https://tedebc.ufma.br/jspui/handle/tede/5334 2026-04-15T11:54:11Z 2026-04-15T11:54:11Z FERREIRA, Ana Cristina de Assunção Xavier https://tedebc.ufma.br/jspui/handle/tede/6859 2026-03-23T14:00:25Z 2026-01-21T00:00:00Z

Título: Letramento de surdos: das políticas educacionais inclusivas à prática docente Autor: FERREIRA, Ana Cristina de Assunção Xavier Primeiro orientador: CHAHINI, Thelma Helena Costa Abstract: The literacy of Deaf students requires schools to adopt literacy practices that go beyond the exclusive mastery of reading and writing, integrating these skills into an approach based on social practices. For this, the singularities of this linguistic minority must be understood by teachers in order to enable assertive teaching practices. Thus, this thesis aims to analyze teaching practices in the literacy of Deaf students in the early years of elementary education, in two full-time bilingual schools in Maranhão. This study was guided by the central question: how has teaching practice in the literacy of Deaf students in the early years of elementary education been carried out in two full-time bilingual schools in Maranhão? The field research followed a qualitative approach, exploratory and descriptive in nature, with nine teachers participating at this educational stage. All of them took part in the first data collection instrument, the interview, and seven participated in the second, the Conversation Circle. The interlocutors met the selection criterion established for the research: having at least five years of teaching experience. This period was considered relevant as it corresponds to the phase of stabilization and consolidation of the teaching career, when the individual already gathers significant experiences and more structured pedagogical practices. Data were collected through document analysis, semi-structured interviews, the Conversation Circle technique, and field diaries. The results were subjected to content analysis, following Bardin’s (2011) principles, resulting in the organization into different categories and subcategories. Findings show that teaching practice in bilingual settings faces challenges, even with a bilingual curriculum proposal that provides linguistic and cognitive foundations to students and bilingual teachers, since other factors significantly impact practice. Among them are late access to sign language, family absence, age/grade distortions that compromise the acquisition of Libras, reading, and Portuguese writing, as well as the lack of diagnoses of learning disorders associated with deafness, which hinder the development of Deaf students. Furthermore, the interlocutors pointed out that the Municipal Department of Education does not invest in continuing education. Most training initiatives occur through the participants’ own efforts, encouraged by school management. They believe that, since there is no person in the department who understands the reality of Deaf students and deafness, much remains to be done. Participants also complained about the number of projects sent, most of which are disconnected from the school’s reality and the Deaf community. The results indicate that, even with responsible and intentional teaching practices, the literacy of Deaf students still encounters obstacles that go beyond the school walls. Issues such as late access to Libras, lack of accurate diagnoses, and insufficient continuing education for teachers compromise the full development of Deaf students. In this context, it becomes urgent to invest in actions that engage with the reality of deafness, ensuring that public policies provide adequate teacher training so that the implementation and availability of a bilingual curriculum with equitable pedagogical practices fully guarantee the educational development of Deaf students at all levels of education. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese

2026-01-21T00:00:00Z FERREIRA, Gabriella Alves https://tedebc.ufma.br/jspui/handle/tede/6665 2025-12-10T11:50:21Z 2025-08-22T00:00:00Z

