https://tedebc.ufma.br/jspui/handle/tede/5710 2026-04-15T11:54:44Z 2026-04-15T11:54:44Z VAZ, Frank Sério https://tedebc.ufma.br/jspui/handle/tede/6903 2026-04-14T11:35:31Z 2026-01-29T00:00:00Z

Título: A formação inicial de professores e os impactos nos primeiros anos de experiência docente Autor: VAZ, Frank Sério Primeiro orientador: ALMADA, Francisco de Assis Carvalho de Abstract: This research aims to analyze the implications of initial teacher education and the impacts of the first years of teaching experience. To this end, we sought to understand how the process of initial teacher education took place, according to the teachers themselves, as well as the main feelings, challenges, and expectations during their first years in the classroom. Methodologically, using a qualitative approach, we employed semi-structured interviews for data collection. The assumptions of Historical- Cultural Theory provided the theoretical framework necessary for data analysis. This framework was primarily based on the studies of Vygotsky and Leontiev, incorporating the concepts of mediation and Activity Theory as important elements for understanding the educational context in which teachers develop their work. Data analysis revealed that initial teacher education plays a significant role in the construction of teachers’ professional knowledge and that the pursuit of further qualification through postgraduate studies is a common characteristic among novice teachers. It was also observed that challenges such as student indiscipline and the precariousness of working conditions contribute to professional dissatisfaction, as do difficulties in interpersonal relationships within the school environment. In this context, school management assumes a significant role in providing institutional support, either contributing to or alleviating professional burnout. Nevertheless, it was possible to observe that the factors leading to career persistence are linked to the qualitative development that teachers can promote among students through mediation that overcomes the structural and coercive difficulties of an educational system increasingly influenced by the forces of capital. This symbolic factor redefines the teaching profession as a mediating activity of historically constituted knowledge, capable of overcoming adversities in favor of human development.Thus, the results of this research indicate that, for teaching practice, it is essential that objective reality be understood in the light of theoretical assumptions that guide teachers’ actions, so that these actions become meaningful teaching activities benefiting both students and teachers reciprocally. In this regard, Historical-Cultural Theory offers significant contributions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-01-29T00:00:00Z AQUINO, Paula Cristina https://tedebc.ufma.br/jspui/handle/tede/6894 2026-04-08T18:51:25Z 2026-02-04T00:00:00Z

Título: Pedagogia cemiterial: propostas de projetos pedagógicos interdisciplinares em espaços cemiteriais para o ensino da História, Matemática e Arte Autor: AQUINO, Paula Cristina Primeiro orientador: RIBEIRO, Dimas dos Reis Abstract: This dissertation investigates the pedagogical potential of cemetery spaces as environments for non-formal teaching and learning. The central problem lies in the fragmentation of school knowledge and the difficulty of contextualizing curricular content in spaces that transcend the conventional classroom, which compromises the implementation of interdisciplinary practices capable of articulating different areas of knowledge around a study object. The general objective is to analyze how the exploration of cemetery heritage, as a space for non-formal education, can enable the practice of interdisciplinarity, providing students with the construction of meaningful knowledge that articulates different areas of knowledge and transcends traditional technical rigidity. The methodology adopts a qualitative approach, of a bibliographic nature, anchored in the assumptions of the History of Mentalities and the Collective Imaginary, seeking to understand the social and cultural transformations reflected in funerary art and architecture. Regarding data production, the study focuses on secondary sources to delineate the dynamics of cemeteries and their relevance as "open-air museums". As a result, the research proposes guidelines for the development of viable interdisciplinary pedagogical projects, integrating curricular components of Mathematics (geometry, statistics, and ethnomathematics), Art (symbolism and aesthetics), and History (biographies, local memory, and onomastics). It concludes that the cemetery, as an educational space, fosters scientific and cultural literacy, promoting a dialogical teaching practice and the appreciation of tangible and intangible heritage. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-02-04T00:00:00Z SILVA, Jamelle Esthefannie Lima https://tedebc.ufma.br/jspui/handle/tede/6862 2026-03-24T13:31:23Z 2026-03-05T00:00:00Z

