https://tedebc.ufma.br/jspui/handle/tede/75 Thu, 21 May 2026 19:29:23 GMT 2026-05-21T19:29:23Z http://tede2.ufma.br:8080/jspui/retrieve/883/1.png https://tedebc.ufma.br/jspui/handle/tede/75 https://tedebc.ufma.br/jspui/handle/tede/6969 Título: O princípio da “consideração com a diversidade étnico racial” da LDB e sua objetivação em uma instituição de educação superior: base normativa e programas/ações acadêmico-administrativas Autor: SÁ, Moisés Dias Primeiro orientador: LIMA, Lucinete Marques Abstract: The research entitled “The Principle of ‘Consideration for Ethnic-Racial Diversity’ in the Brazilian Law of Guidelines and Bases of Education (LDB) and Its Implementation in a Higher Education Institution: normative framework and academic-administrative programs/actions” aims to analyze how the principle of ethnic-racial diversity set forth in the LDB is applied, in normative terms and through academic-administrative programs and actions, within a Higher Education Institution, by contrasting and/or bringing together legal and educational meanings, particularly in the context of the Federal University of Maranhão (UFMA). Methodologically, the study adopts a qualitative approach, using bibliographic and documentary research techniques to provide a theoretical foundation and to explore practices and phenomena at UFMA. The study is organized into three chapters: the first addresses ethnic-racial diversity in Brazilian society, proposing an understanding of ethnic-racial identity; the second examines the ethnic-racial issue within the Brazilian legal system, including Fundamental Human Rights, the 1988 Federal Constitution, and amendments to the LDB; the third analyzes the policy of ethnic racial equality at UFMA, including affirmative actions and other related policies. The research highlights advances in the promotion of ethnic-racial equality, while also identifying gaps and challenges to its effective implementation within a public university. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 25 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6969 2026-02-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6945 Título: Formação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicas Autor: GOMES, Kátia Cilene Amorim Primeiro orientador: NASCIMENTO, Ilma Vieira do Abstract: The thesis Continuing Education of Literacy Teachers in the Public School System of São Luís (Maranhão): Teacher Professional Development and Pedagogical Practices, submitted to the Graduate Program in Education at the Federal University of Maranhão (UFMA), examines the continuing education of early literacy teachers working in the municipal public school system of São Luís. The general objective was to analyze the phenomenon of continuing education for early literacy teachers, based on the experiences of those who participated in such initiatives between 2019 and 2023, and to understand its implications for professional development and literacy pedagogical practices, considering the historical and material contradictions inherent to the educational process. The study is grounded in Historical-Dialectical Materialism (HDM), adopting the analytical categories of totality, movement, contradiction, and historicity, supported by the works of Marx and Engels and by authors such as Saviani. Methodologically, HDM is articulated with Dialogic Discourse Analysis (DDA), a perspective that, while recognizing the historical materiality of education, assigns centrality to listening, to the word, and to the meanings produced by subjects. The research was conducted in municipal public schools in São Luís with early literacy teachers, using semi-structured interviews, focus groups, and analysis of official documents as data-generation procedures. The analysis, mediated by the dialogue between HDM and DDA, showed that continuing education has created spaces for exchange and sharing of experiences among teachers, yet remains marked by a technical and fragmented logic. The historical and material contradictions of the process reveal that such educational initiatives cannot be understood as mere program implementation; rather, they must be examined in their social totality, within a context of ideological disputes, teacher labor precarity, and movements of resistance. The study concludes that continuing education, in order to fulfill its historical role, must be constituted as an emancipatory practice, grounded in public policies that ensure objective working conditions, time for study and planning, professional recognition, and a solid theoretical foundation, reaffirming education as a political act and a conscious intervention in social reality. The contributions of this research are significant in that they highlight the complexity of literacy education and the challenges imposed by recent educational policies, offering theoretical methodological support for the strengthening of critical and historically situated literacy practices.; La tesis titulada Formación continua de alfabetizadores en la red pública de enseñanza de São Luís (Maranhão): desarrollo profesional docente y prácticas pedagógicas, presentada al Programa de Posgrado en Educación de la Universidade Federal do Maranhão (UFMA), tiene como objeto la formación continua de profesores alfabetizadores de niños de la red pública municipal de enseñanza de São Luís. El estudio tuvo como objetivo general analizar el fenómeno de la formación continua de profesores alfabetizadores de niños, a partir de los sujetos que la vivenciaron entre 2019 y 2023, en el contexto de la red pública municipal de enseñanza de São Luís/Maranhão, y sus implicaciones para el desarrollo profesional y las prácticas pedagógicas de alfabetización, considerando las contradicciones históricas y materiales del proceso educativo. La investigación se fundamenta en el Materialismo Histórico-Dialéctico (MHD), y adopta como categorías analíticas la totalidad, el movimiento, la contradicción y la historicidad, basadas en los estudios de Marx y Engels, así como en autores como Saviani. Metodológicamente, articula el MHD con el Análisis Dialógico del Discurso (ADD), perspectiva que, al reconocer la materialidad histórica de la educación, otorga centralidad a la escucha, a la palabra y a los sentidos producidos por los sujetos. El estudio se realizó en escuelas de la red pública municipal de São Luís, con profesores alfabetizadores de niños, utilizando como procedimientos de generación de datos la entrevista semiestructurada, el grupo focal y el análisis de documentos oficiales. El análisis, mediado por la interlocución entre MHD y ADD, evidenció que la formación continua ha posibilitado momentos de intercambio y socialización de experiencias entre docentes, aunque sigue marcada por una lógica tecnicista y fragmentada. Las contradicciones históricas y materiales del proceso revelan que tales formaciones no pueden comprenderse como mera ejecución de programas, sino que deben analizarse en su totalidad social, en el contexto de disputas ideológicas, precarización del trabajo docente y movimientos de resistencia. Se concluye que la formación continua, para cumplir su papel histórico, debe constituirse como una práctica emancipadora, fundamentada en políticas públicas que aseguren condiciones objetivas de trabajo, tiempo para estudio y planificación, valorización profesional y una base teórica sólida, reafirmando la educación como un acto político y una intervención consciente en la realidad social. Las contribuciones de esta investigación se vuelven significativas al evidenciar la complejidad de la alfabetización y los desafíos impuestos por las políticas educativas recientes, ofreciendo aportes teórico-metodológicos para el fortalecimiento de prácticas alfabetizadoras críticas y situadas históricamente. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Thu, 19 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6945 2026-03-19T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6743 Título: Ainda somos os mesmos e vivemos como nossos pais? confetos da EJATEC sobre sexualidade Autor: CARVALHO , Laura Cristina Feitosa de Primeiro orientador: NUNES, Iran de Maria Leitão Abstract: Sexuality is present in everything and everyone. This biopsychosocial and cultural manifestation, permeated by mysteries and meanings, arouses the interest of many people, whether to understand it or to silence it. Reflecting on sexuality implies recognizing that it is constructed within human relationships, in language, affections, and everyday practices. Based on this understanding, this research aims to comprehend the conceptions of sexuality held by students at EJATEC Liceísta from the perspective of Sociopoetics. Specifically, it seeks to present Sociopoetics as a methodological and epistemological possibility for research on sexuality, to show how EJATEC students express their conceptions of sexuality through the creative devices of Sociopoetics, and to understand the meanings attributed to sexuality by these students within the context of their personal and collective experiences. The study is grounded in the theoretical assumptions of Jacques Gauthier’s Sociopoetic Research (2020), in Michel Foucault’s (1988) concepts of sexuality, and in Paulo Freire’s (2019) liberating pedagogy, while also engaging in dialogue with other authors who contribute to a critical and emancipatory education. Methodologically, the research was collectively constructed through artistically and pedagogically inspired workshops on sexuality, developed with a research group composed of eight EJATEC students. Sociopoetics, as a participatory and sensitive approach, recognizes the research group as a subject that produces knowledge and affections, legitimizing experience, the body, and collectivity as sources of understanding. From the creative and expressive devices used in the workshops, “confetos” were constructed, that is, concepts woven from lived experiences, emotions, and collective creations, which reveal significant aspects of the students’ sexuality, such as family silencing around the topic, intergenerational conflicts regarding values and sexual behaviors, and possibilities for dialogue and re-signification within educational and family spaces. The co-researchers’ productions indicate that Sociopoetics enables not only the creation of new confetos about sexuality but also the establishment of a space for listening, expression, and recognition of the participants’ knowledge. Thus, the study contributes to broadening discussions on sexual education in Brazil, reaffirming the importance of methodological approaches that unite art, science, sensitivity, and collectivity in the production of knowledge. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 04 Nov 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6743 2025-11-04T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6739 Título: A formação continuada dos professores da educação infantil do munícipio de Bacabeira: implicações para a prática docente Autor: RODRIGUES, Marcella Bezerra Carvalho Primeiro orientador: NASCIMENTO, Ilma Vieira do Abstract: This study focuses on the Continuing Education of Early Childhood Education Teachers in the Municipality of Bacabeira, based on their experiences in the Avante Educação Project, promoted in partnership between the Vale Foundation and the Municipal Department of Education of Bacabeira (SECMED). The objective of the research is to analyze the aforementioned process in that municipality and identify the contributions that were added to teaching practices. The methodological approach was based on Content Analysis, based on the theoretical assumptions of Bardin (2016). The instruments for data collection consisted of the application of questionnaires to the research subjects and group interaction, based on the focus group technique. The research subjects were the teachers of the Early Childhood Education classes (daycare and preschool), school administrator and school supervisor, who participated in the Avante Educação Continuing Education Program. The overall organization of the training was well evaluated, with the experiences focused on the National Common Curricular Base (BNCC), being considered timely and arriving at the right time, encouraging the use of technology especially during the pandemic. However, negative points were detected related to the online format and the materials in the collection provided with little instruction. The Training Program was seen as an opportunity to expand, improve and resignify knowledge, which led participants to reflect on pedagogical practice, as well as a guide for this practice, since it offered theoretical and practical support that worked as relevant tools in the exercise of their functions, with activities of different natures. Educational practices began to reflect more directly the local culture and environment, promoting a sense of identity and belonging among students. The research identified three main areas of intervention: exploring the nature and context of the child, reorganizing the classroom environment and strengthening the protagonism and autonomy of children. Some challenges were identified in the area of school management, with families understanding new approaches and teachers assuming the role of researchers in their own practice. In short, the changes and possibilities implemented through the training provided by the Avante Project represented a significant advance in early childhood education in the municipality, showing that it is possible to create a more inclusive, interactive and effective educational environment, aligned with the needs and contexts of children. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 24 Oct 2024 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6739 2024-10-24T00:00:00Z