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, 26 Aug 2026 19:33:19 GMT 2026-08-26T19:33:19Z 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/7196 Título: O encantado na escola: caminhos pedagógicos para o ensino de arte a partir do Tambor de Mina Autor: MENDONÇA JÚNIOR, Heriverto Nunes Primeiro orientador: ROCHA, Maira Teresa Goncalves Abstract: This study aimed to analyze the inclusion of the performance of caboclo entities from Tambor de Mina within the curriculum of Centro de Ensino Leão Santos, in accordance with Law No. 10.639/2003, which mandates the teaching of Afro- Brazilian History and Culture in schools. The research sought to understand how rituals and performances of African-based traditions can be integrated into Art education as objects of knowledge, contributing to the development of anti-racist and culturally contextualized pedagogical practices. The study is grounded in an interactionist perspective, articulating the researcher’s trajectory with theoretical discussions on race, enchantment, performance, and education, based on authors such as Richard Schechner (2003), Victor Turner (1982), Zeca Ligiéro (2011), Antônio Herculano Lopes (2006), Kabengele Munanga (2004; 2005), and Nilma Lino Gomes (2005; 2012). Methodologically, this is a qualitative study, developed through bibliographic research and field investigation, involving nine teachers, using structured interviews as a data collection instrument. The data were organized and analyzed according to the methodological approach proposed by Barros (1990), allowing the identification of analytical categories related to teachers’ knowledge, curriculum implementation, and institutional challenges. As an educational product, a pedagogical handbook was developed, focused on the approach to Afro-Brazilian ritual performance in Art education, aiming to support teaching practices and contribute to the implementation of current legislation. The findings indicate that the articulation between culture, performance, and education constitutes a powerful pathway for developing more inclusive, critical, and culturally responsive pedagogical practices. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 28 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7196 2026-05-28T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7158 Título: Gênero e educação: as práticas pedagógicas na construção das identidades na Escola Municipal Renê Bayma no Município de Codó – MA Autor: MELO, Valdirene Da Cunha Primeiro orientador: AMORIM, Elisângela Santos de Abstract: The master's thesis entitled "Gender and Education: Pedagogical Practices in the Construction of Identities at the Renê Bayma Municipal School in the Municipality of Codó – MA" investigates how the pedagogical practices of 5th-grade teachers at the institution contribute to the construction of students' gender identities. The general objective is to investigate how the teaching practices of the 5th grade contribute to the formation of students' gender identities, aiming at the creation of a digital book (e- book) that promotes gender equality. The specific objectives are: to understand how the elementary school curriculum includes and addresses the theme of gender; to analyze how the Renê Bayma School addresses and discusses gender issues in its pedagogical practices; to identify the strategies used by the teaching staff to work on gender relations in the classroom; to specify the gender representations present in textbooks and other materials used; The objective of this research was to develop pedagogical material that promotes gender equality, including resources and activities that help teachers work effectively on this theme. Methodologically, the research adopts a qualitative, post-structuralist approach, configuring itself as a case study with pedagogical intervention. Data production occurred through methodological triangulation, involving document analysis, questionnaires, semi- structured interviews, participant observation, and field diary entries, with treatment based on Bardin's Content Analysis. The results reveal a duality in teaching practices. A gap in the Codó Municipal Education Plan and a lack of specific teaching resources were also identified. The educational product developed, a formative e- book, was validated by the collaborators as an essential tool to overcome the invisibility of the norm and provide theoretical and practical security to pedagogical actions in the rural area of Codó. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 22 Apr 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7158 2026-04-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7157 Título: Brincadeiras musicais como estratégia pedagógica para educadores de crianças bem pequenas e pequenas: uma pesquisa de intervenção na Creche-Escola Maria de Jesus Carvalho Autor: CARVALHO, Sérgio Ricardo Galvão de Primeiro orientador: MELO, José Carlos de Abstract: This research analyzed the use of musical games as a pedagogical strategy in the teaching-learning process of very young and young children. The investigation started from the following questions: How can musical games be used in the pedagogical practices of educators of very young and young children? How do educators conceive of music teaching in daycare-schools? How can a Booklet of Pedagogical Guidelines be constructed, in collaboration with educators, using music as a pedagogical strategy at the Maria de Jesus Carvalho Daycare-School? Based on