https://tedebc.ufma.br/jspui/handle/tede/5709 2026-05-15T07:05:01Z 2026-05-15T07:05:01Z LEANDRO, Leiane da Costa https://tedebc.ufma.br/jspui/handle/tede/6953 2026-05-12T14:49:16Z 2025-12-08T00:00:00Z

Título: Saberes e fazeres de docentes em educação antirracista no ciclo de alfabetização em uma escola municipal em Floriano – Piauí Autor: LEANDRO, Leiane da Costa Primeiro orientador: CARVALHO, Herli de Sousa Abstract: The dissertation entitled “Knowledge and Practices of Teachers in Anti-Racist Education in the Literacy Cycle at a Municipal School in Floriano, Piauí” aimed to investigate Anti-Racist Education in the Literacy Cycle. The research is part of the Master's Degree in Education of the Graduate Program in Education and Educational Practices (PPGEPE), in the Research Area of Pluriculturality, Interculturality, and Interdisciplinary Educational Practices. The research question that guided the study was: What knowledge guides teaching practices in Anti-Racist Education in the Literacy Cycle? This study is justified by the fact that, although more than twenty years have passed since the approval of Law 10.639 (Brazil, 2003), the implementation of Anti-Racist Education at this stage of Basic Education is still progressing slowly. With regard to theoretical and methodological aspects, the research is based on the concepts of Anti-Racist Education, anchored in researchers who engage with the theme, such as: Carneiro (2011), Carvalho (2016), Dourado (2019), Freire (1987; 1996; 2002), Gomes (2017), Nascimento (2021), Ribeiro (2019), in addition to some legislation, including Brazil (1988; 2004a; 2004b), Brazil (2008; 2012; 2016; 2023), among others. The research fits into the qualitative approach of the (Auto)biographical type in Education, with autobiographical narrative interviews based on Passeggi (2011, 2013, 2016, 2017) and (Warschauer, 2002). The research subjects were teachers from the Literacy Cycle of a Municipal Public School in the urban area of Floriano, Piauí. The narratives generated in Conversation Circles were recorded, later transcribed, categorized, and analyzed by Content Analysis in Bardin (2015). As a result of the research, we found the need to include Anti-Racist Education in teacher training, with the aim of supporting teachers in creating pedagogical practices that promote racial equality, value African heritage in Brazil, and recognize diversity. This approach contributes both to compliance with legislation and to the integral development of all children. At the end of the study, we developed an Educational Product, a Didactic Sequence that integrates different textual genres to explore the themes of Africa, Afro-Brazilian culture, and the history of Black people in the formation of the country so that this material will be made available digitally to teachers and students of the municipal public school system of Floriano - Piauí. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2025-12-08T00:00:00Z ARAÚJO, Líllian Maria Barros https://tedebc.ufma.br/jspui/handle/tede/6952 2026-05-12T14:16:33Z 2025-12-10T00:00:00Z

Título: O financiamento da educação via recursos do PDDE no município de Imperatriz/MA (2017-2024) Autor: ARAÚJO, Líllian Maria Barros Primeiro orientador: FERREIRA, Antonio Alves Abstract: The present dissertation focuses on the theme: The Financing of Education Through PDDE Resources in the Municipality of Imperatriz/MA (2017-2024). The study is justified by the need for an efficient application of public funds to meet public demands, particularly in addressing educational challenges within the city of Imperatriz/MA. It seeks to answer the following question: How were the management and application of PDDE resources conducted in the municipality of Imperatriz/MA between 2017 and 2024? The research presents the following objectives: to analyze the management and application of FNDE resources in the municipality of Imperatriz/MA during the period of 2014 to 2024; to develop a theoretical and historical framework on the financing of education in Brazil, with an emphasis on FNDE; to map the distribution of FNDE resources through the PDDE (Direct Money to Schools Program) between 2017 and 2024 in the studied municipality; and to analyze how the educational policies implemented in the municipality of Imperatriz/MA from 2017 to 2024 reflected in the effective application of FNDE resources and their impacts on the quality of local education. The theoretical framework is grounded in authors who address this topic comprehensively, such as Rosangela Evangelista Cruz, Antônio Alves Ferreira, and Rosana Maia Oliveira Gemaque, among others. Regarding the methodological basis, this research adopts a mixed-methods approach, combining quantitative and qualitative analysis. Initially, the analytical indicators were established based on quantitative data, followed by an evaluation of qualitative data. Furthermore, extensive documentary research was carried out to identify not only the financial resources allocated to education through PDDE but also to compare these investments with IDEB performance indicators in five analyzed schools. This analysis sought to identify potential variables linking the invested resources to improvements or stagnation in IDEB indices, as well as permanence, failure, and approval rates. The PDDE stands out as an essential policy for financial decentralization and the improvement of educational conditions in Brazil. In the municipality of Imperatriz/MA, between 2017 and 2024, the program significantly contributed to meeting local demands, strengthening school autonomy, and supporting pedagogical and inclusive projects. Key achievements, such as the reduction in school dropout rates and the growth of IDEB indices in the early years of elementary education, demonstrate the program's positive impact. However, challenges remain in the final years of elementary education, requiring more integrated and targeted policies. The best results were associated with continuous and diversified investments in equity and quality programs, such as Tempo de Aprender and Educação Conectada. The experience in Imperatriz highlights that the effectiveness of PDDE depends on efficient management, stable funding transfers, and its integration with other educational policies. Thus, the program is an indispensable tool for building a more inclusive and resilient educational system in Brazil. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2025-12-10T00:00:00Z VAZ, Frank Sério https://tedebc.ufma.br/jspui/handle/tede/6903 2026-04-14T11:35:31Z 2026-01-29T00:00:00Z

