https://tedebc.ufma.br/jspui/handle/tede/2226 Mon, 14 Sep 2026 13:11:14 GMT 2026-09-14T13:11:14Z https://tedebc.ufma.br/jspui/handle/tede/7220 Título: Formar para trans-formar: possibilidades metodológicas para o ensino de crianças com autismo na rede municipal de São Luís/MA Autor: AZEVEDO, Fernanda Monteles de Oliveira Primeiro orientador: ROSA, Kaciana Nascimento da Silveira Abstract: The present study aimed to investigate the pedagogical practices of teachers within the Pedagogical Intervention Project for children and students with Autism Spectrum Disorder (PROJETEA) in the municipal school system of São Luís/MA. Through continuing education sessions, the study sought to develop a Manual of Inclusive Pedagogical Guidelines. The research followed a qualitative approach, grounded in the principles of Trans-Formative Research and supported by both bibliographic and field research. The investigative path articulated these two movements, drawing on authors such as Vygotsky (2007, 2017, 2022), Prestes (2013), Libâneo (2013), Magalhães (2022), Gatti (2016), Pletsch (2012), and Imbernón (2011). Data production was integrated into the formative process experienced by the participating teachers through participant observation, open-ended questionnaires, session recordings, the researcher’s reflective logs, and teaching materials produced during the meetings. Data analysis followed the principles of Discourse Analysis, specifically the framework proposed by Orlandi (2009). The results evidenced that the formative process promoted significant shifts in teaching conceptions regarding Autism Spectrum Disorder and pedagogical practice. It revealed a transition from predominantly biological and behavioral interpretations toward understandings grounded in pedagogical mediation, teaching intentionality, and social interactions as constitutive of human development. The analyzed narratives expressed tensions, contradictions, and resignifications that reaffirm pedagogical practice as a historically, socially, and culturally mediated activity. As a result of the investigation, the Manual of Inclusive Pedagogical Guidelines was developed, conceived not as a prescriptive instrument but as a formative tool that systematizes the reflections, experiences, and propositions that emerged from the collective process. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 24 Apr 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7220 2026-04-24T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7207 Título: Mediação pedagógica em sala de aula: um estudo sobre o ensino de alunos com Transtorno de Déficit de Atenção/Hiperatividade (TDAH) no 4º ano do Ensino Fundamental Autor: LIMA, Kleyton Ribeiro Primeiro orientador: LOPES, Thaís Andrea Carvalho de Figueirêdo Abstract: This research addresses pedagogical mediation in the classroom, focusing on the education of students with Attention Deficit Hyperactivity Disorder (ADHD) in the 4th grade of elementary school, based on the following research question: how can pedagogical mediation in the classroom contribute to the education of students with ADHD? From this question, the general objective was to investigate pedagogical mediation practices used in the classroom context, with a view to developing a routine guide in e-book format, with proposals that favor the education of students with Attention Deficit Hyperactivity Disorder (ADHD). The research is characterized by an applied and exploratory nature, with a qualitative approach and dialectical method. The procedures adopted involved a literature review and field study. The research was conducted at the Professor Jerônimo Pinheiro School in the municipality of Alto Alegre do Pindaré, Maranhão, Brazil, with the participation of the school principal, the pedagogical supervisor, and two teachers. Data collection methods included questionnaires, semi-structured interviews, and classroom observations. Data processing and analysis were performed using content analysis, allowing for a critical interpretation of the studied phenomenon. The results indicated that pedagogical mediation, anchored in planned and intentional practices, favors the attention, engagement, and cognitive development of students with ADHD. It was also found that teacher training is a decisive element for the effectiveness of inclusive practices and that the systematization of structured routines contributes to the construction of a more equitable, participatory environment conducive to cognitive development. As a concrete outcome, a guide to routines with practical proposals for pedagogical mediation was collaboratively designed, offering applicable resources for daily school life and strengthening the articulation between theory and practice from the perspective of inclusive education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 06 Apr 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7207 2026-04-06T00:00:00Z 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