https://tedebc.ufma.br/jspui/handle/tede/4154 2026-04-06T21:18:17Z https://tedebc.ufma.br/jspui/handle/tede/6849 Título: BRINQUEDOTECA UNIVERSITÁRIA: POSSIBILIDADES NA FORMAÇÃO DO/DA PEDAGOGO/PEDAGOGA EM UMA INSTITUIÇÃO DE ENSINO SUPERIOR DE IMPERATRIZ ¬ MA Autor: FERREIRA, Bruna Coelho de Oliveira Primeiro orientador: MONTEIRO, Karla Bianca Freitas de Souza Abstract: This study investigates the university playroom (brinquedoteca) as a meaningful educational space for undergraduate students in the Pedagogy program, conceptualizing it as a pedagogical laboratory that offers multiple opportunities for exploration, experimentation, and investigation. Play, a millenary human practice, is examined here in its cognitive, physical, and cultural dimensions, in connection with the fields of Early Childhood Education, the use of toys, and teacher training. The central research question is: What is the role of the university playroom in the teacher education process of Pedagogy students at a Higher Education institution in the city of Imperatriz? The main objective is to understand how the university playroom contributes to the teacher training process of these students, considering this space as a laboratory that should be primarily used by professors of core pedagogical subjects. The theoretical framework is based on the works of Kishimoto (2007), Teixeira (2014), and Azevedo (2010), among others. This is a qualitative study, in which data were collected through semi-structured interviews, space observation, and questionnaires. The results indicate that the playroom is frequently used by the institution, often fostering a connection between children from the community and the university through play. Furthermore, the playroom stands out as an environment conducive to both practical and theoretical understanding of childhood in all its complexity, contributing to a more sensitive and integrated teacher education aligned with the demands of Early Childhood Education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-11T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6823 Título: A gestão do Plano de Desenvolvimento Institucional (PDI) em uma instituição de ensino superior privada de Imperatriz-MA Autor: PAES, Etiane Maciel de Oliveira Primeiro orientador: FERREIRA, Antonio Alves Abstract: This dissertation aims to analyze the political nature of the management practices adopted and implemented in the Institutional Development Plan (PDI) of a private Higher Education Institution located in Imperatriz, Maranhão, Brazil. It is based on the assumption that the PDI, in addition to being a regulatory requirement defined by Law No. 9.394/1996 (Law of Guidelines and Bases of National Education) and Law No. 10.861/2004, which established the National System for the Evaluation of Higher Education (SINAES), can also be understood as a strategic planning instrument aimed at integrating academic and administrative management. The research, with a qualitative and descriptive-analytical approach, was grounded in a bibliographical review on educational management, regulation policies, and strategic planning, as well as in the documentary analysis of current legislation and institutional instruments, including the PDI 2020–2024, the Internal Regulations, the Institutional Report, and the External Evaluation Reports for reaccreditation and course recognition (2023). The results indicate that the PDI fulfills its regulatory function by meeting legal and evaluative requirements, but reveals a predominance of quantitative goals and limitations in defining qualitative indicators. It was also found that its appropriation by institutional management occurs in a restricted and predominantly formal manner, prioritizing regulatory compliance rather than its potential as a strategic management and continuous monitoring tool. It is concluded that, although the PDI has been consolidated as an essential document for the evaluative and regulatory processes of higher education, its effective use as a management instrument requires greater integration among planning, evaluation, and institutional practices, as well as the strengthening of a participatory management culture aimed at organizational improvement and the consolidation of a democratic management perspective. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-04T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6630 Título: Diálogos sobre gênero e sexualidade no ambiente escolar: desafios para professoras da educação básica Autor: SOUSA, Sara Gonçalves Figueiredo de Primeiro orientador: ZAPAROLI, Witembergue Gomes Abstract: This paper discusses the importance of including the debate on gender in the school environment, emphasizing the need to prepare teachers to deal with this theme. The research presents a theoretical framework on the main challenges faced by teachers when working with gender issues in school, such as the lack of preparation and the resistance of some educators, students and families. In addition, topics such as sexual diversity and continuing teacher training are addressed. It also points to the need to promote a democratic and humanized education, as well as the use of art as a way to approach and sensitize students on the theme of gender. We understand that this theme in the school environment is quite broad and complex, ranging from issues related to the social construction of gender identities to the way these issues are manifested in the school dynamics and in the relationships between teachers and students. The challenges for basic education teachers are many, including the lack of adequate training, the resistance of some students and parents to discuss these topics, and the need to deal with situations of prejudice and discrimination. Based on this assumption, this study discusses the issue of dialogues on gender and sexual diversity. The objective is to understand the challenges of basic education teachers regarding gender and sexuality issues presented by their students. The specific objectives are: to discuss the theoretical bases of teacher training for basic education in relation to gender and sexuality issues; to analyze the discourse of the teachers of Escolinha Aliança regarding the issues of gender and sexuality presented by the school's students; triangulate the theoretical bases of basic education in teacher training with the gender relationship. methodological choice, we will have a qualitative approach and the realization of a case study through structural and individual interviews with teachers of the School, and the data analysis will be through the Content Analysis of Laurence Bardin (2011). Finally, to face these challenges, teachers need to be open to dialogue and constant learning, seeking information and resources that help them in the process of training and professional updating. In addition, it is essential that there is a culture of respect for diversity and difference in the school environment, which involves everything from the creation of institutional policies to the adoption of inclusive and gender-sensitive pedagogical practices. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2024-11-19T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6270 Título: Saberes, práticas pedagógicas e concepções atuais dos professores de Geografia na rede municipal de Imperatriz Autor: SAMPAIO, Thiago da Silva Primeiro orientador: ALMADA, Francisco de Assis Carvalho de Abstract: This dissertation-oriented study unfolds on the knowledge and pedagogical practices of teachers from the municipal education network of Imperatriz – MA. To better understand how this training takes place, we seek to understand the entire process from family culture, school education, academic training, disciplinary knowledge and knowledge and practices produced through experience in the exercise of teaching work. The research was conducted following a qualitative approach, which allowed us, through semi-structured interviews, to bring subjective responses, more spontaneous and more connected with the reality of the classroom. The interviews also allowed the teachers to go beyond the previously formulated questions, bringing valuable information about the daily life of their professional activity. Throughout the interview, we urged the professors about trends and theoretical-epistemological perspectives in geography, making them reflect on traditional, neo-geographical and critical theories. Teachers were also naturally urged to analyze the use of Traditional Geography (Conservative) and Critical Geography (Progressive) not only with regard to their work, but in their general perception of how this is configured in general terms in Geography. School of Basic Education. Nowadays, more than ever, actions that can promote connection and dialogue between basic schools and universities are needed, something that, in addition to being part of the composition of the theoretical body of this study, was questioned to teachers. It is important to establish a dialogue between professional professors and university professors so that both can together promote not only integration actions, but act together in the preparation of teaching materials and resources, in updating the curricular components and promoting practical activities in which these environments can coexist through teaching, research and extension. Considering that this study is part of a Professional Graduate Program, the research product consists precisely in the development of a didactic material entitled "School Geography of Southern Maranhão: Learning the contents in a local perspective", constructed as a result of the research and thinking about Geography teaching practices that are aligned with our regional and local realities, especially in southern Maranhão. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2021-08-03T00:00:00Z