https://tedebc.ufma.br/jspui/handle/tede/74 2026-08-21T20:37:41Z https://tedebc.ufma.br/jspui/handle/tede/7182 Título: SAÚDE, HIGIENE E EDUCAÇÃO NO MARANHÃO DURANTE A PRIMEIRA REPÚBLICA (1889–1930) Autor: MENDES, Maria de Nazareth Primeiro orientador: CASTRO, César Augusto Abstract: This thesis investigates the interrelationship between health, hygiene, and education in Maranhão during the First Republic (1889–1930), focusing on hygienist ideology and its translation into practices and representations within the school environment. The general objective is to analyze how conceptions of health, hygiene, and education translated into the implementation, legitimization, and representation of hygienist practices in Maranhão schools, linking them to the political-pedagogical project of the First Republic. Methodologically, the research is grounded in the History of Education, with an emphasis on Cultural History, guided by the contributions of Chartier (1990), Bourdieu (1980, 1983, 1989, 1990), Barros (2016), and Castro & Castellanos (2020). The study mobilized a diverse document corpus composed of legal sources (laws, decrees, and regulations), administrative sources (reports from governors and school inspectors), and journalistic sources (educational and general press), enabling a critical analysis of hygienist representations and practices within the educational context of Maranhão during the First Republic. The critical analysis of these sources allowed for an examination of the meanings attributed to hygienism in daily school life, the identification of its legitimizing agents, and the capture of local forms of appropriation and resistance. The results demonstrate that hygienism assumed specific configurations, impacted by regional inequalities, structural precarity, and the fragility of the republican State. This research contributes to the historiography of education by showing that school hygienism was not a uniform and centralized policy, but rather a phenomenon appropriated, reinterpreted, and contested at local levels. The experience in Maranhão reveals specificities that challenge linear narratives of the history of Brazilian education, reinforcing the importance of regional readings to understand the processes of institutionalizing health and education in republican Brazil. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese 2025-12-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7120 Título: POR QUE OS QUE FICAM, FICAM? A PERMANÊNCIA ESCOLAR DE JOVENS SERTANEJOS NO ENSINO MÉDIO Autor: OLIVEIRA, Cristiane Kuhn de Primeiro orientador: LIMA, Lucinete Marques Abstract: The central focus of this investigation is on young people from a small town in the interior of Bahia, who are high school students, and their relationship with school and the future. To this end, our main objective is to understand the arguments constructed by the students to remain in high school based on their interactions with the school, educational policies, and socio-political and cultural contexts. This is a qualitative research study with an ethnographic perspective, conducted in a public high school in the state of Bahia, located in the municipality of Jussara, in the interior of Bahia state. Data collection instruments included participant observation, recorded in an observation diary; semi-structured interviews with sixty students; and document analysis: student files, school regulations and political-pedagogical project, the Bahia State Curriculum Reference Document, and statistical panels from the Basic Education School Census. The construction of the concept of youth was based on classical and contemporary sociological perspectives, and school retention was based on the studies of Vincent Tinto, analytically adapted to the specificities of Brazilian basic education. The results highlight the diversity of youth in the Sertão region, indicating how the condition of youth is experienced unequally depending on geographic origin. They also point out that, among the main arguments of the students for remaining in school, the completion of high school is seen as a means to enter higher education, a technical course, or the job market, with schooling being the necessary path to achieving their future goals. Furthermore, policies, strategies, and programs at the federal, state, and local levels act as contributions to the social and academic integration of the student, adding conditions such as expectations, support, feedback, involvement, and learning. This thesis argues that school retention in rural high schools is not a passive event of flow, but a life project mobilized by strategies of resistance and youth protagonism, demonstrating that retention is based on what we propose as a multidimensional anchoring triad: the pragmaticmaterial dimension (food security and aid), the symbolic-subjective dimension (school as a territory of protection and sociability), and the prospective dimension (social mobility via ENEM and diploma). This study contributes to the guidance and adoption of micro-public educational policies aimed at youth and school retention. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese 2026-05-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7119 Título: PROFESSORAS QUE ATUAM NA EDUCAÇÃO INFANTIL DAS ESCOLAS COMUNITÁRIAS: A trajetória pessoal e a construção da identidade profissional Autor: JESUS, Claudiane Pinto Dias de Primeiro orientador: MELO, Maria Alice Abstract: The research entitled: Teachers who work in early childhood education in community schools: the personal trajectory and the constitution of professional identity, aims to analyze the relationship between personal trajectory and the process of initial training of teachers in community schools and to what extent this relationship contributed to the construction of professional identity. The research took place at the Pingo de Gente Nursery School, located in Maiobão/Paço do Lumia-MA, involving ten teachers from that school. This qualitative research