https://tedebc.ufma.br/jspui/handle/tede/2226 2026-09-04T11:54:07Z 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 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 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 2026-04-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7157 Título: Brincadeiras musicais como estratégia pedagógica para educadores de crianças bem pequenas e pequenas: uma pesquisa de intervenção na Creche-Escola Maria de Jesus Carvalho Autor: CARVALHO, Sérgio Ricardo Galvão de Primeiro orientador: MELO, José Carlos de Abstract: This research analyzed the use of musical games as a pedagogical strategy in the teaching-learning process of very young and young children. The investigation started from the following questions: How can musical games be used in the pedagogical practices of educators of very young and young children? How do educators conceive of music teaching in daycare-schools? How can a Booklet of Pedagogical Guidelines be constructed, in collaboration with educators, using music as a pedagogical strategy at the Maria de Jesus Carvalho Daycare-School? Based on these questions, the general objective of the research was proposed, which consisted of investigating how musical games can be used as a pedagogical strategy in the teaching-learning process of very young and young children, with a view to developing, together with educators, a booklet of pedagogical guidelines for the use of music. As a result of this objective, the following specific objectives were developed: to analyze the pedagogical practices of educators of very young and young children; to understand how music teaching is conceived in the daycare- school; to construct, in partnership with the educators of the Maria de Jesus Carvalho Daycare-School, a Booklet of Pedagogical Guidelines, using music as a pedagogical strategy. The theoretical backgrounds that underpinned the research were: Kishimoto (2002, 2010); Piaget (2001); Vygotsky (1998); Giroux (1999); Barros (2009); Macedo, Passos and Petty (2005); Machado (2003); Brito (2003); in addition to the legal instruments and official documents that support this theme, such as: the Law of Guidelines and Bases of National Education (LDBEN) - Law No. 9.394/96, Law No. 11.769/08, Law No. 13.278/16, the National Curriculum Reference for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI), the Curriculum Document for the Territory of Maranhão (DOCTE/MA), the National Common Curriculum Base (BNCC), and others. In terms of methodology, an intervention research with a qualitative focus was chosen, using literature review, state-of-the-art research, and documentary research. From the point of view of its objectives, this research has an exploratory and descriptive character. The participating subjects were educators of very young and young children. The results showed that playing is strongly linked to children in daycare and that the educators recognized the importance of playing through music. However, there is still a certain distance and insecurity in the use of musical games due to a lack of training towards this topic. The data show the need for training processes through musical games so that educators feel more comfortable using them and also creating their own games, as was done during the workshops. Finally, it is hoped that this research can serve as inspiration for other educators. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-03-03T00:00:00Z