https://tedebc.ufma.br/jspui/handle/tede/3 2026-07-14T17:05:35Z https://tedebc.ufma.br/jspui/handle/tede/7104 Título: Interpretação Patrimonial em Museus: Uma análise do Museu Ferroviário e Portuário do Maranhão Autor: SILVA, Mayane Pereira Primeiro orientador: CUTRIM, Kláutenys Dellene Guedes Abstract: This research investigates heritage interpretation in museums, focusing on the Maranhão Railway and Port Museum, considering interpretation as a communication strategy that makes cultural heritage accessible, understandable, and meaningful to the public. The main objective is to analyze the use of heritage interpretation as a tool for the preservation and communication of cultural heritage within the museum context in Maranhão, aligning with the program’s Culture, Education, and Technology research line by exploring educational and communicative practices mediated through interpretive resources. This is a qualitative study, with bibliographic, documentary, and field approaches, adopting an interdisciplinary perspective that engages the Humanities and Social Sciences, particularly museology, history, cultural heritage, and heritage education. The investigation involved museum visitors selected by voluntary participation and employed content analysis and heritage interpretation categories to assess the effectiveness of interpretive media and institutional communication. Results indicated that the museum is attractive and has interpretive potential, although it presents limitations and specific characteristics that could be improved. This research contributes to the advancement of knowledge on heritage interpretation, demonstrating how mediation strategies can articulate heritage, memory, and identity, guide integrated cultural policies, strengthen administrative partnerships, and enhance the visibility and impact of museums and cultural spaces in diverse contexts, providing a foundation for future theoretical and practical research. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-27T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7097 Título: Os griots e o papel da oralidade em angola: a formação da memória coletiva em Parábola do Cágado Velho, de Pepetela     Autor: CUTRIM, Valéria Matos Primeiro orientador: FEITOSA, Márcia Manir Miguel Abstract: Postcolonial literature played a crucial role in enabling Angolan writers to narrate their own history—no longer framed through a colonial gaze. Writing became a profoundly important tool of emancipation and resistance. Through it, authors depicted war, hunger, independence, and the local customs that the population continued to cultivate. Among this group of authors, Pepetela stands out. His literary works seek to reclaim the history of his people, suppressed with the advent of colonization, while simultaneously revealing socio-historical and cultural elements that shape the Angolan territory. Marked by a narrative grounded in orality and making extensive use of Kimbundu—one of Angola’s national languages—Pepetela’s writing revives, through collective memory, a time when knowledge was transmitted by the master figure of the griots, ancestral storytellers entrusted with preserving the link between past and present. In the novel Parábola do Cágado Velho (1996), Pepetela reinscribes storytelling through the interplay of speech and writing, assuming a literary commitment to returning to his origins. Drawing on personal experiences, he proposes a symbolic relationship between man and tortoise, in which the animal appears as a bearer of knowledge and is revered as a religious entity. The tortoise is celebrated as a kind of griot, guardian of values, principles, and advice. Through the didactic structure of a parable, the narrator employs this allegory to revisit ancestral practices embedded in the collective memory of society, directly contributing to the preservation of intangible heritage—namely, oral tradition—while recovering identities and reinforcing group cohesion in a potentially transformative way. The relationship between the animal and Ulume symbolizes a communion between tradition and ancestral wisdom, expressing reverence for knowledge-bearing figures. To develop this study—which follows a qualitative approach and draws on bibliographic and documentary sources within an interdisciplinary framework—this work engages with critical reflections by scholars such as Aimé Césaire (1978), Alain Gheerbrant (2007), Amadou Hampâté Bâ (1987), Ana Mafalda Leite (2020; 2022), Chinua Achebe (1989), Frantz Fanon (2005), Edward Said (1995), Gayatri Chakravorty Spivak (2010), Héli Chatelain (1888–89), Homi K. Bhabha (1998), Honorat Aguéssy (1997), Inocência Mata (2010; 2012; 2014), Jan Vansina (1982), Jean Chevalier (2007), Laura Padilha (1995), Leda Maria Martins (2021), Maurice Halbwachs (2003), Michael Pollak (1992), Pierre Nora (1993), Rita Chaves (1999; 2004; 2005), Stuart Hall (2003), and Terry Eagleton (1983). Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7095 Título: Tecer de Varandas: Arte e Memória na Rede de Dormir em Viana/MA Autor: PINHEIRO, Maria Susana Silva Primeiro orientador: OLIVEIRA, Ana Caroline Amorim Abstract: This research seeks to explore the hammock as a historical and cultural artifact in the city of Viana, Maranhão. Rooted in documentary methodology, the study draws from bibliographic and qualitative approaches, analyzing texts from books, scholarly journals, and databases such as SciELO and Google Scholar. Fieldwork was conducted through participant observation and informal conversations with members of the Viana Academy of Letters (AVL) and its youth division (AVLJ), embracing the diversity of Viana's people across generations, educational levels, and social classes. The work is anchored in historical records from scribes, travelers, and artists, as well as in the ethnographic writings of Câmara Cascudo (2003), which provide part of its theoretical foundation. Structured in three chapters, the first offers a review of literature on the hammock; the second investigates its historical, mnemonic, cultural, and symbolic meanings in Brazilian society; and the third delves into the perceptions of Viana’s residents, both young and old, shaped by their lived experiences. Field data reveals that, in Viana, the hammock is entwined with the rhythms of rest—whether strung in open verandas or closed rooms—and evokes memories of kin, childhood, play, drifting thoughts, and mental stillness. Its gentle sway soothes the heat, yet its presence in a home does not guarantee its nightly use. Many participants were unaware of any specific historical narrative tied to the hammock, though they recognized its roles: a seat for visitors, a bed for elders, a cradle of play for children—a democratic, multidisciplinary space where leisure and rest intertwine. Yet a silence lingers: the hammock bears the imprints of personal histories, embodying lives lived and dreams cradled. Amidst the rise of industrial production, the artisanal craft endures through the hands of Dona Isauderina, a weaver who sustains both her livelihood and the ancestral art of hammock-making in Viana. Through it, the thread of tradition remains unbroken. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-06-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7091 Título: A colonialidade no contexto universitário: as implicações do racismo na subjetividade dos estudantes negros do curso de Medicina da UFMA Campus São Luís – MA Autor: SILVA, Rebeca Mislene Lopes Barros da Primeiro orientador: CARVALHO, Conceição de Maria Belfort de Abstract: Discursive knowledge reproduces a colonial logic that uses race as an instrument of domination and exploitation, sustained by a supposed idea of civilization/modernization. This hegemonic order legitimizes racial and social inequalities and represses cultural and intellectual productions that do not correspond to the normalized and standardized white ideal. In this context, the racial apparatus acts strategically in the production of racialized subjects as inferior. Historically, spaces of intellectual production, and therefore discursive spaces, such as the academic environment, have been dominated by whiteness in denial of Black perspectives. Although the Black presence in universities has increased in recent years, both due to the pursuit of new knowledge and social ascension, this does not eliminate racist violence, since institutions still perpetuate dynamics that privilege certain groups to the detriment of others. Therefore, this dissertation investigates how racism stemming from the historical-structural configurations of coloniality and its effects permeate the subjectivity of Black students in undergraduate courses at public universities. This study aims to analyze how racism stemming from the historical-structural configurations of coloniality and its effects permeate the subjectivity of Black undergraduate students. The study is linked to the Culture, Education, and Technology research line of the Postgraduate Program in Culture and Society (PGCult), highlighting its interdisciplinary nature by promoting the articulation between the fields of psychology, education, race relations, and decolonial theories. It is a basic, exploratory, qualitative research study, using the technical procedure of field research at the Federal University of Maranhão, with bibliographic, documentary, and field procedures. A Life History interview was conducted with two Black students from the Medicine course at the São Luís Campus, focusing on what is recounted by the individual in their unique narrative, seeking to explore how the historical-structural racial influence affects the subjectivity of these students according to their own accounts, what they felt and thought in the scenarios described. The data were read and interpreted using Critical Discourse Analysis. The results demonstrate that the students' journey was marked by inequalities and that entry into the medical course revealed an elitist environment, based on a white standardization that generates a sense of non-belonging. Situations of racism and curricular gaps on racial issues were identified throughout the course, resulting in significant psychological impacts, such as burnout syndrome and feelings of inadequacy and insufficiency. It is concluded that undergraduate studies are a period traversed by violence and inequalities stemming from the historical and social context of racial relations in Brazil, and that admission through affirmative action does not dismantle the mechanism of exclusion within it, which demands a critical review of the institutional organization and training curricula. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-24T00:00:00Z