TEDE Communidade:https://tedebc.ufma.br/jspui/handle/tede/tede/742023-12-11T16:34:05Z2023-12-11T16:34:05ZEstágio supervisionado remoto: implicações para a formação inicial de professores de Ciências e BiologiaSILVA, Marcos Vinicius Marques dahttps://tedebc.ufma.br/jspui/handle/tede/tede/50442023-11-16T23:51:42Z2023-08-02T00:00:00ZTítulo: Estágio supervisionado remoto: implicações para a formação inicial de professores de Ciências e Biologia
Autor: SILVA, Marcos Vinicius Marques da
Primeiro orientador: PORTELA, Edinólia Lima
Abstract: This research aims to analyze the implications of a Remote Supervised Internship regarding
knowledge and professional identity in the initial training of students in the Biological Sciences
Teaching Program at the Federal University of Maranhão, São Luís campus. In conducting the
research, a qualitative approach was adopted, using instruments and techniques from
bibliographic and documentary research, as well as semi-structured interviews and a
questionnaire. Data were analyzed using Content Analysis techniques (BARDIN, 2016), which
facilitated the construction of the following categories: Organization and development of
Remote Supervised Internship; Challenges of Remote Supervised Internship; Mobilization and
construction of Teaching Knowledge; and the process of building Professional Identity in the
context of Remote Supervised Internship. The study involved twelve (12) interns/graduates
who participated in the Remote Supervised Internship in 2020 and 2021. The work is grounded
in the contributions of authors such as Pimenta (1999, 2020), Pimenta and Lima (2018),
Almeida and Pimenta (2015), Tardif (2014), Dubar (2005), Hall (2000), Marcelo (2009),
Guimarães (2004), Souza and Ferreira (2020), Ferraz and Ferreira (2020), Araújo (2021),
among others. Additionally, it draws from documents such as Ordinance nº 343/2020, which
deals with the replacement of face-to-face classes with digital classes during the COVID-19
pandemic; Ordinance nº 544/2020, which authorized the realization of internships in digital
media during the pandemic; Opinion CNE nº 9/2020, which recommended the execution of
non-face-to-face activities for practices and internships, especially for teaching and teacher
training courses; and Normative Instruction nº 04/2020, which regulates the implementation of
obligatory curricular internship activities in the undergraduate courses at the Federal University
of Maranhão due to the pandemic caused by the new coronavirus. The results revealed that
Emergency Remote Teaching posed unprecedented challenges to the Supervised Internship,
requiring the assimilation of complex social demands, particularly with the use of technologies.
Among the identified challenges, the restriction of interactions between interns and students
stands out, which may have impacted the pedagogical practices developed in this environment.
However, the challenges faced prompted interns to seek strategies to overcome them, resulting
in the mobilization and construction of different teaching knowledge. In this scenario, the
(re)construction of the professional teaching identity occurred through reflection on lived
experiences, the mobilization and (re)construction of teaching knowledge, and adaptation to the
virtual environment. Despite the unique characteristics of a Remote Supervised Internship, its
trajectory proved to be marked by challenges but also valuable learning experiences and
overcoming obstacles. Furthermore, it demonstrates itself as a potential formative proposal for
the initial training of teachers in post-pandemic scenarios, provided it is carefully reassessed
and planned, avoiding the abrupt approach that characterized its implementation during the
pandemic. Thus, integrating the Supervised Internship with socially defined objectives for
teaching, aligned with a theoretical perspective that conceives it as an instrumental theoretical
activity in teaching practice, is crucial to creating opportunities for the construction of
knowledge and contributing to the recognition and consolidation of the professional identities
of future teachers.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-08-02T00:00:00ZProfessoras das escolas comunitárias luteranas no Brasil: uma ciranda histórico-feminista da educaçãoSANDER, Franciele Vanessahttps://tedebc.ufma.br/jspui/handle/tede/tede/50392023-11-14T02:00:30Z2022-09-19T00:00:00ZTítulo: Professoras das escolas comunitárias luteranas no Brasil: uma ciranda histórico-feminista da educação
Autor: SANDER, Franciele Vanessa
Primeiro orientador: NUNES, Iran de Maria Leitão
Abstract: The ciranda is an image used by the feminist theologian Elizabeth Schüssler Fiorenza to
