https://tedebc.ufma.br/jspui/handle/tede/1258 O Programa de Pós-Graduação em Gestão de Ensino da Educação Básica (PPGEEB) foi aprovado na 157ª Reunião do Conselho Técnico-Científico da Educação Superior (CTC-ES) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ocorrida no período de 24 a 26 de março de 2015. O Resultado foi divulgado no dia 10 de abril de 2015. A data de Recomendação do Curso é 29 de abril de 2015. 2026-06-03T23:05:33Z https://tedebc.ufma.br/jspui/handle/tede/7030 Título: MEDUSA, A PETRIFICAÇÃO DA SOCIEDADE DIANTE DA VIOLÊNCIA CONTRA A MULHER NO AMBIENTE ESCOLAR: Uma Proposta DidáticoPedagógica em uma Escola da Rede Pública Estadual em Arari-Ma Autor: LOPES, Lucivaldo do Socorro Sousa Primeiro orientador: MOTA, Antonia da Silva Abstract: Violence against women in school settings is addressed in this study as a structural and historically rooted phenomenon that extends beyond isolated incidents, permeating everyday interactions, institutional practices, and power relations. Conducted in a public secondary school in the municipality of Arari, Maranhão, Brazil, the research investigates how an effective and equity-oriented pedagogical approach can be developed to address this issue within the school context, while engaging both the educational community and external support networks. The study adopts a qualitative and exploratory design, structured as a case study grounded in participant observation, with emphasis on the perspectives and lived experiences of the subjects involved. The primary objective was to design and implement a pedagogical intervention capable of fostering awareness, critical reflection, and collective responsibility regarding gender-based violence in the school environment. Findings indicate that effective intervention depends on the systematic integration of the theme across the curriculum, supported by continuous teacher education and institutional commitment. The results also highlight the importance of intersectoral collaboration, particularly with health and social services, as well as the strengthening of youth protagonism and participatory governance practices within the school. As a concrete outcome of the research, an educational product entitled “Together for Respect: A Guide for Our School” was developed. This pedagogical booklet integrates accessible language, practical guidelines, and reflective activities aimed at both students and educators, contributing to the prevention and identification of violence in school contexts. The study concludes that sustainable change relies on the alignment between institutional discourse and pedagogical practice, as well as on the consolidation of collective care routines and collaborative governance structures. Future research is encouraged to explore the long-term impact of participatory educational interventions in peripheral and socially vulnerable contexts. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-05-07T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6980 Título: A literatura de cordel nos anos iniciais do ensino fundamental uma experiência literária da turma do 5º ano de uma escola pública do município de Bacabeira-MA Autor: OLIVEIRA, José Ribamar de Jesus Primeiro orientador: COSTA, Cristiane Dias Martins da Abstract: This dissertation addresses to investigate the formation of the reader and producer of literary texts, based on the genre of cordel literature, aiming at the elaboration of didactic guidelines to promote teaching practices at the research field school in the municipality of Bacabeira, Maranhão. The general objective of the research is to investigate ways of organizing reading instruction in 5th grade elementary school classes the genre of cordel literature, in order to support the development of teaching guidelines for 5th grade from a public school in the municipality of Bacabeira, MA. The study was guided by the following questions: What theoretical and practical conceptions about reading do teachers of the Early Years of Elementary research field school, hold? How do these teachers approach reading in their daily pedagogical practices in the classroom? Watch theorical and practical elements should be included in a teaching guide to forter reading skills in 5th grade elementary school children thought cordel literature as a basis for developing a set of teaching and learning guidelines. In what ways can a Literary and Pedagogical Guidance Handbook on Cordel Literature contribute to the teaching of reading within the context of children’s reading development? Based on these considerations, the following central research question emerged: how can the development of a literary and pedagogical guidance handbook on Cordel Literature contribute to the processes of reading and writing within the context of reading development for students in the early years of Elementary Education at a public school in Peris de Baixo, Bacabeira, Maranhão? The theoretical framework included reference authors in the field of reading and writing studies, such as Bakhtin (2017), Cagliari (1993), Cosson (2010), Divides (2009), Dococ and Gattolim (2015), Gomes (2018), Lajolo (2008), Oliveira (2010), and Solé (1958), among other researchers who address literary reading. Data collection instruments included participant observation, field diaries, and interviews. The research participants were fifth-grade Elementary School students and five teachers who teach Portuguese Language in the classes investigated during the afternoon shift, where the research was conducted. The pedagogical intervention took place in the second semester of 2024 in a fifth- grade class, involving the development of a didactic sequence with the students. Data analysis and interpretation were carried out through response charts, tables, and photographs. The results of the research indicate that teaching reading and writing through Cordel Literature can significantly contribute to the development of critical thinking. