https://tedebc.ufma.br/jspui/handle/tede/5710 2026-07-01T05:30:00Z 2026-07-01T05:30:00Z SILVA, Leucivan dos Santos https://tedebc.ufma.br/jspui/handle/tede/7063 2026-06-30T12:20:37Z 2026-05-06T00:00:00Z

Título: Programa PIBID e política pública de permanência para classe trabalhadora: uma análise do programa PIBID do curso de Licenciatura em Ciências Humanas Sociologia da UFMA, Campus Imperatriz, Centro Autor: SILVA, Leucivan dos Santos Primeiro orientador: RIBEIRO, Dimas dos Reis Abstract: This study refers to a research on the financial relevance for the retention of low-income working-class students in the Degree in Human Sciences – Sociology, linked to the Institutional Program for Teacher Initiation Scholarships (PIBID), between the years 2022 and 2024, at a federal public university in the state of Maranhão. The study stemmed from the following problem: in what way has PIBID, as an Educational Public Policy, contributed to the initial training of teachers from the working class? The main objective is to analyze how PIBID has contributed to the initial training of teachers from the working class in a Degree in Human Sciences, with an emphasis on Sociology, at the Federal University of Maranhão, through the analysis of the statements of former PIBID members obtained through semi-structured interviews, as well as through the documentary analysis carried out on documents that guide the Program from its launch in 2007 until the year 2024. This study used a qualitative approach, as well as documentary research as a method. The data analysis method was Cellard's (2008) Documentary Analysis and, for the interviews, Bardin's (2016) thematic modality Content Analysis was used. From the analysis of the documents that supported the Program, we verified how much PIBID was negatively impacted due to the rise of governments aligned with neoliberal ideologies, significantly reducing the number of scholarships, with both the quantity and the value of the scholarship being readjusted only with the return of the Workers' Party government. With the interviews, we highlighted that, although the Program is not a public policy for student retention, it has assumed this function secondarily by providing minimal material retention conditions so that low-income working-class students can exist in the academic universe. Thus, the Program has contributed not only to promoting the theoretical and practical experience between school and university, but has gone further by providing material conditions so that the working class can experience university successfully, achieving not only the completion of the course, but the improvement in their quality of life and that of their families, as they become better-qualified professionals for the labor market. However, even though this Program is a solid policy, we note the need for better dissemination regarding this public policy to the entire academic community in a lasting way that takes place throughout the year, so that a larger number of students can know and access this relevant policy that transforms lives and gives life. Therefore, this Dissertation seeks to present to the entire academic community and other interested parties bibliographic material on PIBID and the Sociology course, as well as the report of experiences of former scholarship holders through the documentary that constitutes the educational product of this study." Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-05-06T00:00:00Z PAIVA, Sara Gonçalves Figueredo de https://tedebc.ufma.br/jspui/handle/tede/7043 2026-06-11T14:31:59Z 2024-11-19T00:00:00Z

Título: Diálogos sobre gênero e sexualidade no ambiente escolar: desafios para professoras da educação básica Autor: PAIVA, Sara Gonçalves Figueredo de Primeiro orientador: ZAPAROLI, Witembergue Gomes Abstract: This paper discusses the importance of including the debate on gender in the school environment, emphasizing the need to prepare teachers to deal with this theme. The research presents a theoretical framework on the main challenges faced by teachers when working with gender issues in school, such as the lack of preparation and the resistance of some educators, students and families. In addition, topics such as sexual diversity and continuing teacher training are addressed. It also points to the need to promote a democratic and humanized education, as well as the use of art as a way to approach and sensitize students on the theme of gender. We understand that this theme in the school environment is quite broad and complex, ranging from issues related to the social construction of gender identities to the way these issues are manifested in the school dynamics and in the relationships between teachers and students. The challenges for basic education teachers are many, including the lack of adequate training, the resistance of some students and parents to discuss these topics, and the need to deal with situations of prejudice and discrimination. Based on this assumption, this study discusses the issue of dialogues on gender and sexual diversity. The objective is to understand the challenges of basic education teachers regarding gender and sexuality issues presented by their students. The specific objectives are: to discuss the theoretical bases of teacher training for basic education in relation to gender and sexuality issues; to analyze the discourse of the teachers of Escolinha Aliança regarding the issues of gender and sexuality presented by the school's students; triangulate the theoretical bases of basic education in teacher training with the gender relationship. methodological choice, we will have a qualitative approach and the realization of a case study through structural and individual interviews with teachers of the School, and the data analysis will be through the Content Analysis of Laurence Bardin (2011). Finally, to face these challenges, teachers need to be open to dialogue and constant learning, seeking information and resources that help them in the process of training and professional updating. In addition, it is essential that there is a culture of respect for diversity and difference in the school environment, which involves everything from the creation of institutional policies to the adoption of inclusive and gender-sensitive pedagogical practices. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2024-11-19T00:00:00Z RODRIGUES, Gizelda Moura https://tedebc.ufma.br/jspui/handle/tede/7035 2026-06-03T13:41:41Z 2026-04-29T00:00:00Z

