https://tedebc.ufma.br/jspui/handle/tede/1258 O Programa de Pós-Graduação em Gestão de Ensino da Educação Básica (PPGEEB) foi aprovado na 157ª Reunião do Conselho Técnico-Científico da Educação Superior (CTC-ES) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ocorrida no período de 24 a 26 de março de 2015. O Resultado foi divulgado no dia 10 de abril de 2015. A data de Recomendação do Curso é 29 de abril de 2015. Wed, 24 Jun 2026 00:49:40 GMT 2026-06-24T00:49:40Z http://tede2.ufma.br:8080/jspui/retrieve/1331/32.jpg.png https://tedebc.ufma.br/jspui/handle/tede/1258 https://tedebc.ufma.br/jspui/handle/tede/7056 Título: Tecendo saberes da docência para ensinar geometria com foco na aprendizagem de estudantes em uma turma multisseriada – 4º e 5º anos – de uma escola municipal de Bequimão, Maranhão. Autor: PEREIRA , Magno Andris Costa Primeiro orientador: COSTA, Manoel dos Santos Abstract: This dissertation investigated which teaching knowledge and mathematical understandings are mobilized and developed by a primary school teacher to teach Geometry in a multigrade 4th and 5th grade class at a rural municipal school in Bequimão (MA), within the context of an in-service professional development program. Based on a qualitative approach, the study combined a diagnostic questionnaire, participant observation, reflective records, collaborative planning, implementation of activities, and analysis of students’ productions, following the guidelines of the BNCC and the Documento Curricular do Território Maranhense (DCTMA). The training process enabled the teacher to rethink and reconstruct her conceptions of Geometry teaching, shifting from practices centered on recognition and reproduction of figures to an exploratory and investigative approach, with greater use of concrete materials, measuring instruments, and contextualized tasks. The results showed that students progressed in reading and interpreting figures, spatial visualization, the use of geometric language, and the understanding of properties of plane and solid shapes. The analysis also revealed that the professional development experience strengthened the teacher’s ability to connect theory and practice, promoting greater autonomy in designing instructional interventions suited to the multigrade context. As the educational product of the research, a Didactic-Pedagogical Guide for Teaching Geometry in the Early Years was developed, gathering methodological guidelines, teaching sequences, and activities created during the training process. The study concludes that in-service professional development is a powerful space for building teaching knowledge, contributing to improved pedagogical practices and to the development of students’ geometric thinking. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 04 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7056 2026-05-04T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7044 Título: Audiodescrição didática: Ressignificando o processo educacional de estudantes com deficiência visual da educação profissional e tecnológica Autor: COSTA, Denise Ferreira Primeiro orientador: ROSA, Kaciana Nascimento da Silveira Abstract: This dissertation presents a qualitative, exploratory-descriptive research with a pedagogical intervention approach, conducted at the Federal Institute of Maranhão (IFMA), São Luís campus - Historical Center. The objective was to analyze the contributions of didactic audio description to the promotion of inclusive education in the teaching and learning process of students with visual impairments. The intervention consisted in a workshop on didactic audio description, with the participation of 60 education professionals. Data collection occurred through participant observation and questionnaires were administered to 16 participants in the study that allowed the analysis of the perceptions, the practices, and the challenges related to the topic of the research. The results indicated an expansion of participants' knowledge, strengthening of inclusive pedagogical practices, and validation of the educational product through the practical experience of the guidance pathway by teachers from different areas (Languages, Mathematics, Natural Sciences, Human Sciences, Technical and Technological). It was concluded that this research contributes to the accessibility promotion and to the continuing education of teachers. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 31 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7044 2026-03-31T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7030 Título: MEDUSA, A PETRIFICAÇÃO DA SOCIEDADE DIANTE DA VIOLÊNCIA CONTRA A MULHER NO AMBIENTE ESCOLAR: Uma Proposta DidáticoPedagógica em uma Escola da Rede Pública Estadual em Arari-Ma Autor: LOPES, Lucivaldo do Socorro Sousa Primeiro orientador: MOTA, Antonia da Silva Abstract: Violence against women in school settings is addressed in this study as a structural and historically rooted phenomenon that extends beyond isolated incidents, permeating everyday interactions, institutional practices, and power relations. Conducted in a public secondary school in the municipality of Arari, Maranhão, Brazil, the research investigates how an effective and equity-oriented pedagogical approach can be developed to address this issue within the school context, while engaging both the educational community and external support networks. The study adopts a qualitative and exploratory design, structured as a case study grounded in participant observation, with emphasis on the perspectives and lived experiences of the subjects involved. The primary objective was to design and implement a pedagogical intervention capable of fostering awareness, critical reflection, and collective responsibility regarding gender-based violence in the school environment. Findings indicate that effective intervention depends on the systematic integration of the theme across the curriculum, supported by continuous teacher education and institutional commitment. The results also highlight the importance of intersectoral collaboration, particularly with health and social services, as well as the strengthening of youth protagonism and participatory governance practices within the school. As a concrete outcome of the research, an educational product entitled “Together for Respect: A Guide for Our School” was developed. This pedagogical booklet integrates accessible language, practical guidelines, and reflective activities aimed at both students and educators, contributing to the prevention and identification of violence in school contexts. The study concludes that sustainable change relies on the alignment between institutional discourse and pedagogical practice, as well as on the consolidation of collective care routines and collaborative governance structures. Future research is encouraged to explore the long-term impact of participatory educational interventions in peripheral and socially vulnerable contexts. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 07 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7030 2026-05-07T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6980 Título: A literatura de cordel nos anos iniciais do ensino fundamental uma experiência literária da turma do 5º ano de uma escola pública do município de Bacabeira-MA Autor: OLIVEIRA, José Ribamar de Jesus Primeiro orientador: COSTA, Cristiane Dias Martins da Abstract: This dissertation addresses to investigate the formation of the reader and producer of literary texts, based on the genre of cordel literature, aiming at the elaboration of didactic guidelines to promote teaching practices at the research field school in the municipality of Bacabeira, Maranhão. The general objective of the research is to investigate ways of organizing reading instruction in 5th grade elementary school classes the genre of cordel literature, in order to support the development of teaching guidelines for 5th grade from a public school in the municipality of Bacabeira, MA. The study was guided by the following questions: What theoretical and practical conceptions about reading do teachers of the Early Years of Elementary research field school, hold? How do these teachers approach reading in their daily pedagogical practices in the classroom? Watch theorical and practical elements should be included in a teaching guide to forter reading skills in 5th grade elementary school children thought cordel literature as a basis for developing a set of teaching and learning guidelines. In what ways can a Literary and Pedagogical Guidance Handbook on Cordel Literature contribute to the teaching of reading within the context of children’s reading development? Based on these considerations, the following central research question emerged: how can the development of a literary and pedagogical guidance handbook on Cordel Literature contribute to the processes of reading and writing within the context of reading development for students in the early years of Elementary Education at a public school in Peris de Baixo, Bacabeira, Maranhão? The theoretical framework included reference authors in the field of reading and writing studies, such as Bakhtin (2017), Cagliari (1993), Cosson (2010), Divides (2009), Dococ and Gattolim (2015), Gomes (2018), Lajolo (2008), Oliveira (2010), and Solé (1958), among other researchers who address literary reading. Data collection instruments included participant observation, field diaries, and interviews. The research participants were fifth-grade Elementary School students and five teachers who teach Portuguese Language in the classes investigated during the afternoon shift, where the research was conducted. The pedagogical intervention took place in the second semester of 2024 in a fifth- grade class, involving the development of a didactic sequence with the students. Data analysis and interpretation were carried out through response charts, tables, and photographs. The results of the research indicate that teaching reading and writing through Cordel Literature can significantly contribute to the development of critical thinking. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 30 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6980 2026-03-30T00:00:00Z