TEDE Communidade:https://tedebc.ufma.br/jspui/handle/tede/57092026-04-07T10:07:51Z2026-04-07T10:07:51ZPlanejamento de ensino: percepções e práticas de professores dos anos finais do ensino fundamentalSILVA, Jamelle Esthefannie Limahttps://tedebc.ufma.br/jspui/handle/tede/68622026-03-24T13:31:23Z2026-03-05T00:00:00ZTítulo: Planejamento de ensino: percepções e práticas de professores dos anos finais do ensino fundamental
Autor: SILVA, Jamelle Esthefannie Lima
Primeiro orientador: ALMADA, Francisco de Assis Carvalho de
Abstract: This dissertation deals with Teaching Planning: perceptions and practices of teachers in the
final years of elementary school. It was developed and constructed in a public institution
offering regular education and extended to the agency for innovation, entrepreneurship,
research, postgraduate studies, and internationalization at the Imperatriz Science Center,
postgraduate program in education and educational practices at the Federal University of
Maranhão (UFMA) as our object of study. In this regard, we aim to analyze the pedagogical
perceptions adopted by teachers about Teaching Planning and the implications of these
perceptions on the teaching and learning process. In this regard, we aim, in this study, to
analyze the perceptions adopted by teachers about Teaching Planning and the implications of
these perceptions on the teaching and learning process. To this end, we used Vigotski's
Historical-Cultural Theory as a theoretical basis, starting from the assumption that Teaching
Planning as a deliberate, intermediate, and transformative human activity is essential to
promote humanization through education. Methodologically, the study was developed using a
qualitative approach that allowed us to combine different data collection techniques, such as
systematic observation, document analysis (political-pedagogical projects and teaching plans),
and structured interviews, which brought to this research the perceptions of Teaching Planning
of the four participating teachers. The data analysis we developed refers to Leontiev's Activity
Theory and dialectical assumptions that support the theory/practice relationship. We
determined that, for the most part, the pedagogical perceptions that guide Teaching Planning
are hybrid. We identified a bureaucratic-utilitarian view, in which planning is a formal
requirement, and an eclectic view, which uncritically mixes aspects of the historical-cultural
view and technical perspectives based on the BNCC and DCTMA. From its position, the
pedagogical discourse of this school, rooted in a critical-social perspective, becomes irrelevant
to teachers, leading to a split between the practice of theory and actual practices. These
perceptions have serious implications, as an instrumental and bureaucratic logic permeates
all areas of planning, emptying it of its formative mode, making it nothing more than the latest
bureaucratic role, and thus weakening the mediation of scientific knowledge. This isolation
compromises educational intentionality and contributes to the alienation of teaching activity,
as the teacher becomes an implementer of the curriculum and the student becomes the
recipient of information. As Learning Material, a Pedagogical Manual was produced to rethink
Teaching Planning as an instrument for mediating the relationship between individuals, being
an intentional and reflective practice, expressing theory and practice in light of Historical
Cultural Theory. The content seeks to promote continuing education for teachers and facilitate
critical, intentional, and emancipatory practice. It is suggested that Teaching Planning should
be recognized as a central axis of teaching practice and a tool for social change. Reframing it
means overcoming this alienation from school work and recognizing the humanizing role of
schools, dedicated to the comprehensive training of individuals and the democratization of
knowledge.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2026-03-05T00:00:00ZA EDUCAÇÃO FÍSICA PARA A DIVERSIDADE CULTURAL NA PERSPECTIVA DA BNCCOLIVEIRA, Robson Abreu dehttps://tedebc.ufma.br/jspui/handle/tede/68472026-03-17T13:43:02Z2026-01-14T00:00:00ZTítulo: A EDUCAÇÃO FÍSICA PARA A DIVERSIDADE CULTURAL NA PERSPECTIVA DA BNCC
Autor: OLIVEIRA, Robson Abreu de
Primeiro orientador: SILVA, Ilma Maria de Oliveira