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-03-30T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6979 Título: O formador de professores alfabetizadores em contexto de formação continuada sob uma perspectiva crítico-reflexiva: desafios na rede municipal de ensino de São Luís - MA Autor: FERREIRA, Rôsilene de Jesus Santos Primeiro orientador: VITURIANO, Hercília Maria de Moura Abstract: The research entitled “The Trainer of Literacy Teachers in a Continuing Education Context under a Critical-Reflective Perspective: challenges in the Municipal Education Network of São Luís – MA” is situated within the scope of the professional master’s degree of the Graduate Program in Management of Basic Education Teaching at the Federal University of Maranhão (UFMA). The study is developed based on the following guiding research question: what theoretical and practical ASSUMPTIONQWQS can support the work of trainers of literacy teachers, grounded in a critical-reflective conception of professional development, in the context of the Municipal School System of São Luís – MA? Based on this question, the main objective was defined as investigating, taking into account the assumptions of the critical-reflective conception of professional development, the theoretical and practical foundations that support the work of trainers of literacy teachers in the Municipal School System of São Luís – MA, with a view to developing a guide containing procedures for continuing professional development in this context. The specific objectives are: (i) to identify, based on the historical trajectory of the implementation of policies and programs for the continuing professional development of literacy teachers, the implications of these processes for the constitution of the professional identity of the trainer; (ii) to situate, based on a critical-reflective conception of professional development, the theoretical-methodological assumptions that guide the practice of trainers of literacy teachers in the Municipal Public School System of São Luís – MA; and (iii) to collaboratively produce a guide containing theoretical methodological guidelines for the work of trainers of literacy teachers, grounded in a critical-reflective conception of continuing professional development within the context of the research. The methodological design was organized as follows: in terms of its nature, the study is characterized as educational intervention research; the approach is qualitative, and the methodological procedures are grounded in collaborative research. The theoretical framework is based on the studies of André (2016) and Imbernón (2011), which contribute to the understanding of issues associated with teachers’ continuing professional development and the role of trainers. Regarding the knowledge required for trainers’ professional practice, the contributions of Tardif (2014), Placco (2006), Vaillant (2003), Ghedin (2006), Pimenta (2006), and Vituriano (2007) are drawn upon. These discussions are articulated with the conception of continuing professional development of literacy teachers and the work of trainers in this context. Reflections on literacy engage in dialogue with studies by Mortatti (2019), Smolka (2012), Soares (2018), among other authors. The final considerations indicate that, for trainers to construct their professional identity within a conception of teachers’ continuing professional development from a critical reflective perspective, it is necessary that methodological training procedures be grounded in theoretical-practical knowledge aligned with this perspective, considering that training practices reveal the theoretical foundations that sustain the formative process itself. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6904 Título: Racismo ambiental no contexto escolar: perspectivas dos docentes de Biologia da rede estadual do Maranhão Autor: FREITAS, Erika Fernanda Rocha Primeiro orientador: VALLE, Mariana Guelero do Abstract: The school environment fosters discussions on a wide variety of topics, including environmental issues and social problems faced by a large part of the population. Based on this, the research began with the following question: what are the theoretical knowledge levels of high school Biology teachers regarding environmental racism, and how will continuing education on this topic contribute to confronting racism in the social context? Based on this question, the following general objective was formulated: to analyze the perspectives of Biology teachers on environmental racism in order to develop a guide that can contribute as a didactic-pedagogical resource for high schools in the state of Maranhão. The main bibliographic references used were Carvalho (2014), Herculano (2006), Layrargues (2018), Leff (2001), Acserald (2004), Saviani (2009), Ayres (2012), Reigota (2010), and Pinheiro (2023). The research participants were four high school teachers who teach Biology. The research has a qualitative approach; regarding the research procedures, a case study was conducted. The research participants were four high school Biology teachers. For data collection, semi- structured interviews were conducted in person at the schools studied. After the interviews, a pedagogical workshop related to environmental racism in the school context was developed, and then a questionnaire was applied about the contribution of the pedagogical workshop. Seven categories were developed a posteriori from the analysis of the collected data using Bardin's framework. Thus, it was found that there are gaps in the teachers' understanding of environmental racism. The application of the pedagogical workshop on this topic contributed to the teachers' understanding of this type of racism, which disproportionately affects specific population groups, and to its approach in the school context. Therefore, a booklet of pedagogical guidelines was developed, which addresses the topic in question and proposes activities that can assist the pedagogical practice of teachers. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-03-02T00:00:00Z