TEDE Communidade:https://tedebc.ufma.br/jspui/handle/tede/742026-05-10T12:21:36Z2026-05-10T12:21:36ZFormação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicasGOMES, Kátia Cilene Amorimhttps://tedebc.ufma.br/jspui/handle/tede/69452026-05-06T19:06:25Z2026-03-19T00:00:00ZTítulo: Formação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicas
Autor: GOMES, Kátia Cilene Amorim
Primeiro orientador: NASCIMENTO, Ilma Vieira do
Abstract: The thesis Continuing Education of Literacy Teachers in the Public School System of
São Luís (Maranhão): Teacher Professional Development and Pedagogical
Practices, submitted to the Graduate Program in Education at the Federal University
of Maranhão (UFMA), examines the continuing education of early literacy teachers
working in the municipal public school system of São Luís. The general objective was
to analyze the phenomenon of continuing education for early literacy teachers, based
on the experiences of those who participated in such initiatives between 2019 and
2023, and to understand its implications for professional development and literacy
pedagogical practices, considering the historical and material contradictions inherent
to the educational process. The study is grounded in Historical-Dialectical Materialism
(HDM), adopting the analytical categories of totality, movement, contradiction, and
historicity, supported by the works of Marx and Engels and by authors such as
Saviani. Methodologically, HDM is articulated with Dialogic Discourse Analysis
(DDA), a perspective that, while recognizing the historical materiality of education,
assigns centrality to listening, to the word, and to the meanings produced by subjects.
The research was conducted in municipal public schools in São Luís with early
literacy teachers, using semi-structured interviews, focus groups, and analysis of
official documents as data-generation procedures. The analysis, mediated by the
dialogue between HDM and DDA, showed that continuing education has created
spaces for exchange and sharing of experiences among teachers, yet remains
marked by a technical and fragmented logic. The historical and material
contradictions of the process reveal that such educational initiatives cannot be
understood as mere program implementation; rather, they must be examined in their
social totality, within a context of ideological disputes, teacher labor precarity, and
movements of resistance. The study concludes that continuing education, in order to
fulfill its historical role, must be constituted as an emancipatory practice, grounded in
public policies that ensure objective working conditions, time for study and planning,
professional recognition, and a solid theoretical foundation, reaffirming education as
a political act and a conscious intervention in social reality. The contributions of this
research are significant in that they highlight the complexity of literacy education and
the challenges imposed by recent educational policies, offering theoretical
methodological support for the strengthening of critical and historically situated
literacy practices.; La tesis titulada Formación continua de alfabetizadores en la red pública de
enseñanza de São Luís (Maranhão): desarrollo profesional docente y prácticas
pedagógicas, presentada al Programa de Posgrado en Educación de la Universidade
Federal do Maranhão (UFMA), tiene como objeto la formación continua de profesores
alfabetizadores de niños de la red pública municipal de enseñanza de São Luís. El
estudio tuvo como objetivo general analizar el fenómeno de la formación continua de
profesores alfabetizadores de niños, a partir de los sujetos que la vivenciaron entre
2019 y 2023, en el contexto de la red pública municipal de enseñanza de São
Luís/Maranhão, y sus implicaciones para el desarrollo profesional y las prácticas
pedagógicas de alfabetización, considerando las contradicciones históricas y
materiales del proceso educativo. La investigación se fundamenta en el Materialismo
Histórico-Dialéctico (MHD), y adopta como categorías analíticas la totalidad, el
movimiento, la contradicción y la historicidad, basadas en los estudios de Marx y
Engels, así como en autores como Saviani. Metodológicamente, articula el MHD con
el Análisis Dialógico del Discurso (ADD), perspectiva que, al reconocer la
materialidad histórica de la educación, otorga centralidad a la escucha, a la palabra
y a los sentidos producidos por los sujetos. El estudio se realizó en escuelas de la
red pública municipal de São Luís, con profesores alfabetizadores de niños,
utilizando como procedimientos de generación de datos la entrevista
semiestructurada, el grupo focal y el análisis de documentos oficiales. El análisis,
mediado por la interlocución entre MHD y ADD, evidenció que la formación continua
ha posibilitado momentos de intercambio y socialización de experiencias entre
docentes, aunque sigue marcada por una lógica tecnicista y fragmentada. Las
contradicciones históricas y materiales del proceso revelan que tales formaciones no
pueden comprenderse como mera ejecución de programas, sino que deben
analizarse en su totalidad social, en el contexto de disputas ideológicas,
precarización del trabajo docente y movimientos de resistencia. Se concluye que la
formación continua, para cumplir su papel histórico, debe constituirse como una
