https://tedebc.ufma.br/jspui/handle/tede/74 Fri, 11 Sep 2026 01:30:13 GMT 2026-09-11T01:30:13Z http://tede2.ufma.br:8080/jspui/retrieve/74/MESTRADOEMEDUCACAOIMG2.jpg https://tedebc.ufma.br/jspui/handle/tede/74 https://tedebc.ufma.br/jspui/handle/tede/7206 Título: Nas correntezas da ambivalência: representações sociais de afetos manifestos e latentes da docência na cotidianidade da escola contemporânea Autor: OLIVEIRA, Luysienne Silva de Primeiro orientador: BONFIM, Maria Núbia Barbosa Abstract: This study embraces metaphorically the waters of a river, exposing the affective relationship with the Mearim River, which runs through the city of Pedreiras-MA. It aims to investigate the manifest and latent affections in the social representations of teachers in their daily work at the U.E. Carlos Martins school located in that municipality. The object of the article is therefore based on the manifest and latent affective ambivalence in the social representations of teachers, encompassing pleasure and displeasure in the exercise of their work. The choice for the Social Representations Theory, in the Moscovici procedural line, focused on common sense, was made by making use of the complexity of social relations constructed in the interactive process of knowledge production, where images and meanings shape knowledge and the behavior of subjects, principles that lead to the understanding of teachers' manifests of affection in everyday school life. To this, the following questions arose: What affects are manifested in the daily life of school institutions? How do the affects manifested in daily life shape the teacher's knowledge systems? What images and meanings are present in the affective manifestation along the construction of social representations of teachers in a primary school? The investigation was developed through bibliographic and field research. The bibliographic study on the school and teachers was based on Freire (1987, 2011); Nóvoa (1992, 2009); Arroyo (2003); Frigotto (2010); Melo, Bonfim e Moraes (2023); among others. Discussions about affect were supported crosswise by authors in Social Psychology and Social Representations, such as Moscovici (1978, 2005, 2012, 2015); Jodelet (2005, 2019, 2021); Arruda (2009, 2010); Ornellas (2009, 2021); Jovchelovich (2005, 2009); Lane (1981); Bonfim (2007); and others, as well as areas of Developmental Psychology such as Wallon (1954, 1999, 2007); Vygotsky (1998); e Piaget (1976). The studies aligned with the theoretical knowledge constructed and shared during mentoring sessions with Bonfim (2022 to 2026), which ran through the entire study. Data were collected through four methods: Unstructured observation, during classes of different subjects and in the teachers' room in break times, aiming to consider the subjects in their natural environment without any intervention; a Profile Questionnaire, intending to understand the participants' profiles; sending a Letter to the Teacher, encouraging teachers to write narratives about their daily professional activity, considering the affective dimension; and, finally, a Semi- structured Interview with the management team, aiming to capture aspects that are not evident but present in daily educational life. The data processing was carried out using Bardin's Content Analysis Technique (2016), as it allows deduction, inference, and understanding of the collected data beyond appearances. Therefore, Double-Entry Tables were used, grouping the core meanings contained in the participants' responses, which were organized into side A (arranged vertically) and side B (arranged horizontally). Both sides were crossed, giving rise to the categories of analysis. In conclusion, affective ambivalence constitutes a central characteristic of the teaching experience in the contemporary school where, on one hand, many teachers maintain a symbolic investment in the profession, fueled by values such as social commitment, a desire to contribute to the students' education, professional fulfillment, and identification with teaching. On the other hand, the structural difficulties of work, reflected in the lack of social recognition and daily wear and tear, produce feelings of frustration, exhaustion, and demotivation. The results allow the formulation of a theoretical and conceptual proposition of the Affective-Representational Latency of Teaching – ARLT, which interprets affective latency as structuring teaching itself. In other words, teaching, organized by latent affects, most often unpleasant, is reorganized and structured in a way that manifests resistance and persistence. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 22 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7206 2026-05-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7202 Título: A saúde docente no contexto das políticas curriculares de formação de professores/as: um conteúdo presente, esquecido ou invisibilizado? Autor: ANDRADE, Maria José Silva Primeiro orientador: MELO, Maria Alice Abstract: The research entitled "TEACHER HEALTH IN THE CONTEXT OF CURRICULAR POLICIES FOR TEACHER TRAINING: a present, forgotten, or invisible content?", linked to the Research Line: Educational Institutions, Curriculum, Teacher Training and Work, of the Doctoral Program in Education at the Federal University of Maranhão, presents reflections on the relationship between teacher health and initial teacher training curricula, and starts from the problem: within the scope of curricular policies, in the initial training process, is there any type of approach aimed at promoting and protecting the health of educators? Its general objective is to analyze the current state of the content of teacher health within the context of curricular policies, in order to understand its importance, needs, and contributions to education.This study contributes to addressing relevant situations experienced in teaching practice. The study adopts a critical-dialectical perspective, anchored in historical dialectical materialism, nterwoven with the metaphor of the bricklayer, a worker of hard labor. Its locus in the Federal Universities in the Northeast of Brazil, specifically their in-person Pedagogy courses as participants included coordinators, professors who are members of the Structuring Teaching Nuclei, and students in their final semester. Bibliographic and documentary researches were conducted, and mixed questionnaires were administered to research participants; initial refinement was performed using the State of the Question (Nóbrega-Therrien; Terrien, 2004), and data analysis was conducted using Content Analysis (Bardin, 2020) and softwares. The theoretical framework is supported by, among others, authors such as Araújo; Pinho; Masson (2019), Assunção; Oliveira (2009); Codo (1999), Esteve (1999), Duarte (2010, 2021), Lopes; Macedo (2022), Oliveira (2004, 2019, 2021), Pacheco (1996, 2003, 2022), Saviani (2009, 2019, 2021), Silva (2024). The results indicate the omission of curricular policies regarding the topic; include the construction of a breviary of warning signs regarding the profile of illness today; the findings point to a significant number of political- pedagogical projects that need updating in light of the demands expressed and current regulations, also highlighting the existence of projects aligned with a critical and resistant perspective; demonstrate the presence of tensions and contradictions between the participants' statements on aspects such as the relationship between the formal curriculum and the reality of teaching practice, and the theoretical centrality in the curricula; on the other hand, there are convergences on the impacts of neoliberal education reforms on teacher training and work. It notes the absence of systematic approaches to teacher health content in the curricula investigated and, although some do exist, when they occur it is incipient, punctual, analgesic and superficial, being recognized mainly by the students as urgent and necessary; the state in which the object finds itself within the scope of curricular policies and curricula at the end of the process manifests itself as invisible, which highlights gaps in initial training and translates into complaints that can contribute to raising reflections and debates about this object and its inclusion in curricular outlines, when the indispensable updates of the Course projects are made, a movement already under construction, in addition to helping the future teacher to better deal with situations that can culminate in illness in their teaching practice. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 29 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7202 2026-05-29T00:00:00Z 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 Thu, 09 Jul 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7201 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 Fri, 17 Jul 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7200 2026-07-17T00:00:00Z