Título: A formação inicial de professores e os impactos nos primeiros anos de experiência docente Autor: VAZ, Frank Sério Primeiro orientador: ALMADA, Francisco de Assis Carvalho de Abstract: This research aims to analyze the implications of initial teacher education and the impacts of the first years of teaching experience. To this end, we sought to understand how the process of initial teacher education took place, according to the teachers themselves, as well as the main feelings, challenges, and expectations during their first years in the classroom. Methodologically, using a qualitative approach, we employed semi-structured interviews for data collection. The assumptions of Historical- Cultural Theory provided the theoretical framework necessary for data analysis. This framework was primarily based on the studies of Vygotsky and Leontiev, incorporating the concepts of mediation and Activity Theory as important elements for understanding the educational context in which teachers develop their work. Data analysis revealed that initial teacher education plays a significant role in the construction of teachers’ professional knowledge and that the pursuit of further qualification through postgraduate studies is a common characteristic among novice teachers. It was also observed that challenges such as student indiscipline and the precariousness of working conditions contribute to professional dissatisfaction, as do difficulties in interpersonal relationships within the school environment. In this context, school management assumes a significant role in providing institutional support, either contributing to or alleviating professional burnout. Nevertheless, it was possible to observe that the factors leading to career persistence are linked to the qualitative development that teachers can promote among students through mediation that overcomes the structural and coercive difficulties of an educational system increasingly influenced by the forces of capital. This symbolic factor redefines the teaching profession as a mediating activity of historically constituted knowledge, capable of overcoming adversities in favor of human development.Thus, the results of this research indicate that, for teaching practice, it is essential that objective reality be understood in the light of theoretical assumptions that guide teachers’ actions, so that these actions become meaningful teaching activities benefiting both students and teachers reciprocally. In this regard, Historical-Cultural Theory offers significant contributions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-01-29T00:00:00Z AQUINO, Paula Cristina https://tedebc.ufma.br/jspui/handle/tede/6894 2026-04-08T18:51:25Z 2026-02-04T00:00:00Z

Título: Pedagogia cemiterial: propostas de projetos pedagógicos interdisciplinares em espaços cemiteriais para o ensino da História, Matemática e Arte Autor: AQUINO, Paula Cristina Primeiro orientador: RIBEIRO, Dimas dos Reis Abstract: This dissertation investigates the pedagogical potential of cemetery spaces as environments for non-formal teaching and learning. The central problem lies in the fragmentation of school knowledge and the difficulty of contextualizing curricular content in spaces that transcend the conventional classroom, which compromises the implementation of interdisciplinary practices capable of articulating different areas of knowledge around a study object. The general objective is to analyze how the exploration of cemetery heritage, as a space for non-formal education, can enable the practice of interdisciplinarity, providing students with the construction of meaningful knowledge that articulates different areas of knowledge and transcends traditional technical rigidity. The methodology adopts a qualitative approach, of a bibliographic nature, anchored in the assumptions of the History of Mentalities and the Collective Imaginary, seeking to understand the social and cultural transformations reflected in funerary art and architecture. Regarding data production, the study focuses on secondary sources to delineate the dynamics of cemeteries and their relevance as "open-air museums". As a result, the research proposes guidelines for the development of viable interdisciplinary pedagogical projects, integrating curricular components of Mathematics (geometry, statistics, and ethnomathematics), Art (symbolism and aesthetics), and History (biographies, local memory, and onomastics). It concludes that the cemetery, as an educational space, fosters scientific and cultural literacy, promoting a dialogical teaching practice and the appreciation of tangible and intangible heritage. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-02-04T00:00:00Z