https://tedebc.ufma.br/jspui/handle/tede/5710 2026-06-05T11:24:19Z https://tedebc.ufma.br/jspui/handle/tede/7035 Título: Reforma do Ensino Médio nas escolas de tempo integral no estado do Tocantins a partir da Lei no 13.415/2017 Autor: RODRIGUES, Gizelda Moura Primeiro orientador: FERREIRA, Antonio Alves Abstract: This research, presented to the Professional Master's Program in Education and Educational Practices of the Postgraduate Program in Education (PPGEPE) at the Federal University of Maranhão (UFMA), addresses the configurations of the High School Reform instituted by Law No. 13.415/1, focusing on full-time high schools. Therefore, our general objective was to analyze the implementation of the High School Reform (Law No. 13.415/2017), identifying its unfolding in teaching practice and student education in full-time schools in the State of Tocantins, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO). To achieve this objective, the research was conducted at the Girassol de Tempo Integral Darcy Marinho High School, located in the municipality of Tocantinópolis – TO, a school under the jurisdiction of the Regional Superintendence of Education of Tocantinópolis-TO. The unfolding of the general objective stemmed from the knowledge and exploration of the historical context of secondary education from 1930 to the present day, addressing the reformulations and relationships with the secondary education reform law, Law No. 13.415/2017, revealing the similarities, specificities, and relationships between the laws that underpinned and underpin basic education and, more precisely, the field of secondary education in Brazil; based on an analysis, the implementation of the full-time secondary education policy in full-time schools (promotion) in the Regional Superintendence of Education of Tocantinópolis (TO) was highlighted; Furthermore, the implementation of the incentive policy as a new educational paradigm in the full-time school studied, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO), was also analyzed from the perspective of the manager, area coordinator teachers, classroom teacher, and pedagogical technician of curriculum, training, and learning assessment. Finally, we developed a Continuing Education Plan, with three modules, aimed at researchers of educational public policies focused on full-time secondary education, full-time secondary education teachers, and basic education teachers. The methodology developed adopted the fundamentals of the qualitative research approach, in the Case Study, and for data collection, semi-structured interviews were used, developed through a previously prepared script, composed of open and closed questions that directly focused on the object of study. For data analysis, content analysis was used to better understand the object of study, a technique used to evaluate the semi-structured interviews supported by bibliographic theoretical references and current national and local legislation. As the analyses carried out, it was found that secondary education is configured to serve the elite, its provision is dualistic and selective, distinguishing between intellectual training and training for work, and it is far from consolidating itself as a stable policy oriented towards the emancipation of human development, as it is consolidated as an instrument for the reproduction and perpetuation of social inequalities. In the context of comprehensive education in secondary education, studies point to a tension between the historical project of emancipatory comprehensive education, the contemporary logic of flexibility, and the duality in provision. This demonstrates that secondary education remains marked by instability, discontinuity, and disputes between different conceptions of educational projects. The Promotion Policy is closely linked to business-oriented reforms and the logic of competencies, which ultimately empties the emancipatory potential of comprehensive education, reducing it to an extension of school time without qualitative transformation of pedagogical practices. Empirical analysis indicates that the implementation of the promotion policy occurs heterogeneously and is marked by structural and pedagogical challenges, revealing a mismatch between the normative proposition of the policy and the real conditions of its materialization. The perceptions of school subjects reveal ambiguities regarding the impacts of the reform. Therefore, the development of the High School Reform in the state of Tocantins, based on the state's development policy, occurred hastily, under a neoliberal ideology of a managerial nature, where the state relinquishes its role, passing it on to private initiative. Thus, the implementation has produced some progress, but accompanied by significant limitations that compromise the realization of a comprehensive, critical, and emancipatory education. While expanding opportunities, the policy also reproduces inequalities and strains the social role of public schools. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7025 Título: Educação de jovens e adultos de uma escola de Alto Alegre do Pindaré/MA: narrativas sobre os desafios da permanência escolar Autor: SILVA, Hildiones Silva e Primeiro orientador: SILVA, Ilma Maria de Oliveira Abstract: Youth and Adult Education (EJA) plays a fundamental role in promoting social inclusion and democratizing education, offering learning opportunities to those who, for different reasons, were unable to complete Basic Education at the conventional age. This educational modality addresses the specific needs of young and adult learners, considering their life experiences and promoting meaningful and contextualized learning. Based on this premise, this study presents the following problem: How do the challenges of school retention in EJA, in a school in Alto Alegre do Pindaré/MA, express contradictions and tensions among public policies, pedagogical practices, and the life trajectories of students? From this problem, we seek to analyze the challenges related to school retention faced by EJA students in a school in Alto Alegre do Pindaré, Maranhão. To guide the research, we developed the following specific objectives: to analyze the legal, political, and historical frameworks of EJA in Brazil and in the municipality; to understand, through narratives, the factors that facilitate or hinder permanence in EJA; and to develop an educational product as an interpretative and pedagogical synthesis of the research. We adopted Oral History as the methodology and used narratives as the data collection instrument. Our interlocutors were EJA students, a teacher, a