práctica emancipadora, fundamentada en políticas públicas que aseguren
condiciones objetivas de trabajo, tiempo para estudio y planificación, valorización
profesional y una base teórica sólida, reafirmando la educación como un acto político
y una intervención consciente en la realidad social. Las contribuciones de esta
investigación se vuelven significativas al evidenciar la complejidad de la
alfabetización y los desafíos impuestos por las políticas educativas recientes,
ofreciendo aportes teórico-metodológicos para el fortalecimiento de prácticas
alfabetizadoras críticas y situadas históricamente.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Tese2026-03-19T00:00:00ZFormação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicasGOMES, Kátia Cilene Amorimhttps://tedebc.ufma.br/jspui/handle/tede/69382026-05-04T14:56:33Z2026-03-19T00:00:00ZTítulo: Formação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicas
Autor: GOMES, Kátia Cilene Amorim
Primeiro orientador: NASCIMENTO, Ilma Vieira do
Abstract: The thesis Continuing Education of Literacy Teachers in the Public School System of
São Luís (Maranhão): Teacher Professional Development and Pedagogical
Practices, submitted to the Graduate Program in Education at the Federal University
of Maranhão (UFMA), examines the continuing education of early literacy teachers
working in the municipal public school system of São Luís. The general objective was
to analyze the phenomenon of continuing education for early literacy teachers, based
on the experiences of those who participated in such initiatives between 2019 and
2023, and to understand its implications for professional development and literacy
pedagogical practices, considering the historical and material contradictions inherent
to the educational process. The study is grounded in Historical-Dialectical Materialism
(HDM), adopting the analytical categories of totality, movement, contradiction, and
historicity, supported by the works of Marx and Engels and by authors such as
Saviani. Methodologically, HDM is articulated with Dialogic Discourse Analysis
(DDA), a perspective that, while recognizing the historical materiality of education,
assigns centrality to listening, to the word, and to the meanings produced by subjects.
The research was conducted in municipal public schools in São Luís with early
literacy teachers, using semi-structured interviews, focus groups, and analysis of
official documents as data-generation procedures. The analysis, mediated by the
dialogue between HDM and DDA, showed that continuing education has created
spaces for exchange and sharing of experiences among teachers, yet remains
marked by a technical and fragmented logic. The historical and material
contradictions of the process reveal that such educational initiatives cannot be
understood as mere program implementation; rather, they must be examined in their
social totality, within a context of ideological disputes, teacher labor precarity, and
movements of resistance. The study concludes that continuing education, in order to
fulfill its historical role, must be constituted as an emancipatory practice, grounded in
public policies that ensure objective working conditions, time for study and planning,
professional recognition, and a solid theoretical foundation, reaffirming education as
a political act and a conscious intervention in social reality. The contributions of this
research are significant in that they highlight the complexity of literacy education and
the challenges imposed by recent educational policies, offering theoretical
methodological support for the strengthening of critical and historically situated
literacy practices.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Tese2026-03-19T00:00:00ZLetramento de surdos: das políticas educacionais inclusivas à prática docenteFERREIRA, Ana Cristina de Assunção Xavierhttps://tedebc.ufma.br/jspui/handle/tede/68592026-03-23T14:00:25Z2026-01-21T00:00:00ZTítulo: Letramento de surdos: das políticas educacionais inclusivas à prática docente
Autor: FERREIRA, Ana Cristina de Assunção Xavier
Primeiro orientador: CHAHINI, Thelma Helena Costa
Abstract: The literacy of Deaf students requires schools to adopt literacy practices that go beyond the
exclusive mastery of reading and writing, integrating these skills into an approach based on
social practices. For this, the singularities of this linguistic minority must be understood by
teachers in order to enable assertive teaching practices. Thus, this thesis aims to analyze
teaching practices in the literacy of Deaf students in the early years of elementary education, in
two full-time bilingual schools in Maranhão. This study was guided by the central question:
how has teaching practice in the literacy of Deaf students in the early years of elementary
education been carried out in two full-time bilingual schools in Maranhão? The field research
followed a qualitative approach, exploratory and descriptive in nature, with nine teachers
participating at this educational stage. All of them took part in the first data collection
instrument, the interview, and seven participated in the second, the Conversation Circle. The
interlocutors met the selection criterion established for the research: having at least five years
of teaching experience. This period was considered relevant as it corresponds to the phase of
