https://tedebc.ufma.br/jspui/handle/tede/1270 2026-04-12T19:54:47Z https://tedebc.ufma.br/jspui/handle/tede/6833 Título: Seja xereta: o ensino de ciências não-formal, território de resistência por meio da trajetória de Sônia Guimarães Autor: CASTRO, Letícia Matos Primeiro orientador: SILVA, André Flavio Gonçalves Abstract: This dissertation analyzes the academic and professional trajectory of Sônia Guimaràes, the first Black woman to earn a PhD in Physics in Brazil, interpreting her path as a territory of resistance and reexistence within Science Education. It is based on the understanding that modem science was structured upon Eurocentric, patriarchal, and racist foundations that have historically excluded Black women from spaces of knowledge production. Thus, understanding and disseminating Sônia Guimaräes's story is a political and epistemic act of confronting the erasure of Black women in the history of Brazilian science. The research is qualitative, exploratory, and interpretive, grounded in the theoretical frameworks of intersectionality, decolonial epistemologies, and Black feminism, drawing on authors such as Crenshaw, Collins, Hooks, Gonzalez, Carneiro, and Walsh. It employs Discursive Textual Analysis (DTA) as its methodology, applied to three main sources: a public interview given by the scientist to the Provoca TV program (TV Cultura, 2024), her Curriculo Lattes, and a biographical article by Katemari Rosa (2020) published by ABPN. The discursive analysis revealed four metacategories: Roots and Scientific Awakening; Teaching and Invention as Practices of Resistance, Intersectionalities in Science. Challenges and Confrontations; and Legacy and Future of Black Science. Thèse categories show that Sônia's trajectory is marked by confrontations with institutional racism and academic sexism, but also by practices of invention, solidarity, and commitment to social transformation through education. Her presence in Physics represents a historical and pedagogical milestone, opening pathways for other Black women to see themselves as scientists and educators. As a practical and pedagogical outcome of the study, a Virtual Museum titled “Sônia Guimaràes: Trajectory of a Black Scientist” was created. Conceived as an interactive and decolonial digital space, the museum aims to promote scientific dissemination and the empowerment of Black girls. It serves as a tool of memory, visibility, and critical education, fostering anti-racist pedagogical practices and the appreciation of plural knowledge systems. The study concludes that Science Education, when guided by intersectional and decolonial perspectives, can become a field of resistance and transformation, breaking silences and expanding representation within science. By valuing the trajectory of Sônia Guimaràes, this research reaffirms the role of Black women as producers of knowledge, memory, and future, contributing to the construction of a Brazilian science that is more plural, democratic, and socially just. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-08T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6832 Título: Uma História da primeira Licenciatura em Física do Maranhão contada a partir de documentos e entrevistas Autor: CARDOSO, Paulo Fernando Costa Primeiro orientador: LIMA, Maria Consuelo Alves Abstract: Evidence of gaps in the systematization of information about teacher education in the Physics Licensure Program at the Universidade Federal do Maranhão (UFMA) motivated this investigation into the historical trajectory of the course. The study covered the period from 1968 to 2023 and was guided by the question: how does the historical path of UFMA’s Physics Licensure Program reveal the institutional and subjective processes that shaped the current course? The general objective was to reconstruct and interpret key moments in the trajectory of UFMA’s Physics Licensure Program, by articulating teaching memory, institutional documents, and theoretical references that make it possible to understand the individuation process of the course. Specifically, the research aimed to (1) analyze the institutional documents that guided the creation, implementation, and curricular reforms of the program, and (2) interpret, in light of cartography and the theory of individuation, interviews conducted with four professors who were also graduates of the program’s early cohorts and later became faculty members at the institution. The qualitative methodological approach articulated principles from the History of Science and Cartography, enabling the intersection of documentary sources (such as resolutions, reports, minutes, and pedagogical projects) and oral sources (interviews). The results indicated that, especially in the early decades, the course was structured under a predominantly bachelor-oriented curriculum model, focused on the training of specialists in specific areas of physics, while the pedagogical dimension of teacher education was largely overlooked. The interviews, however, revealed that the course became a territory of invention and resistance, where teachers and students transformed the precariousness of infrastructure and human resources into a space for creation. Curricular reforms, such as that of 1992, and the official recognition of the program by Decree No. 79.065/1977, represented turning points and moments of institutional maturity. It was concluded that the history of UFMA’s Physics Licensure Program reflects a continuous process of individuation, driven by the instituting forces of the subjects who built it. This study contributes to valuing the teaching memory, to the historical record of physics teacher education in Maranhão, and to strengthening a critical perspective on the formation processes of those who participated in the creation and consolidation of the program. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-10-30T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6801 Título: Forma/ação docente em Ciências: perspectiva Queer, tecnologias digitais e a héxis política docente Autor: SILVA, Nathália Ferreira Primeiro orientador: ARANHA, Carolina Pereira Abstract: Recent studies highlight a gap in teacher training, both initial and continuing, regarding the themes of gender and sexuality. Consequently, practicing teachers lack the resources to deal with differences in the school environment. Along with this gap, there is a lack of training for incorporating Digital Technologies in the classroom. Rosa (2024), and Rosa and Esquincalha (2024) show that there is formative potential in discussing/working on these gaps/deficiencies together. In this way, while Queer Theory (Butler, 2024; Louro, 2022) provides the lenses to denaturalize the binarism and heteronormativity present in Science teaching, Digital Technologies can act as catalysts for this process. Together, they challenge the notion that bodies and identities must fit into fixed models. In this sense, we ask ourselves: What processes of defamiliarization, re-signification, and resistance are mobilized by a Queer Cybertraining course in Science teachers' conceptions of gender and sexuality, and how does the mediation of Digital Technologies catalyze or strain these movements? Based on this problem, the objective of the research is to: Understand how a teacher training process based on Cybertraining and Queer Theory impacts the conceptions of Science teachers regarding gender and sexual diversity, identifying potentialities, obstacles, and the movements of defamiliarization provoked. To this end, the proposed methodology consists of a qualitative analysis, whose investigation is unveiled in stages, potentially leading to the understanding of the phenomenon being investigated, analyzed in light of the ideas of Freire (1996), Butler (2024) and Louro (2000). Accordingly, the research corpus was constituted by: 1) materials produced from the course "Queer Cybertraining: defamiliarizing the curriculum," in an online modality with a workload of 40 hours; and 2) interviews conducted with the course participants after its completion. Through Discursive Textual Analysis (DTA), we seek to value the expressions, ideas, reflections, and actions of the participants, in order to observe the potential of these moments and activities. Three final categories emerged from this process: 1) Initial Expectations and Conceptions; 2) Microaggressions and other forms of violence as technologies of gender – becoming aware of; and, 3) Images that touch. These categories reveal that the offered course was of significant relevance to the people who showed interest in completing it, and even in the face of challenges, it was capable of awakening new perspectives in teachers regarding the existing reality, reinforcing the need for LGBTQIAPN+ themes, mediated by DTs, to be part of teacher training processes, whether initial or continuing, taking Cybertraining as a potentially fruitful path in the face of the need to prepare these teachers to train people possibly capable of consolidating relevant values and practices for life as a whole. Keywords: Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-10-31T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6763 Título: O estágio supervisionado obrigatório e a formação docente: a construção de saberes docentes iniciais na licenciatura em Matemática da UFMA Autor: SEREJO, Marizete Borges Silva Primeiro orientador: MARQUES, Clara Virginia Vieira Carvalho Oliveira Abstract: This study investigates the structure, implementation and development of knowledge and professional attitude in the Initial Training of students in the Mathematics Degree Course at UFMA-Campus São Luís, through the Mandatory Supervised Internship (ESO). In this sense, we sought to analyze the format of the ESO described in the Pedagogical Project of the Full Degree Course in Mathematics (CLM), as well as to identify and characterize the students in the ESO situation of the CLM, outlining their perceptions on how they conceive the practice of the Supervised Internship from the perspective of the formation of the teaching identity. For this, a qualitative methodological approach is used, following the perspective of the case study, as proposed by Yin (2001). For data collection, semi structured interviews were conducted with the interns and with the internship coordinator, enabling the understanding of the experiences lived by the interns and the organization of the CLM. Data analysis will follow the steps described in Laurence Bardin's Content Analysis. The initial assessment reveals essential aspects of Initial Mathematics Teacher Training, highlighting both the positive characteristics evidenced in the experience and the challenges faced by undergraduates during the internship. The partial results indicate ESO as a fundamental element in the construction of teaching identity, providing future teachers with an integration between theory and practice. In addition, the study highlighted the importance of reflection and personal organization of undergraduates in the face of the demands of the profession. The final considerations aim to contribute to the improvement of Initial Mathematics Teacher Training, with the objective of training more consistent professionals who are aware of their role in education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-29T00:00:00Z