence of a high prevalence of temporary employment arrangements in the movements analyzed (97.1%), and the identification of schools acting as central nodes in the network, concentrating flows and connections among different school units. As a contribution, the study proposes an interdisciplinary approach to processing and analyzing historical archival documents, demonstrating the potential of Social Network Analysis (SNA) combined with georeferencing as a tool for knowledge production, the preservation of collective memory, and the expansion of analytical possibilities within the field of Information Science. Furthermore, the study aims to contribute to the development of methods applicable to the exploration of large historical document collections, fostering more contextualized interpretations of institutional and social relationships within the educational sphere.