stabilization and consolidation of the teaching career, when the individual already gathers
significant experiences and more structured pedagogical practices. Data were collected through
document analysis, semi-structured interviews, the Conversation Circle technique, and field
diaries. The results were subjected to content analysis, following Bardin’s (2011) principles,
resulting in the organization into different categories and subcategories. Findings show that
teaching practice in bilingual settings faces challenges, even with a bilingual curriculum
proposal that provides linguistic and cognitive foundations to students and bilingual teachers,
since other factors significantly impact practice. Among them are late access to sign language,
family absence, age/grade distortions that compromise the acquisition of Libras, reading, and
Portuguese writing, as well as the lack of diagnoses of learning disorders associated with
deafness, which hinder the development of Deaf students. Furthermore, the interlocutors
pointed out that the Municipal Department of Education does not invest in continuing
education. Most training initiatives occur through the participants’ own efforts, encouraged by
school management. They believe that, since there is no person in the department who
understands the reality of Deaf students and deafness, much remains to be done. Participants
also complained about the number of projects sent, most of which are disconnected from the
school’s reality and the Deaf community. The results indicate that, even with responsible and
intentional teaching practices, the literacy of Deaf students still encounters obstacles that go
beyond the school walls. Issues such as late access to Libras, lack of accurate diagnoses, and
insufficient continuing education for teachers compromise the full development of Deaf
students. In this context, it becomes urgent to invest in actions that engage with the reality of
deafness, ensuring that public policies provide adequate teacher training so that the
implementation and availability of a bilingual curriculum with equitable pedagogical practices
fully guarantee the educational development of Deaf students at all levels of education.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Tese2026-01-21T00:00:00ZAinda somos os mesmos e vivemos como nossos pais? confetos da EJATEC sobre sexualidadeCARVALHO , Laura Cristina Feitosa dehttps://tedebc.ufma.br/jspui/handle/tede/67432026-01-28T14:35:45Z2025-11-04T00:00:00ZTítulo: Ainda somos os mesmos e vivemos como nossos pais? confetos da EJATEC sobre sexualidade
Autor: CARVALHO , Laura Cristina Feitosa de
Primeiro orientador: NUNES, Iran de Maria Leitão
Abstract: Sexuality is present in everything and everyone. This biopsychosocial and cultural
manifestation, permeated by mysteries and meanings, arouses the interest of many people,
whether to understand it or to silence it. Reflecting on sexuality implies recognizing that it is
constructed within human relationships, in language, affections, and everyday practices. Based
on this understanding, this research aims to comprehend the conceptions of sexuality held by
students at EJATEC Liceísta from the perspective of Sociopoetics. Specifically, it seeks to
present Sociopoetics as a methodological and epistemological possibility for research on
sexuality, to show how EJATEC students express their conceptions of sexuality through the
creative devices of Sociopoetics, and to understand the meanings attributed to sexuality by these
students within the context of their personal and collective experiences. The study is grounded
in the theoretical assumptions of Jacques Gauthier’s Sociopoetic Research (2020), in Michel
Foucault’s (1988) concepts of sexuality, and in Paulo Freire’s (2019) liberating pedagogy,
while also engaging in dialogue with other authors who contribute to a critical and emancipatory
education. Methodologically, the research was collectively constructed through artistically and
pedagogically inspired workshops on sexuality, developed with a research group composed of
eight EJATEC students. Sociopoetics, as a participatory and sensitive approach, recognizes the
research group as a subject that produces knowledge and affections, legitimizing experience,
the body, and collectivity as sources of understanding. From the creative and expressive devices
used in the workshops, “confetos” were constructed, that is, concepts woven from lived
experiences, emotions, and collective creations, which reveal significant aspects of the
students’ sexuality, such as family silencing around the topic, intergenerational conflicts
regarding values and sexual behaviors, and possibilities for dialogue and re-signification within
educational and family spaces. The co-researchers’ productions indicate that Sociopoetics
enables not only the creation of new confetos about sexuality but also the establishment of a
space for listening, expression, and recognition of the participants’ knowledge. Thus, the study
contributes to broadening discussions on sexual education in Brazil, reaffirming the importance
of methodological approaches that unite art, science, sensitivity, and collectivity in the
production of knowledge.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2025-11-04T00:00:00Z