https://tedebc.ufma.br/jspui/handle/tede/2226 2026-07-21T08:10:14Z https://tedebc.ufma.br/jspui/handle/tede/7116 Título: Em defesa de práticas pedagógicas humanizadoras em salas multisseriadas: uma proposta de produção de textos sob a perspectiva dos estudos de Celestin Freinet em Bacabeira-MA Autor: NASCIMENTO, Suzana Pinheiro Primeiro orientador: FERNANDES, Vanja Maria Dominices Coutinho Abstract: The research entitled In Defense of Humanizing Pedagogical Practices in Multigrade Classrooms: a proposal for text production from the perspective of Celestin Freinet’s studies in Bacabeira, Maranhão was developed within the Graduate Program in Teaching Management in Basic Education (PPGEEB), Professional Master’s Degree at the Federal University of Maranhão (UFMA). The study aimed to analyze the implications of using the Free Text Production Workshop, proposed by Celestin Freinet, for the teaching and learning of text production in multigrade classrooms in the municipality of Bacabeira, Maranhão, with a view to developing an educational product. The research adopted a qualitative approach and was carried out through participant observation, with systematic records in a field diary, in the context of multigrade classes in the early years of Elementary Education. The theoretical framework was grounded in humanizing literacy and Freinet’s pedagogy, mainly based on the contributions of Freinet (1977, 1996), Arena (2020), Arena and Arena (2024), Bortolanza and Corrêa (2023), Jolibert (2006), Smolka (1989), Mortatti (2006, 2008, 2019), Collelo (2021), and Miller (2020), as well as on the contributions of cultural- historical psychology by Vygotsky, Luria, and Leontiev. The results showed that text production practices in the observed multigrade classroom are marked by tensions between traditional approaches, centered on copying and dictation, and initiatives that seek to attribute social meaning to writing. It was found that teacher mediation, although careful and intentional, still tends to excessively guide the children’s writing process, limiting, at times, their autonomy and authorship. On the other hand, evidence of practices aligned with Freinet’s pedagogy was identified, especially in the appreciation of students’ experiences, the use of everyday themes, and the socialization of textual productions, although in a sporadic and non-systematized manner. As an outcome of the research, the educational product “Pedagogical Guidelines Notebook – Free Text Production Workshop in Multigrade Classrooms” was developed, aiming to support the training and practice of literacy teachers by providing theoretical and methodological guidelines for the development of more meaningful, authorial, and humanizing text production proposals. It is concluded that the Free Text Workshop constitutes a powerful pedagogical strategy for reorganizing writing practices in multigrade classrooms, contributing to a literacy process that recognizes the child as a subject of language and the author of their own texts. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-28T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7106 Título: Cultura maker: vivências colaborativas na formação continuada de professores do Instituto Estadual do Maranhão (IEMA) Pleno Sousândrade Autor: CUNHA, Thaynara Ribeiro da Primeiro orientador: BOTTENTUIT JÚNIOR, João Batista Abstract: This research analyzed the potential of Maker Culture as a strategy for continuing teacher education at the Maranhão Institute of Education, Science and Technology (IEMA) – Pleno Sousândrade, in the context of secondary education. Considering the contemporary challenges related to pedagogical innovation and the integration of technologies into educational practices, the study aimed to investigate the impacts of Maker Culture on teacher training, as well as to identify challenges and possibilities for its implementation in the school context. The investigation adopted a qualitative, exploratory approach, developed through a case study. Twenty-one teachers from the institution participated in the training, answering an evaluative questionnaire. As a follow-up to the training phase, a pedagogical intervention was carried out in the classroom, in which a teacher applied a proposal based on the principles of Maker Culture. Data collection instruments included digital forms, semi-structured interviews, and a reflective account of the intervention experience. The results showed a largely positive evaluation of the training, indicating that the proposal met the participants' expectations and contributed significantly to the understanding of Maker Culture and its possibilities for application in secondary education. A concrete intention to incorporate the approach into pedagogical practices was observed, as well as an expansion of the teachers' methodological repertoire. The pedagogical intervention revealed greater student engagement, active participation, collaboration, and collective knowledge construction, demonstrating the viability of the approach in the investigated context. It is concluded that the training provided an opportunity to reframe pedagogical practices and strengthen teacher leadership, highlighting a positive impact on the incorporation of active methodologies in secondary education. As an educational product, a virtual portfolio was developed with guidelines and teaching resources aimed at implementing Maker Culture in pedagogical practice. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-23T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7105 Título: A escuta das crianças e a formação continuada dos professores/as na instituição de educação infantil: ressignificando as práticas pedagógicas da pré-escola, na Escola Municipal Girassol em Paço do Lumiar - MA Autor: RODRIGUES, Jaqueline de Jesus Luz Primeiro orientador: DUTRA, Rosyane de Moraes Martins Abstract: This dissertation was developed within the Graduate Program in Basic Education Teaching Management (PPGEEB) at the Federal University of Maranhão and aimed to understand how listening to children can contribute to the continuing education processes of Early Childhood Education teachers. The investigation was conducted through an intervention research with a qualitative approach at Escola Municipal Girassol, located in the municipality of Paço do Lumiar, Maranhão, Brazil, based on the understanding of children as subjects of rights, producers of knowledge, and active participants in educational processes. The study problematizes the limited inclusion of children’s voices in teacher education processes and pedagogical planning in Early Childhood Education, discussing the need for practices that are more sensitive to children’s experiences. Data production strategies included conversation circles, observations of everyday school life, drawing activities, mediated story reading, and reflective meetings with teachers from the institution. The analyses showed that children express perceptions about school, play, relationships, and lived experiences through multiple languages, such as speech, drawings, gestures, play activities, and other symbolic productions. The findings also demonstrated that listening to children can constitute an important reflective device for pedagogical practices, contributing to the reorganization of teaching planning and to the construction of more participatory, dialogical, and contextualized formative processes. During the intervention research, the experience called Children’s Listening Laboratory was developed, enabling the construction of collective reflective spaces among teachers regarding children’s expressions and the possibilities of incorporating listening practices into everyday pedagogical work. Based on this process, an educational product was developed in the form of a training handbook aimed at the continuing education of Early Childhood Education teachers, organized around theoretical foundations, pedagogical experiences, and reflective tools concerning listening and children’s participation in pedagogical planning. It is expected that the results of this research may contribute to the strengthening of more democratic, participatory, and child-sensitive pedagogical practices, as well as to the expansion of discussions about continuing teacher education in Early Childhood Education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-06-10T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7103 Título: O ENSINO DA ÁFRICA NAS AULAS DE GEOGRAFIA À LUZ DA LEI N°10.639/2003: Uma experiência pedagógica na Escola Municipal Raimundo Cunha no Povoado Pedras - Município de Matões do Norte - MA Autor: SOUSA, Angela Ribeiro Casas Nova de Primeiro orientador: NUNES, Antonio de Assis Cruz Abstract: This dissertation addresses the teaching of Africa in Geography classes inlight ofLaw No. 10.639/2003: a pedagogical experience at the Raimundo CunhaMunicipal School in the village of Pedras, municipality of Matões do Norte – MA. Theobjectiveof the research was to investigate the teaching of Geography related to thecontentsof the African continent in light of Law No. 10.639/2003, with a viewtocreatingaGuide of Didactic Orientations for the teaching of African Geography that servesasadidactic and pedagogical resource for the Raimundo Cunha Municipal School. Themain bibliographic references used were: Anjos (2005), Carneiro (1993), Figueredo(2011), Gomes (2006), Mussili and Pedro (2019), Ratt (2006), CostaandLopes(2016), Cavalcanti (1998), Santos (2004), Silva (2007). The research methodologyadopted will be the Instrumental Case Study. The research subjects werethePrincipal, the Pedagogical Coordinator, and the 8th-grade geography teacher. Thedata collection instrument used was an interview with the research subjects. Dataanalysis and interpretation were performed using response tables. Thestudywasorganized into the following sections: The first section refers to the introduction, inwhich we present the justification, characterization, and delimitation of theobject,and the objectives that configure the theoretical, methodological, and organizational path of the dissertation. The second section describes the African continent anditshistorical, geographical, political, and social aspects. The third section discussestheguiding documents regarding the teaching of geography, highlighting LawNo. 9,394of 1996, the National Curriculum Parameters, the National CommonCurriculumBase, and the Curriculum Guidelines of the Maranhão Territory. The fourthsectiondeals with the African continent in the teaching of geography in light of LawNo.10,639/2003, highlighting guiding documents such as Resolution No. 01/2003,Opinion No. 03/2004, Law No. 10,639/2003, and methodologies for teachinggeography to combat racism. The fifth section discusses the empirical research,which was divided into the following subsections: the characterization of theschool to be researched, which was the Raimundo Cunha Municipal School; themethodological approaches of the research; the analysis and interpretationof theresearch subjects; and the educational product, entitled "Guide toDidacticOrientations for the Teaching of African Geography. The researchwasaninstrumental case study based on Marli André. The data collection instrument usedwas a semi-structured interview, which was conducted with the principal, thepedagogical coordinator, and two geography teachers. The research concludedthatthe school studied needs ongoing training in African Geography, since theinclusionof this content can represent an important tool for building a more plural, diverse,and reflective education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-07-30T00:00:00Z