represent her form of research, in which there is no hierarchy or power, because all people
are equal in the circle. In the present research, this image is used as a symbol of her writing,
in which she seeks to analyze the influence of the feminization process in the EvangelicalLutheran communitarian schools linked to the Synodal Education Network, aiming at
identifying the period and context in which the entrance of women into the Evangelical
Seminary of Teacher's Formation in Rio Grande do Sul occurred, and its reasons; and, to
historicize the process of the feminization of teachers in communitarian schools, giving
voice to its protagonists. We started from the verification of a gap regarding the record of
the presence of women in the historical texts of the mentioned schools, and, despite the few
reports, there are reasons, that lead to the suspicion, from the perspective of the feminist
hermeneutics, that women would be present in a more active way than what is observed in
the bibliographies analyzed regarding this topic. Initially, the relevance of the study of our
object is discussed, followed by a historical review to understand the identity complexity
of the ethnic group on which it will focus. Next, we seek to understand the nuances of the
education of teachers in the Evangelical Seminary and the participation of women in this
space. Then, the stories of women teachers and their work contexts are told. We conclude
by identifying the closing moment of the ethnic schools, placing it in the period of the
nationalization of teaching in the Vargas Era. To this end, the research is qualitative in
nature, documental carried out in the Historical Archive of the Evangelical Church of
Lutheran Confession in Brazil and bibliographic; having the theoretical contributions of:
Altmann (1991), Dreher (1984, 1992), Deifelt (2003), Dubar (2020), Kreutz (2000), Meyer
(2000), Nunes (2006), Scott (1989), Streck (1997) and Yannoulas (2011). The research is
situated in the field of History of Education with the Feminist Theology for its relationship
with gender studies. The methodological key that feminist theology uses for reading is the
feminist hermeneutic of suspicion that is used as a criterion for data collection and analysis.
In this research, some women who worked as teachers were discovered. These were named,
along with their stories, and were historically placed, linking them to their training and
performance spaces. This dissertation intends to add to the studies that seek to give visibility
to the presence of women in the Brazilian teaching profession, making a record of their
working in spaces in which there was silencing as to their teaching practice.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2022-09-19T00:00:00ZInclusão na educação superior: operacionalização das acessibilidades nas práticas pedagógicas com discentes surdosMEDEIROS, Aline Mendeshttps://tedebc.ufma.br/jspui/handle/tede/tede/50382023-11-14T01:39:24Z2023-09-15T00:00:00ZTítulo: Inclusão na educação superior: operacionalização das acessibilidades nas práticas pedagógicas com discentes surdos
Autor: MEDEIROS, Aline Mendes
Primeiro orientador: SILVA, Silvana Maria Moura da
Abstract: The inclusion of deaf students in Higher Education depends on several factors,
ranging from access to information to the pedagogical practices applied by
professors for their permanence in the institution. The present study aimed to
analyze the operationalization of communicational, methodological, and instrumental
accessibility in pedagogical practices for the inclusion of deaf students in higher
education in the Brazilian Sign Language Course. The qualitative, descriptive,
exploratory, documentary, and field research through case study was carried out at
the Federal University of Piauí, Campus Universitário Ministro Petrônio Portella
between the periods of 2020.1 to 2021.2, corresponding to the years 2021 and 2022,
still in the period of the Corona Virus Disease 2019 (COVID-19) pandemic. The
participants were 7 professors from the Letters-Brazilian Sign Language course at
the Center for Human Sciences and Letters, 3 male, and 4 female, with an average
age ranging from 20 to 50 years, training in teaching in the areas of Pedagogy,
Geography, and Letters – Brazilian Sign Language; and a bachelor's degree in
Business Administration, Accounting Sciences and Technology in Human Resource
Management, mostly with a specialization in Brazilian Sign Language. In data
collection, official documents from the aforementioned University were used, such as
the Institutional Development Plan, the Pedagogical Project of the course in focus,