developed in an articulated way the bibliographic, documentary and field research through the life history method and a questionnaire to outline the teachers' profile. To analyze the testimonies, we took as a reference the content analysis proposed by Bardin (2011-2016). The literature review was carried out in Cardoso (2014), Félix (2015), Marquezan (2015), T.C (2015), Bolzan (2016), Demori (2016), Pereira (2017), Stool (2017) and Melo (2018). To understand the concepts related to personal, social and professional identity, we sought foundations in Ciampa (1987-1989), Bauman (2005), Dubar (2006), Hall (2000-2006), Silva (2000) among others. To understand childhood from different spaces and historical moments, we looked for Aries (1987-2006), Lajolo (2011), Kohan (2015), Kramer (2007). The results of the analysis revealed that the process of formation of both personal and professional identity is constant and incomplete, being influenced by social, political, economic and family factors. The teachers' life history has a strong relationship with professional training, there is an intertwining of personal experiences with work situations. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2021-12-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7117 Título: ESCOLA DIGNA NO MARANHÃO: Relações intergovernamentais e implicações na educação municipal Autor: MACHADO, Áurea Regina dos Prazeres Primeiro orientador: LIMA, Lucinete Marques Abstract: This dissertation is linked to the Research Line in History, Politics and Human Formation and to the Study and Research Group in Educational Policies and Management (GEPPGE) of the Postgraduate Program in Education (PPGE) at the Federal University of Maranhão (UFMA). The research aims to analyze the development in the Dignified School Macropolicy of provisions on cooperative relations between the State Executive Branch and Municipal Governments, and the implications and reactions in the municipal education system and in schools in São Mateus and Aldeias Altas, in the period from 2015 to 2024. The choice of municipalities was based on data from SEDUC-Maranhão, considering the time of adherence to the Dignified School Macro Policy since 2015, the HDI-M classified as low or medium, and the existence of at least two units of the program built or renovated to replace inadequate school structures. The theoretical framework for analysis and interpretative synthesis was based on the intellectual works of: Abrucio and Segatto (2014), Almeida (2001); Karl Marx and Friedrich Engels (2007); Elazar (1995); Dourado (2007, 2013); Gadotti (1997); Ciavatta (2014); William Riker (1996) Lima (2012); Lustosa (2022); Camini (2010); Oliveira and Araujo (2005); Ferreira and Santos (2023); Silva (2022) Afonso (2005) Lima J.P.M (2023), Lima F; Bianchini; Lima (2019), among others. Methodologically, the research is exploratory, descriptive, and explanatory, with a qualitative approach, based on the epistemological framework of HistoricalDialectical Materialism, with emphasis on the categories of mediation, contradiction, and social practice. In the descriptive-analytical research, semi-structured interviews were conducted with institutional managers from the State Department of Education and municipal education departments, as well as managers from municipal public elementary schools included in the actions of the Macro policy. The data collected were analyzed using Laurence Bardin's Content Analysis technique. In the explanatory phase, interpretative syntheses of the development of cooperative relations between state power and two municipalities in Maranhão were constructed, highlighting ambiguities, autonomy, resistance, and meanings produced for educational policies. The object of study involves the analysis of key concepts such as Cooperative Federalism, Collaborative Regime, and Intergovernmental Relations between state and municipalities. The research demonstrates that the "Escola Digna" (Dignified School) Macropolicy represented an advance in the consolidation of federative cooperation between the State of Maranhão and the municipalities, demonstrating significant implications for education systems and schools. The collected data were analyzed using Laurence Bardin's Content Analysis technique. In the explanatory phase, interpretative syntheses of the development of cooperative relations between state power and two municipalities in Maranhão were constructed, highlighting ambiguities, autonomy, resistance, and the meanings produced for educational policies. The object of study involves the analysis of key concepts such as Cooperative Federalism, Collaborative Regime, and Intergovernmental Relations between state and municipalities. The research demonstrates that the "Escola Digna" (Dignified School) Macro Policy represented an advance in the consolidation of federative cooperation between the State of Maranhão and the municipalities, demonstrating significant implications for education systems and schools. It also found progress in the expansion and improvement of school infrastructure, the systematic provision of continuing education for teachers and school administrators and for the technical teams of the education secretariats, and in local pedagogical actions focused on increasing enrollment, reducing grade repetition, and addressing school dropout. However, challenges still exist that restrict the effectiveness of the policy, such as the centralization of decisions in the state government, the low participation of municipalities in decisions, and the standardization of measures that do not always align with local realities. Furthermore, within schools, particularly in rural areas, challenges persist such as multi-grade classrooms, structural deficiencies, and the difficulty in reconciling teacher training with the school routine, highlighting tensions between the policy's objectives and the actual conditions of municipal school systems. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-07-29T00:00:00Z