Abstract: This study sought to specifically analyze the conceptions regarding how the National Common Curricular Base (BNCC) is institutionalized in the Physical Education discipline and its perspective on cultural diversity, seeking to ascertain how the curricular guidelines, challenges, and implications imposed on the Physical Education discipline occur in two schools of the municipal education network of Imperatriz – MA. From this understanding, the work brings the following problem: To understand how Physical Education, from the perspective of the BNCC, can contribute to the appreciation of cultural diversity through the pedagogical practices developed in the school context? From this problem, the research sought to: discuss the historical trajectory of Physical Education as a discipline in the curricular structures in Basic Education; ascertain the perspectives of Physical Education teachers regarding the school context in which they are inserted; investigate the understanding of Physical Education teachers about their pedagogical practice as subjects of bodily practices in relation to the BNCC; present the importance of the practice of Physical Education for the formation of students in the school context. Initially, documentary research was adopted, using the
BNCC (National Common Core Curriculum) as the main document for analysis, with the following categories:
thematic units of Physical Education in the BNCC; dimensions of knowledge; pedagogical practice; cultural diversity. Field research was also conducted in two schools in the municipal education network of Imperatriz. The semi-structured interview was used as an instrument for data collection, with two Physical Education teachers from the aforementioned municipal network. It was concluded that the Physical Education discipline, as a mandatory curricular component, even when guided by curricular guidelines, more specifically the BNCC (National Common Core Curriculum), which limits pedagogical practice, must initially have an analytical-critical stance towards the proposals presented and that guide its pedagogical practice, and have as its purpose the teaching performance to promote scenarios of meaningful learning with regard to respect for differences, aiming to eliminate exclusion in Physical Education and thus contribute to the construction of a school that becomes not only a place of institutionalized learning, but also of knowledge arising from social realities, overcoming these imposed structural limits.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2026-01-14T00:00:00ZDO GERMINAR DE SEMENTES FORMATIVAS AO FLORESCIMENTO DE PRÁTICAS PEDAGÓGICAS INCLUSIVAS DE PROFESSORAS EGRESSAS DO PARFOR/MAOMIZZOLO, Simone Reginahttps://tedebc.ufma.br/jspui/handle/tede/68142026-03-03T13:43:24Z2026-01-06T00:00:00ZTítulo: DO GERMINAR DE SEMENTES FORMATIVAS AO FLORESCIMENTO DE PRÁTICAS PEDAGÓGICAS INCLUSIVAS DE PROFESSORAS EGRESSAS DO PARFOR/MA
Autor: OMIZZOLO, Simone Regina
Primeiro orientador: AGAPITO, Francisca Melo
Abstract: This dissertation aimed to analyze the contributions that have emerged from the
training of graduates of the PARFOR-MA Pedagogy Degree Program, for the
implementation of inclusive pedagogical practices with students with disabilities. The
theoretical framework supporting the investigation is anchored in studies on teacher
training, inclusive education, and pedagogical practices, in dialogue with Nóvoa
(1992), Pimenta (1997), Tardif (2013), Libâneo (2015), Mantoan (2003; 2015), and
Sassaki (2010), among others, equally relevant for the necessary foundation.
Methodologically, the research is characterized as qualitative, exploratory, and
descriptive in nature. The data were generated through semi-structured interviews with
four graduates of the Bachelor's Degree in Pedagogy from the National Program for
Teacher Training in Basic Education (PARFOR), and the data were analyzed using
Content Analysis, as proposed by Bardin (2016). The results demonstrated that: a) the
teacher training carried out in the Bachelor's Degree in Pedagogy in PARFOR
constituted a significant milestone in the professional trajectory of the graduates,
building theoretical knowledge, enhancing and favoring the development of inclusive
pedagogical practices in the classroom. However, the need for the formative process
in the aspect of inclusion to be intertwined throughout the course was identified,
providing opportunities for greater depth in the academic trajectory; b) The challenges
experienced in the school context highlighted the need for structural and attitudinal
transformations, as well as actions that ensure continuous formative support focused
on inclusion, better working conditions, and adequate/accessible pedagogical
resources; c) Inclusive pedagogical practices have been progressively improved in
professional practice, based on the formative foundations of the course undertaken.