Título: Planejamento de ensino: percepções e práticas de professores dos anos finais do ensino fundamental Autor: SILVA, Jamelle Esthefannie Lima Primeiro orientador: ALMADA, Francisco de Assis Carvalho de Abstract: This dissertation deals with Teaching Planning: perceptions and practices of teachers in the final years of elementary school. It was developed and constructed in a public institution offering regular education and extended to the agency for innovation, entrepreneurship, research, postgraduate studies, and internationalization at the Imperatriz Science Center, postgraduate program in education and educational practices at the Federal University of Maranhão (UFMA) as our object of study. In this regard, we aim to analyze the pedagogical perceptions adopted by teachers about Teaching Planning and the implications of these perceptions on the teaching and learning process. In this regard, we aim, in this study, to analyze the perceptions adopted by teachers about Teaching Planning and the implications of these perceptions on the teaching and learning process. To this end, we used Vigotski's Historical-Cultural Theory as a theoretical basis, starting from the assumption that Teaching Planning as a deliberate, intermediate, and transformative human activity is essential to promote humanization through education. Methodologically, the study was developed using a qualitative approach that allowed us to combine different data collection techniques, such as systematic observation, document analysis (political-pedagogical projects and teaching plans), and structured interviews, which brought to this research the perceptions of Teaching Planning of the four participating teachers. The data analysis we developed refers to Leontiev's Activity Theory and dialectical assumptions that support the theory/practice relationship. We determined that, for the most part, the pedagogical perceptions that guide Teaching Planning are hybrid. We identified a bureaucratic-utilitarian view, in which planning is a formal requirement, and an eclectic view, which uncritically mixes aspects of the historical-cultural view and technical perspectives based on the BNCC and DCTMA. From its position, the pedagogical discourse of this school, rooted in a critical-social perspective, becomes irrelevant to teachers, leading to a split between the practice of theory and actual practices. These perceptions have serious implications, as an instrumental and bureaucratic logic permeates all areas of planning, emptying it of its formative mode, making it nothing more than the latest bureaucratic role, and thus weakening the mediation of scientific knowledge. This isolation compromises educational intentionality and contributes to the alienation of teaching activity, as the teacher becomes an implementer of the curriculum and the student becomes the recipient of information. As Learning Material, a Pedagogical Manual was produced to rethink Teaching Planning as an instrument for mediating the relationship between individuals, being an intentional and reflective practice, expressing theory and practice in light of Historical Cultural Theory. The content seeks to promote continuing education for teachers and facilitate critical, intentional, and emancipatory practice. It is suggested that Teaching Planning should be recognized as a central axis of teaching practice and a tool for social change. Reframing it means overcoming this alienation from school work and recognizing the humanizing role of schools, dedicated to the comprehensive training of individuals and the democratization of knowledge. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-03-05T00:00:00Z OLIVEIRA, Robson Abreu de https://tedebc.ufma.br/jspui/handle/tede/6847 2026-03-17T13:43:02Z 2026-01-14T00:00:00Z

Título: A EDUCAÇÃO FÍSICA PARA A DIVERSIDADE CULTURAL NA PERSPECTIVA DA BNCC Autor: OLIVEIRA, Robson Abreu de Primeiro orientador: SILVA, Ilma Maria de Oliveira Abstract: This study sought to specifically analyze the conceptions regarding how the National Common Curricular Base (BNCC) is institutionalized in the Physical Education discipline and its perspective on cultural diversity, seeking to ascertain how the curricular guidelines, challenges, and implications imposed on the Physical Education discipline occur in two schools of the municipal education network of Imperatriz – MA. From this understanding, the work brings the following problem: To understand how Physical Education, from the perspective of the BNCC, can contribute to the appreciation of cultural diversity through the pedagogical practices developed in the school context? From this problem, the research sought to: discuss the historical trajectory of Physical Education as a discipline in the curricular structures in Basic Education; ascertain the perspectives of Physical Education teachers regarding the school context in which they are inserted; investigate the understanding of Physical Education teachers about their pedagogical practice as subjects of bodily practices in relation to the BNCC; present the importance of the practice of Physical Education for the formation of students in the school context. Initially, documentary research was adopted, using the BNCC (National Common Core Curriculum) as the main document for analysis, with the following categories: thematic units of Physical Education in the BNCC; dimensions of knowledge; pedagogical practice; cultural diversity. Field research was also conducted in two schools in the municipal education network of Imperatriz. The semi-structured interview was used as an instrument for data collection, with two Physical Education teachers from the aforementioned municipal network. It was concluded that the Physical Education discipline, as a mandatory curricular component, even when guided by curricular guidelines, more specifically the BNCC (National Common Core Curriculum), which limits pedagogical practice, must initially have an analytical-critical stance towards the proposals presented and that guide its pedagogical practice, and have as its purpose the teaching performance to promote scenarios of meaningful learning with regard to respect for differences, aiming to eliminate exclusion in Physical Education and thus contribute to the construction of a school that becomes not only a place of institutionalized learning, but also of knowledge arising from social realities, overcoming these imposed structural limits. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação

2026-01-14T00:00:00Z