Título: Reforma do Ensino Médio nas escolas de tempo integral no estado do Tocantins a partir da Lei no 13.415/2017 Autor: RODRIGUES, Gizelda Moura Primeiro orientador: FERREIRA, Antonio Alves Abstract: This research, presented to the Professional Master's Program in Education and Educational Practices of the Postgraduate Program in Education (PPGEPE) at the Federal University of Maranhão (UFMA), addresses the configurations of the High School Reform instituted by Law No. 13.415/1, focusing on full-time high schools. Therefore, our general objective was to analyze the implementation of the High School Reform (Law No. 13.415/2017), identifying its unfolding in teaching practice and student education in full-time schools in the State of Tocantins, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO). To achieve this objective, the research was conducted at the Girassol de Tempo Integral Darcy Marinho High School, located in the municipality of Tocantinópolis – TO, a school under the jurisdiction of the Regional Superintendence of Education of Tocantinópolis-TO. The unfolding of the general objective stemmed from the knowledge and exploration of the historical context of secondary education from 1930 to the present day, addressing the reformulations and relationships with the secondary education reform law, Law No. 13.415/2017, revealing the similarities, specificities, and relationships between the laws that underpinned and underpin basic education and, more precisely, the field of secondary education in Brazil; based on an analysis, the implementation of the full-time secondary education policy in full-time schools (promotion) in the Regional Superintendence of Education of Tocantinópolis (TO) was highlighted; Furthermore, the implementation of the incentive policy as a new educational paradigm in the full-time school studied, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO), was also analyzed from the perspective of the manager, area coordinator teachers, classroom teacher, and pedagogical technician of curriculum, training, and learning assessment. Finally, we developed a Continuing Education Plan, with three modules, aimed at researchers of educational public policies focused on full-time secondary education, full-time secondary education teachers, and basic education teachers. The methodology developed adopted the fundamentals of the qualitative research approach, in the Case Study, and for data collection, semi-structured interviews were used, developed through a previously prepared script, composed of open and closed questions that directly focused on the object of study. For data analysis, content analysis was used to better understand the object of study, a technique used to evaluate the semi-structured interviews supported by bibliographic theoretical references and current national and local legislation. As the analyses carried out, it was found that secondary education is configured to serve the elite, its provision is dualistic and selective, distinguishing between intellectual training and training for work, and it is far from consolidating itself as a stable policy oriented towards the emancipation of human development, as it is consolidated as an instrument for the reproduction and perpetuation of social inequalities. In the context of comprehensive education in secondary education, studies point to a tension between the historical project of emancipatory comprehensive education, the contemporary logic of flexibility, and the duality in provision. This demonstrates that secondary education remains marked by instability, discontinuity, and disputes between different conceptions of educational projects. The Promotion Policy is closely linked to business-oriented reforms and the logic of competencies, which ultimately empties the emancipatory potential of comprehensive education, reducing it to an extension of school time without qualitative transformation of pedagogical practices. Empirical analysis indicates that the implementation of the promotion policy occurs heterogeneously and is marked by structural and pedagogical challenges, revealing a mismatch between the normative proposition of the policy and the real conditions of its materialization. The perceptions of school subjects reveal ambiguities regarding the impacts of the reform. Therefore, the development of the High School Reform in the state of Tocantins, based on the state's development policy, occurred hastily, under a neoliberal ideology of a managerial nature, where the state relinquishes its role, passing it on to private initiative. Thus, the implementation has produced some progress, but accompanied by significant limitations that compromise the realization of a comprehensive, critical, and emancipatory education. While expanding opportunities, the policy also reproduces inequalities and strains the social role of public schools. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-04-29T00:00:00Z SILVA, Hildiones Silva e https://tedebc.ufma.br/jspui/handle/tede/7025 2026-05-29T13:10:11Z 2026-04-24T00:00:00Z

Título: Educação de jovens e adultos de uma escola de Alto Alegre do Pindaré/MA: narrativas sobre os desafios da permanência escolar Autor: SILVA, Hildiones Silva e Primeiro orientador: SILVA, Ilma Maria de Oliveira Abstract: Youth and Adult Education (EJA) plays a fundamental role in promoting social inclusion and democratizing education, offering learning opportunities to those who, for different reasons, were unable to complete Basic Education at the conventional age. This educational modality addresses the specific needs of young and adult learners, considering their life experiences and promoting meaningful and contextualized learning. Based on this premise, this study presents the following problem: How do the challenges of school retention in EJA, in a school in Alto Alegre do Pindaré/MA, express contradictions and tensions among public policies, pedagogical practices, and the life trajectories of students? From this problem, we seek to analyze the challenges related to school retention faced by EJA students in a school in Alto Alegre do Pindaré, Maranhão. To guide the research, we developed the following specific objectives: to analyze the legal, political, and historical frameworks of EJA in Brazil and in the municipality; to understand, through narratives, the factors that facilitate or hinder permanence in EJA; and to develop an educational product as an interpretative and pedagogical synthesis of the research. We adopted Oral History as the methodology and used narratives as the data collection instrument. Our interlocutors were EJA students, a teacher, a school administrator, and the president of the Municipal Education Council of Alto Alegre do Pindaré. The research indicated that EJA students face significant challenges that demand urgent attention. Among the main needs identified are the appreciation of students’ life trajectories, the adaptation of content to their sociocultural realities, specific continuing education for EJA teachers, and the creation of pedagogical practices that promote protagonist and autonomy in the learning process. Although challenges related to school retention continue to appear recurrently in EJA, it is possible to recognize significant progress in the development of this modality, both in pedagogical practices and in the formulation of public policies aimed at inclusion and valuing students. We conclude that EJA requires integrated actions that go beyond the mere provision of schooling, demanding pedagogical practices sensitive to the specificities of its learners. Recognizing the advances achieved should not overshadow the persistent challenges, especially regarding retention and the appreciation of students’ trajectories. Thus, the urgency of public policies that ensure adequate infrastructure, continuing teacher education, and retention strategies that consider the multiple daily demands of students committed to equity and inclusion is reaffirmed. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-04-24T00:00:00Z