and semi-structured interviews. Data from documents and interviews were submitted
for content analysis. The results of the research indicated that the Institutional
Development Plan dealt with the issue of communicational, methodological, and
instrumental accessibility in a comprehensive way, suggesting that some of the
institution's bodies were promoters of this accessibility, for example, the Accessibility
Center and the Department of the Language Course - Brazilian Sign Language. The
Pedagogical Project of the course in question also addressed these three types of
accessibility in a broad way and directed that the Structuring Teaching Center of the
course should always check the best way to enable accessibility in the course,
through more appropriate methodologies and pedagogical practices. Among these
methodologies and appropriate pedagogical practices, it was obtained as a response
from the referred nucleus that the explanation of classes with deaf students occurred
preferably in LIBRAS. Specifically in relation to the operationalization of accessibility
by teachers, the results showed that most of them had specialization and fluency in
Brazilian Sign Language, enabling its use as the main means of communication to
contemplate communication accessibility. Regarding methodological accessibility,
teachers encouraged the active participation of students with visual resources,
materials in videos with subtitles, and activities and assessments varied between
theoretical and practical procedures. Instrumental accessibility was operationalized
through audiovisual materials, videos translated into Brazilian Sign Language,
applications with 3D avatars, and digital platforms such as Kahoot, YouTube, and
Google Meet. It is concluded that communicational, methodological, and instrumental
accessibility are aspects under development in the pedagogical practices of the
professors of the analyzed course, but some points still need to be expanded and
described in official documents and in the production of instruments and teaching
materials used in the education of deaf students.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-09-15T00:00:00ZEducação para sexualidade e documentos educacionais: possíveis reflexos na prática pedagógica no Ensino MédioSOUSA, Rayssa Maria Bezerra Vieira dehttps://tedebc.ufma.br/jspui/handle/tede/tede/48782023-08-09T12:01:01Z2023-07-04T00:00:00ZTítulo: Educação para sexualidade e documentos educacionais: possíveis reflexos na prática pedagógica no Ensino Médio
Autor: SOUSA, Rayssa Maria Bezerra Vieira de
Primeiro orientador: SILVA, Sirlene Mota Pinheiro da
Abstract: En las últimas décadas, la educación sexual ha sido entendida como una de las posibilidades
para transformar el ámbito escolar en un espacio de debate de cuestiones individuales y
colectivas, recreando perspectivas de una educación que sea, de hecho, inclusiva y
emancipadora. Así, el presente trabajo trae como pregunta central para responder cómo la
educación sexual está presente en los documentos escolares y cuáles son las posibilidades
reflexiones sobre las prácticas pedagógicas en una escuela secundaria. Tiene como objetivo
discutir la relación entre la educación en sexualidad y los documentos educativos,
relacionándolos directamente con la realidad de una escuela seleccionada, el Instituto Estatal
de Educación, Ciencia y Tecnología do Maranhão (IEMA), Unidad Plena de São Luís. Es de
destacar que los documentos se construyen desde perspectivas sociales, culturales y políticas,
así como también se construye la realidad escolar, puntualizando específicamente los
documentos nacionales, regionales e institucionales. De este entrecruzamiento vemos una línea
directa de aliento, desánimo, debate y encrucijada que se concretan en la cotidianidad escolar.
La investigación se basa en un enfoque cualitativo destacando los fenómenos sociales a partir
de sus prácticas y construcciones, con Análisis de Documentos, en la forma de Análisis de
Contenido, como lo propone Laurence Bardin, que señala las voces en la construcción de
documentos y sus posibilidades. Se infiere que de esta forma será posible generar un espacio
que pretenda seleccionar, analizar y construir una perspectiva de la educación sexual como
posibilidad en la realidad educativa. Como resultado se pudo observar la relación entre los
documentos nacionales, regionales e internos del IEMA, com respecto a la sexualidad en todos
los documentos falta profundidad y dirección en cuanto a la educación sexual, por lo que lo que
analizamos es falta de compromiso y ausência del tema en la construcción de una educación
verdaderamente integral y emancipadora.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-07-04T00:00:00Z