Planning acquired new meanings, and play, games, and pedagogical resources were
rethought to include the diversity of the classroom. These tools catalyzed the individual
and collective capacity of the teachers to recognize themselves as agents of
transformation. It is concluded that PARFOR has played a relevant role in teacher
training and in promoting inclusive pedagogical practices, going beyond the technical
and instrumental dimension, thus reaching ethical, political, and identity dimensions of
teaching, in accordance with the principles of inclusive education.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2026-01-06T00:00:00ZDilemas internos para efetivação de uma gestão democrática-participativa: o caso de uma escola da rede estadual em Riachão-MACUNHA, Izaias Félix dahttps://tedebc.ufma.br/jspui/handle/tede/67872026-03-23T12:25:34Z2025-12-05T00:00:00ZTítulo: Dilemas internos para efetivação de uma gestão democrática-participativa: o caso de uma escola da rede estadual em Riachão-MA
Autor: CUNHA, Izaias Félix da
Primeiro orientador: FERREIRA, Antonio Alves
Abstract: In times of constant change, where democracy struggles for its effective existence within
education, it is essential that schools, as spaces for the production and reproduction of
knowledge historically produced by humankind, be studied internally in the pursuit of
understanding their management activities. School management must strive for democracy and
the achievement of participation, making it crucial to seek and analyze the internal dilemmas
that intersect and hinder the implementation of democratic-participatory management with
principles of liberation and emancipation of the individual. Therefore, the central question for
the development of this study was: what are the internal dilemmas for the implementation of
democratic-participatory management in a public school of the state education network in the
Municipality of Riachão-Maranhão? Regarding the objectives, the general objective is to
analyze the internal dilemmas for the implementation of democratic-participatory management
in a public school of the state education network in the Municipality of Riachão-Maranhão. The
specific objectives were to structure a theoretical framework on democratic-participatory
management; to characterize the management profile currently in effect in the state public
school in the municipality of Riachão-MA; to interpret, based on documents and interviews,
the internal dilemmas that hinder the implementation of democratic-participatory management;
and to produce a continuing education course for managers that addresses democratic
participatory management of public schools as its central theme. Methodologically, a case study
with a qualitative approach was developed, due to its perception of an object in constant
interactive making and remaking with the social reality of its belonging, at the Belezas Azuis
Teaching Center, the only state school in Maranhão, located in the municipality of Riachão
MA. Semi-structured interviews and documentary research were used as data collection
instruments, analyzing the institution's Political Pedagogical Project (PPP). Furthermore, the
Content Analysis method, as described by Bardin (2016), was used analytically, aligning
discussions in the field of internal dilemmas of participation that emerge in the school context
and resulting in the following categories of analysis: the material dilemmas of participation,
institutional dilemmas, political-social dilemmas: the interests of groups within the school, and
the ideological dilemmas of participation. From these discussions, it becomes evident that the
construction of the concept of school management demonstrates an evolutionary perspective
when analyzed comparatively to past forms of managing public schools; however, evolution
does not mean a total loss of past traits. On the contrary, the school management experienced
by administrators, students, teachers, staff, and the school community largely retains past
characteristics – characteristics stemming from management theories, for example – and more
modern characteristics, such as those perceived post-1990 with the neoliberal model,
incorporating economistic and market-oriented behaviors as a quality balance through
managerial management. However, despite its industrial and managerial characteristics, passive
acceptance of the order of Capital is not the only possible path. This demonstrates the
importance of democratic-participatory management, emerging through collectivity and
democratic participation in school management, while simultaneously rebelling against the
traps of the hegemonic class, even as it also invades this field. Therefore, public school
management is a political space of struggles driven by diverse interests that needs significant
evolution to make democracy and participation its structural pillars, enabling the school
community to experience a democratic-participatory management that builds an ethical and just
social reality.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2025-12-05T00:00:00Z