https://tedebc.ufma.br/jspui/handle/tede/75 2026-08-31T04:03:46Z https://tedebc.ufma.br/jspui/handle/tede/7201 Título: Escrevivências docentes negras do curso de licenciatura em educação física da UFMA Autor: SOUSA, Marcos Rogério Leitão Primeiro orientador: MACHADO, Raimunda Nonata da Silva Abstract: The access of Black women to teaching positions in Brazilian higher education is still marked by historical challenges related to structural racism, gender inequality, and epistemic exclusion. In the field of Physical Education, these barriers become even more evident in the face of an academic tradition guided by Eurocentric standards of body, knowledge, and practice. This study analyzes how the lived experiences of Black female teachers, who participated in the creation and implementation of the Physical Education undergraduate course at the Federal University of Maranhão (UFMA), reveal experiences of confrontation, resistance, and the construction of a teaching practice traversed by race, gender, and class. It adopts a qualitative approach, grounded in hermeneutic phenomenology complemented by lived experience as an epistemology of resistance (a way of producing knowledge from lived experience in everyday relationships, where the personal intersects with the collective) and as a narrative methodology (the act of researching and narrating one's own experience as a practice of constructing and expressing knowledge). The data were produced through a Dialogue Circle, entitled “Black Women Teachers Weaving Memories in Physical Education,” held within the scope of the VI Black Women's July (JUPre) and the V Afrocentric Education Conference (JEAfro), a space for sharing and listening, in which narratives of lived experiences emerged that articulate memory, body, and ancestry. The results reveal that Black women teachers face multiple forms of delegitimization and inequality, but also construct strategies of resistance and affirmation, transforming the academic daily life into a field of struggle and (re)invention of knowledge. Their presence in Physical Education contributes to the recognition of local knowledge and the consolidation of pedagogical practices committed to equity. Their lived experiences constitute a living epistemology, in which the act of narrating oneself is also the act of existing and resisting, destabilizing historical hierarchies of knowledge and affirming the power of Black women as producers of knowledge and social transformation. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-07-09T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7200 Título: Um bocado de prompt, mais um pouco de algoritmo, algumas alucinações e muita automação: currículo e mídia educativa em tempos de IAGen Autor: SÁ, Marcela de Sousa Primeiro orientador: OLIVEIRA, Danilo Araujo de Abstract: This dissertation analyzes how the educational magazine Nova Escola participates in curriculum production in Basic Education by attributing meanings to Generative Artificial Intelligence (GenAI) and making available teacher subject positions through news articles and lesson plans published on its digital platform. The study is grounded in a post-critical perspective, Cultural Studies in Education, and Foucauldian-inspired discourse analysis. It draws upon the notions of curriculum as a cultural artifact, discourse, power/knowledge, subject positions, and the government of conduct to problematize the truth effects produced by statements about GenAI in educational media. The corpus consisted of six news articles and four lesson plans published between 2024 and 2025, selected for addressing GenAI in relation to curriculum, teaching, pedagogical planning, personalized learning, ethics, algorithmic bias, hallucinations, and critical curation. The analytical procedures included a systematic survey of the platform, documentation of the materials, production of analytical notes, selection of statements, identification of anchor statements, organization of lexical chains and semantic fields, and problematization of truth effects and teacher subject positions. The findings show that Nova Escola participates in curriculum production by presenting GenAI as an object of knowledge, an ally to teachers' work, a promise of personalized, flexible, and interactive teaching, and a field permeated by ethical conflicts that require mediation and critical curation. It is concluded that these discourses not only provide information about the technology but also regulate expectations, legitimize forms of knowledge, prescribe practices, and call upon teachers to occupy subject positions characterized by continuous updating, digital competence, accountability, and critical mediation. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-07-17T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7199 Título: Política Nacional de Educação Especial na perspectiva inclusiva: uma análise dos princípios, diretrizes e implementação no município de Mirinzal (MA) Programa de Pós-Graduação Em Educação Autor: SANTOS, Maricelma Arouche Maciel dos Primeiro orientador: CARVALHO, Mariza Wall Barbosa de Abstract: The implementation of the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) remains a central challenge for public education systems, particularly in small municipalities. This study aims to analyze the implementation of PNEEPEI in the municipality of Mirinzal, Maranhão, through a case study conducted in a public basic education school, examining the alignment between national guidelines and institutional practices. The research adopted a qualitative, descriptive-interpretative approach, based on document analysis and semi-structured interviews with school administrators, teachers, parents, and guardians of students who are part of the Special Education target group. The study was approved by the Research Ethics Committee under Certificate of Presentation for Ethical Consideration No. 73494823.2.0000.5087. The findings indicate that, although students are enrolled in regular classrooms as recommended by PNEEPEI, there is an absence of specialized professionals responsible for Specialized Educational Assistance (AEE), revealing a significant gap between policy prescriptions and local implementation. Additional challenges include insufficient teacher training, lack of specialized pedagogical resources, and limited articulation between regular teaching and support services. The study concludes that inclusion in the investigated municipality advances in terms of access, but structural and organizational limitations hinder the full realization of students' right to learning, highlighting the need for investment in human resources and the consolidation of AEE services. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-05-08T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7198 Título: Territorialidades de professoras Afrouniversitárias: entre relações de gênero, raça e mobilidade social Autor: SILVA, Alyne da Silva e Primeiro orientador: MACHADO, Raimunda Nonata da Silva Abstract: This work is part of the research project "Afro-descendant Women Professors in Higher Education: Epistemic Voices" and questions how Black women, from urban peripheries and working in higher education teaching at the Federal University of Maranhão (UFMA), especially in the Physical Education course, have occupied these spaces of social prestige with their marginalized territories intersected by the dimensions of race, gender, and social mobility. The general objective of this research is to analyze the marginalized territories of Afro-Brazilian university professors, intersected by the dimensions of race, gender, and social mobility, that traverse their trajectory in higher education teaching. To this end, the specific objectives are: to analyze studies on the presence of Black women in Brazilian higher education teaching, particularly at UFMA (Dom Delgado University City, in São Luís/MA); to understand their marginalized territories within the Physical Education course (UFMA); and to enunciate the achievements, possibilities, and challenges present in these territories. Methodologically, the research employs a qualitative approach anchored in Afrocentric onto-epistemic perspectives, utilizing narrative production in Dialogue Circles, bibliographic research, and a State of the Art type study. The study emphasizes resistance strategies and ways of creating spaces of agency within the academic territory, engaging theoretically with authors such as Guacira Louro (2004), Fúlvia Rosemberg (2013), Heleieth Saffioti (1987), Lélia Gonzalez (2020), Sueli Carneiro (2023), bell hooks (1995), Milton Santos (2006), David Harvey (2008), Tiaraju D’Andrea (2020), Molefi Kete Asante (2009), and Silvio Almeida (2019). The narratives of these teachers demonstrate that their experiences cannot be understood solely through the logic of social vulnerability, but above all through the power of their political, pedagogical, and epistemological actions, which redefine the academic territory and affirm the presence of Black women as producers of knowledge, memory, and societal transformation. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-07-03T00:00:00Z