https://tedebc.ufma.br/jspui/handle/tede/1258 O Programa de Pós-Graduação em Gestão de Ensino da Educação Básica (PPGEEB) foi aprovado na 157ª Reunião do Conselho Técnico-Científico da Educação Superior (CTC-ES) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ocorrida no período de 24 a 26 de março de 2015. O Resultado foi divulgado no dia 10 de abril de 2015. A data de Recomendação do Curso é 29 de abril de 2015. 2026-04-15T00:52:59Z https://tedebc.ufma.br/jspui/handle/tede/6904 Título: Racismo ambiental no contexto escolar: perspectivas dos docentes de Biologia da rede estadual do Maranhão Autor: FREITAS, Erika Fernanda Rocha Primeiro orientador: VALLE, Mariana Guelero do Abstract: The school environment fosters discussions on a wide variety of topics, including environmental issues and social problems faced by a large part of the population. Based on this, the research began with the following question: what are the theoretical knowledge levels of high school Biology teachers regarding environmental racism, and how will continuing education on this topic contribute to confronting racism in the social context? Based on this question, the following general objective was formulated: to analyze the perspectives of Biology teachers on environmental racism in order to develop a guide that can contribute as a didactic-pedagogical resource for high schools in the state of Maranhão. The main bibliographic references used were Carvalho (2014), Herculano (2006), Layrargues (2018), Leff (2001), Acserald (2004), Saviani (2009), Ayres (2012), Reigota (2010), and Pinheiro (2023). The research participants were four high school teachers who teach Biology. The research has a qualitative approach; regarding the research procedures, a case study was conducted. The research participants were four high school Biology teachers. For data collection, semi- structured interviews were conducted in person at the schools studied. After the interviews, a pedagogical workshop related to environmental racism in the school context was developed, and then a questionnaire was applied about the contribution of the pedagogical workshop. Seven categories were developed a posteriori from the analysis of the collected data using Bardin's framework. Thus, it was found that there are gaps in the teachers' understanding of environmental racism. The application of the pedagogical workshop on this topic contributed to the teachers' understanding of this type of racism, which disproportionately affects specific population groups, and to its approach in the school context. Therefore, a booklet of pedagogical guidelines was developed, which addresses the topic in question and proposes activities that can assist the pedagogical practice of teachers. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-03-02T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6871 Título: Práticas pedagógicas com ênfase na ludicidade para o ensino-aprendizagem de alunos com Transtorno do Desenvolvimento Intelectual (TDI): Caminhos para a inclusão com vista à elaboração de um livro interativo.  Autor: MOREIRA, Ana Carolina Cruillas Cardoso Primeiro orientador: ZAQUEU  , Lívia da Conceição Costa Abstract: This study aimed to investigate the play-based pedagogical practices employed by teachers in regular classrooms/Multifunctional Resource Rooms (Sala de Recurso Multifuncional—SRM)/tutors in the Early Years of Elementary Education for the teaching and learning of students with Intellectual Developmental Disorder – IDD (Transtorno do Desenvolvimento Intelectual—TDI), with a view to producing an interactive book. The research is classified as applied, with a qualitative approach. In terms of objectives, it is defined as exploratory. With respect to procedures, it is characterized as participant research involving a pedagogical intervention from a collaborative perspective. The fieldwork was conducted at the “Unidade de Ensino Básica Vereador Raimundo Romualdo,” located in the municipality of Paço do Lumiar, Maranhão (MA). Participants included two teachers from regular classrooms, two teachers from the SRM, and one tutor for the Early Years of Elementary Education. Instruments were as follows: observation documented in a field diary, one semi-structured interview, and a yes/no questionnaire. Data collected through the semi-structured interview were analyzed using content analysis techniques. The findings revealed that all participants had undergone some form of training in the field of special education. Among the participating teachers and the tutor, one had previously had direct contact with students with IDD, whereas four had not yet experienced such contact in their pedagogical practice. The results also evidenced unanimity among participants in recognizing playfulness as a relevant strategy for the teaching-learning process of the female student with IDD. Some challenges were reported, such as the lack of play-based resources, the scarcity of materials for production, and the lack of time for preparing these resources. To that end, it was suggested that there should be pedagogical support, training courses, better structuring of the SRM, encouragement of interactive practices, and the development of concrete materials. The intervention, from a collaborative perspective, took place in a participatory and interactive manner, with the participation of the teachers and the tutor, and was consolidated through the production of an interactive book. It was also possible to highlight the need for the implementation of public policies aimed at teacher education and at the investment of pedagogical resources for play-based pedagogical practices and inclusive education for students with Intellectual Developmental Disorder – IDD (Transtorno do Desenvolvimento Intelectual – TDI). Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-18T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6851 Título: EDUCAÇÃO ESCOLAR QUILOMBOLA E A EDUCAÇÃO INFANTIL: Construção da identidade racial a partir das práticas pedagógicas dos(as) professores(as) da Escola U.E. José Ribamar Fontoura Autor: PROTÁZIO, Josiane Gomes Primeiro orientador: SANTOS, Clenia de Jesus Pereira dos Abstract: This research, entitled "QUILOMBOLA SCHOOL EDUCATION AND EARLY CHILDHOOD EDUCATION: The Construction of Racial Identity through the Pedagogical Practices of Teachers at the U.E. José Ribamar Fontoura School," addresses the problem of how pedagogical practices in the Early Childhood Education program of this Quilombola school can strengthen the construction of children's racial identity. The study aims to produce a pedagogical guide to assist teachers in developing Quilombola cultural activities in the classroom. It is based on the assumption that the school, as a space for identity formation, should value Quilombola knowledge and traditions from early childhood, in accordance with the National Curriculum Guidelines for Quilombola School Education and Law No. 10,639/2003, which made the teaching of African and Afro-Brazilian history and culture mandatory in basic education.The first section, corresponding to the introduction, presents the research context, justifying its social and academic relevance, and delineates the general and specific objectives. It also describes the adopted methodological procedures, which include qualitative research, applied research, interviews with teachers, the school administrator, and the community, a pedagogical activity with 4- and 5-year-old children, and the observation of pedagogical practices at the school.The second section discusses Early Childhood Education, highlighting its history and role in the holistic development of the child, based on authors such as Brandão (1981) and Gomes (2012). It addresses Quilombola School Education, analyzing its legal frameworks and implementation challenges, with a theoretical foundation substantiated by Munanga (2004) and Cavalleiro (2014). It explores the relationship between childhood, identity, and Quilombola culture, advocating for a pedagogy that values ancestry and traditional knowledge.The third section examines the training and role of the teacher in promoting racial identity, discussing strategies for incorporating Quilombola culture into the Early Childhood Education curriculum. It analyzes the challenges faced, such as a lack of resources and the need for ongoing teacher training, and also presents successful experiences that can serve as inspiration.The fourth section characterizes the school under study, describing the community context and its pedagogical practices. It also details the investigation methodology, with an emphasis on data collection instruments and the content analysis technique based on Bardin (2010), in addition to presenting the developed educational product: a pedagogical guide with guidelines and practical activities aimed at Early Childhood Education teachers. Finally, the fifth section, titled Final Considerations, synthesizes the research conclusions, reaffirming the role of pedagogical practices in identity formation during early childhood in the quilombola context. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-02-05T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6826 Título: O ENSINO DE ESTRATÉGIAS DE COMPREENSÃO LEITORA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: Implicações para a formação de crianças leitoras no 5º ano Autor: GOMES, Thayronne Rennon Lima Primeiro orientador: VITURIANO, Hercília Maria de Moura Abstract: The present research investigates the teaching of reading comprehension strategies in the early years of Elementary Education, with an emphasis on the implications for the formation of young readers in the 5th grade. Reading comprehension constitutes one of the fundamental learning processes for children, given its role in enabling the reader to construct meaning. Therefore, it is considered one of the core contents in the teaching of reading in the classroom. Thus, the aim is to investigate the implications of teaching reading strategies for the development of reading comprehension among 5th grade children, culminating in the design of a pedagogical guidance guide to support teachers’ planning. The research is grounded in the studies of Bakhtin (2006), Vygotsky (1989), Doretto and Beloti (2011), Kleiman (2022), Solé (1998), Girotto and Souza (2010), Geraldi (2006), and Jolibert (2006). Methodologically, it adopts a qualitative approach through collaborative research and intervention research in education, with a view to transforming teaching practices. The investigation will involve 5th grade teachers. The instruments for data generation include participant observation, interviews, and formative discussion groups. The expected results include an understanding of the theoretical-methodological processes related to the teaching of reading and reading comprehension based on situated assumptions, identifying the ways in which strategies are (or are not) incorporated into pedagogical practices, and developing an educational product that guides and qualifies the teaching of reading comprehension in the school under study. The research seeks to contribute to the field of reading instruction in the early years of Elementary Education, more specifically in relation to one of the objects of knowledge to which children must have access in their schooling: reading strategies for the development of reading comprehension. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-26T00:00:00Z