Título: A escola pública tem cor? Um estudo étnico-racial de instituições escolares no intuito de apreender as Representações Sociais dos atores educativos no cotidiano - Paço do Lumiar/MA   Autor: FERREIRA, Gabriella Alves Primeiro orientador: BONFIM, Maria Núbia Barbosa Abstract: The research under consideration addresses contemporary societal issues, including the dynamics of ethnic-racial issues and the challenges that shape our world. Its objective is therefore to conduct an ethnic-racial study, from the perspective of racial color, in municipal public schools. The question that gives rise to this study is: Do public schools have color? Its general aim is to analyze the social representations of teachers and eighth-grade students in public schools in the municipality of Paço do Lumiar, Maranhão, from the perspective of racial color, immersed in an ethnic-racial study in the daily life of school institutions. It posits the hypothesis that the constitution of social representations of teachers and students, from the perspective of racial color, reveals potential ambiguities. These ambiguities may be replicated at times, while at other times, they demonstrate evidence of significant changes in perspective based on anti racist approaches as a reference point for students and teachers. The premise of this study is that the concept of racial color is no longer seen as a physical-biological category in contemporary contexts, but rather as a category that denotes social inequalities and structural racism. This is due to the fact that the definition of the racial color of students and teachers in public schools in the municipality of Paço do Lumiar can be a social, cultural, economic, and political construct. The Thesis is based on the researcher's experiences as a black woman in a society marked by racism and patriarchy and as a Portuguese language teacher in the schools analyzed. The research covers two public schools in the metropolitan region of São Luís Island, specifically in the municipality of Paço do Lumiar, one in a rural area and the other in an urban area. Regarding the theoretical basis, some authors studied on racial color are listed, with the question of this Thesis understood as an indication, symbol, and stigma for changes in society or the continuation of racist acts: Fanon (2020, 2022), Gomes (2003), Santos (2018, 2021a); on school as a unit of diverse, sometimes contradictory processes and relationships built on everyday experiences: Freire (2006, 2023), Nóvoa (2022), Hooks (2017); on everyday life that changes according to historical changes: Heller (2014), Pais (2003); and on the Theory of Social Representations (TSR): Moscovici (1961; 2019), Jodelet (1993, 2017), Arruda (2021), Bonfim (2007), considering that the analysis of the apprehension of social representations of educational actors in the daily life of the schools surveyed constitutes the fulcrum of this investigation. We adopt the sociogenetic approach of Social Representation Theory (SRT), developed by Serge Moscovici and followed by Denise Jodelet, as it emphasizes the importance of the processes of construction and transformation of representations, focusing on the dynamics of social knowledge and the changes that occur in the relationships between individuals and the object of representation. This is a qualitative research study, with the aim of analyzing the information collected from the subjects, considering ethics, respect, and dignity for people and their knowledge. The collection instruments chosen were semi-structured interviews with teachers and focus group interviews with students, in addition to a Profile Questionnaire to better understand the research subjects and their contexts. The information was systematized using the Content Analysis technique proposed by Bardin (2011) and Franco (2005). The Thesis has six sections, including the Introduction. The results indicate that public schools are multiracial, however, brown skin color is more prevalent among teachers and their students, as evidenced by birth certificates or family phenotypic traits. There is also a certain ambiguity regarding racial color in the self-declarations of the subjects surveyed, since their responses are contradictory in some cases. It is believed that this is due to their social representations, possibly anchored in miscegenation, a phenomenon that marked colonialism in this country, and objectified in the need to visualize racial color by comparing it with other research subjects. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese

2025-08-22T00:00:00Z COSTA, Marcia Cordeiro https://tedebc.ufma.br/jspui/handle/tede/6662 2025-12-05T17:43:32Z 2025-02-14T00:00:00Z

Título: O movimento estudantil no cenário institucionalizado da UFMA sob a égide do regime civil-militar (1966 a 1979): memórias reveladas. Autor: COSTA, Marcia Cordeiro Primeiro orientador: CASTRO, César Augusto Abstract: This is a study about the STUDENT MOVEMENT IN THE INSTITUTIONALIZED SCENARIO OF UFMA UNDER THE AEGIS OF THE CIVIL-MILITARY REGIME (1966 to 1979): revealed memories, whose objective is to analyze the political action of the student movement within UFMA under the aegis of the military dictatorship. The investigation has as its initial landmark the year 1966, the period in which UFMA was institutionalized through Law No. 5,152/66. In turn, we adopted as the final landmark for our investigation the year 1979, marked by the resumption of the student movement with the half-fare strike. Its specific objectives are: to analyze the reorganization and performance of student entities with the institutionalization of UFMA; to verify how the Central Student Directory related to the Higher Administration of the institution; Identify the demands and social, political and educational issues raised by the ME, as subjects inserted in a federal higher education system in the temporal dynamics; Distinguish the resistance mechanisms of the student movement in the face of surveillance and the repressive apparatus within the institution. Therefore, to examine the student movement, in the context of the military regime and the history of education, we use the theoretical contribution of the authors Poerner (1979), Sanfelice (1986), Foracchi (1965), Ventura (1988), Fávero (1994), Valle (2008), Martins Filho (1998), Santana (2007), Pellicciotta (1997), Müller (2016), Motta (2014), Germano (2000) and Cunha and Góes (2002). To address our research object, we applied two methodological strategies, namely oral history and documentary research. We conducted 9 semi-structured interviews, using a predefined script as a guide, in order to record the memories of former student activists. From this perspective, the assumptions of Oral History are based on: Thompson (2002), Halbwachs (2006), Pollak (1989), Alberti (2005), Delgado (2006), Amado and Ferreira (2006). The documentary research, on the other hand, has as its source of analysis the documents that were produced and seized by the Delegacia de Ordem Política e Social (DOPS) of the State of Maranhão in the aforementioned time frame of the research. To assist in the reflection on these documentary sources, we took as reference the contributions of Nora (1993), Chartier (2001), Burke (2005), Ricoeur (2007) and Le Goff (2003). The documentation analyzed is located in the Public Archives of the State of Maranhão (APEM) and was organized through the project “Reference Center for Political Struggles in Brazil – Revealed Memories”. The research showed that the main causes of the Student Movement were related to the organization and structuring of the academic directories of UFMA. When analyzing the documents issued by ASI/UFMA and DOPS/MA, we realized that their actions focused mainly on surveillance, monitoring, censorship and political repression, especially within the campus and in the day-to-day activities of the Central Directorate of UFMA, as they saw the student movement as a threat to the established order. We also observed that, at times, the political police, represented by DOPS and ASI/UFMA, were more detailed in monitoring the activities of students, especially in the late 1970s. After this period, records of student events often appear only through newspaper excerpts, such as Jornal Veja Isto, produced by the students of the DCE of UFMA. The relationship between the DCE, the Catholic Church and the participation of women in the Student Movement of UFMA appears in various ways in the sources consulted. Through the interviews and documents analyzed, we realized that the students managed to transform the UFMA DCE into a space for student representation and also for supporting sectors of civil society that opposed the dictatorship in the state. Thus, the importance of this research is highlighted in helping to better understand the history of education in Maranhão. The study will allow us to identify aspects of an important period that marked a change in the scenario of higher education in the region, in addition to showing how the student movement began to act at UFMA in this context. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese

2025-02-14T00:00:00Z BOGÉA, Arthur Furtado https://tedebc.ufma.br/jspui/handle/tede/6568 2025-11-03T11:56:41Z 2025-09-24T00:00:00Z

Título: PERMANÊNCIA E RESISTÊNCIA: POLÍTICAS INSTITUCIONAIS, MOTIVAÇÕES E EXPERIÊNCIAS DE ESTUDANTES TRANS E TRAVESTIS NA UNIVERSIDADE FEDERAL DO MARANHÃO Autor: BOGÉA, Arthur Furtado Primeiro orientador: LIMA, Lucinete Marques Abstract: Discussions on retention policies for trans and travesti people in higher education raise urgent debates about belonging, exclusion, and educational justice. In this context, this study investigated: what possibilities do normative discourse and institutional action, in interaction with everyday experience, bring to the development of a sense of belonging and to the permanence of trans and travesti students in undergraduate programs at the Federal University of Maranhão (UFMA), Dom Delgado University Campus? The central thesis is that the permanence of trans and travesti students at UFMA is not guaranteed by institutional policies, but rather constitutes a continuous act of individual and collective resistance consolidated within a constant field of dispute. This political practice of confrontation and self-reinvention underscores the limitations of the institution’s cisnormative structures, which fail to provide material and symbolic support and recognition, thereby requiring a profound restructuring of its retention policies. Based on this, the general objective of the study is to understand the meanings of belonging and remaining in higher education, constructed through the interaction of normative discourse and institutional action with the daily experiences of trans and travesti students in a university program. This qualitative and critical study seeks to grasp the meanings attributed to permanence by seven trans and travesti students and graduates from UFMA, whose narratives were analyzed through the lens of gender studies, education, and the social sciences. The research is structured in seven sections, preceded by an introduction that presents the problem, the main thesis, objectives, and justification. The thesis discusses the historical exclusion of trans and travesti people from formal education and the construction of gender as a normative regime, drawing on authors such as Judith Butler, Guacira Lopes Louro, and Berenice Bento. By analyzing theoretical models of university persistence, with a focus on Vincent Tinto and their limitations, the study demonstrates—through the participants’ experiences—that permanence at UFMA is strained by multiple forms of symbolic, institutional, and material exclusion. The narratives reveal classroom violence, denial of social names, curricular erasure, lack of psychological support, and neglect in health services. The university is shown to be structured by a cisnormative logic in which assistance policies are designed for generic subjects. Nevertheless, the participants develop resistance strategies and affirm their presence as a political act, demonstrating that to remain is a daily practice of confrontation and self-reinvention. The research confirms the thesis by evidencing the gap between institutional regulations and the concrete experiences of trans and travesti people. It highlights the insufficiency of retention policies that ignore the specificities of this population and reiterates the urgency of actions that include identity recognition, mental health care, curricular inclusion of trans epistemologies, and the reformulation of assistance services. Therefore, this thesis contributes to the field of trans and travesti studies and to the debate on educational justice, by proposing a committed form of listening that values the experiences and knowledge of these individuals as central to university transformation. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese

2025-09-24T00:00:00Z