these questions, the general objective of the research was proposed, which consisted of investigating how musical games can be used as a pedagogical strategy in the teaching-learning process of very young and young children, with a view to developing, together with educators, a booklet of pedagogical guidelines for the use of music. As a result of this objective, the following specific objectives were developed: to analyze the pedagogical practices of educators of very young and young children; to understand how music teaching is conceived in the daycare- school; to construct, in partnership with the educators of the Maria de Jesus Carvalho Daycare-School, a Booklet of Pedagogical Guidelines, using music as a pedagogical strategy. The theoretical backgrounds that underpinned the research were: Kishimoto (2002, 2010); Piaget (2001); Vygotsky (1998); Giroux (1999); Barros (2009); Macedo, Passos and Petty (2005); Machado (2003); Brito (2003); in addition to the legal instruments and official documents that support this theme, such as: the Law of Guidelines and Bases of National Education (LDBEN) - Law No. 9.394/96, Law No. 11.769/08, Law No. 13.278/16, the National Curriculum Reference for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI), the Curriculum Document for the Territory of Maranhão (DOCTE/MA), the National Common Curriculum Base (BNCC), and others. In terms of methodology, an intervention research with a qualitative focus was chosen, using literature review, state-of-the-art research, and documentary research. From the point of view of its objectives, this research has an exploratory and descriptive character. The participating subjects were educators of very young and young children. The results showed that playing is strongly linked to children in daycare and that the educators recognized the importance of playing through music. However, there is still a certain distance and insecurity in the use of musical games due to a lack of training towards this topic. The data show the need for training processes through musical games so that educators feel more comfortable using them and also creating their own games, as was done during the workshops. Finally, it is hoped that this research can serve as inspiration for other educators. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 03 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7157 2026-03-03T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7116 Título: Em defesa de práticas pedagógicas humanizadoras em salas multisseriadas: uma proposta de produção de textos sob a perspectiva dos estudos de Celestin Freinet em Bacabeira-MA Autor: NASCIMENTO, Suzana Pinheiro Primeiro orientador: FERNANDES, Vanja Maria Dominices Coutinho Abstract: The research entitled In Defense of Humanizing Pedagogical Practices in Multigrade Classrooms: a proposal for text production from the perspective of Celestin Freinet’s studies in Bacabeira, Maranhão was developed within the Graduate Program in Teaching Management in Basic Education (PPGEEB), Professional Master’s Degree at the Federal University of Maranhão (UFMA). The study aimed to analyze the implications of using the Free Text Production Workshop, proposed by Celestin Freinet, for the teaching and learning of text production in multigrade classrooms in the municipality of Bacabeira, Maranhão, with a view to developing an educational product. The research adopted a qualitative approach and was carried out through participant observation, with systematic records in a field diary, in the context of multigrade classes in the early years of Elementary Education. The theoretical framework was grounded in humanizing literacy and Freinet’s pedagogy, mainly based on the contributions of Freinet (1977, 1996), Arena (2020), Arena and Arena (2024), Bortolanza and Corrêa (2023), Jolibert (2006), Smolka (1989), Mortatti (2006, 2008, 2019), Collelo (2021), and Miller (2020), as well as on the contributions of cultural- historical psychology by Vygotsky, Luria, and Leontiev. The results showed that text production practices in the observed multigrade classroom are marked by tensions between traditional approaches, centered on copying and dictation, and initiatives that seek to attribute social meaning to writing. It was found that teacher mediation, although careful and intentional, still tends to excessively guide the children’s writing process, limiting, at times, their autonomy and authorship. On the other hand, evidence of practices aligned with Freinet’s pedagogy was identified, especially in the appreciation of students’ experiences, the use of everyday themes, and the socialization of textual productions, although in a sporadic and non-systematized manner. As an outcome of the research, the educational product “Pedagogical Guidelines Notebook – Free Text Production Workshop in Multigrade Classrooms” was developed, aiming to support the training and practice of literacy teachers by providing theoretical and methodological guidelines for the development of more meaningful, authorial, and humanizing text production proposals. It is concluded that the Free Text Workshop constitutes a powerful pedagogical strategy for reorganizing writing practices in multigrade classrooms, contributing to a literacy process that recognizes the child as a subject of language and the author of their own texts. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 28 Apr 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7116 2026-04-28T00:00:00Z