school administrator, and the president of the Municipal Education Council of Alto Alegre do Pindaré. The research indicated that EJA students face significant challenges that demand urgent attention. Among the main needs identified are the appreciation of students’ life trajectories, the adaptation of content to their sociocultural realities, specific continuing education for EJA teachers, and the creation of pedagogical practices that promote protagonist and autonomy in the learning process. Although challenges related to school retention continue to appear recurrently in EJA, it is possible to recognize significant progress in the development of this modality, both in pedagogical practices and in the formulation of public policies aimed at inclusion and valuing students. We conclude that EJA requires integrated actions that go beyond the mere provision of schooling, demanding pedagogical practices sensitive to the specificities of its learners. Recognizing the advances achieved should not overshadow the persistent challenges, especially regarding retention and the appreciation of students’ trajectories. Thus, the urgency of public policies that ensure adequate infrastructure, continuing teacher education, and retention strategies that consider the multiple daily demands of students committed to equity and inclusion is reaffirmed. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-24T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7017 Título: Reforma do Ensino Médio nas escolas de tempo integral no estado do Tocantins a partir da Lei nº 13.415/2017 Autor: RODRIGUES, Gizelda Moura Primeiro orientador: FERREIRA, Antonio Alves Abstract: This research, presented to the Professional Master's Program in Education and Educational Practices of the Postgraduate Program in Education (PPGEPE) at the Federal University of Maranhão (UFMA), addresses the configurations of the High School Reform instituted by Law No. 13.415/1, focusing on full-time high schools. Therefore, our general objective was to analyze the implementation of the High School Reform (Law No. 13.415/2017), identifying its unfolding in teaching practice and student education in full-time schools in the State of Tocantins, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO). To achieve this objective, the research was conducted at the Girassol de Tempo Integral Darcy Marinho High School, located in the municipality of Tocantinópolis – TO, a school under the jurisdiction of the Regional Superintendence of Education of Tocantinópolis-TO. The unfolding of the general objective stemmed from the knowledge and exploration of the historical context of secondary education from 1930 to the present day, addressing the reformulations and relationships with the secondary education reform law, Law No. 13.415/2017, revealing the similarities, specificities, and relationships between the laws that underpinned and underpin basic education and, more precisely, the field of secondary education in Brazil; based on an analysis, the implementation of the full-time secondary education policy in full-time schools (promotion) in the Regional Superintendence of Education of Tocantinópolis (TO) was highlighted; Furthermore, the implementation of the incentive policy as a new educational paradigm in the full-time school studied, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO), was also analyzed from the perspective of the manager, area coordinator teachers, classroom teacher, and pedagogical technician of curriculum, training, and learning assessment. Finally, we developed a Continuing Education Plan, with three modules, aimed at researchers of educational public policies focused on full-time secondary education, full-time secondary education teachers, and basic education teachers. The methodology developed adopted the fundamentals of the qualitative research approach, in the Case Study, and for data collection, semi-structured interviews were used, developed through a previously prepared script, composed of open and closed questions that directly focused on the object of study. For data analysis, content analysis was used to better understand the object of study, a technique used to evaluate the semi-structured interviews supported by bibliographic theoretical references and current national and local legislation. As the analyses carried out, it was found that secondary education is configured to serve the elite, its provision is dualistic and selective, distinguishing between intellectual training and training for work, and it is far from consolidating itself as a stable policy oriented towards the emancipation of human development, as it is consolidated as an instrument for the reproduction and perpetuation of social inequalities. In the context of comprehensive education in secondary education, studies point to a tension between the historical project of emancipatory comprehensive education, the contemporary logic of flexibility, and the duality in provision. This demonstrates that secondary education remains marked by instability, discontinuity, and disputes between different conceptions of educational projects. The Promotion Policy is closely linked to business-oriented reforms and the logic of competencies, which ultimately empties the emancipatory potential of comprehensive education, reducing it to an extension of school time without qualitative transformation of pedagogical practices. Empirical analysis indicates that the implementation of the promotion policy occurs heterogeneously and is marked by structural and pedagogical challenges, revealing a mismatch between the normative proposition of the policy and the real conditions of its materialization. The perceptions of school subjects reveal ambiguities regarding the impacts of the reform. Therefore, the development of the High School Reform in the state of Tocantins, based on the state's development policy, occurred hastily, under a neoliberal ideology of a managerial nature, where the state relinquishes its role, passing it on to private initiative. Thus, the implementation has produced some progress, but accompanied by significant limitations that compromise the realization of a comprehensive, critical, and emancipatory education. While expanding opportunities, the policy also reproduces inequalities and strains the social role of public schools. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-04-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6953 Título: Saberes e fazeres de docentes em educação antirracista no ciclo de alfabetização em uma escola municipal em Floriano – Piauí Autor: LEANDRO, Leiane da Costa Primeiro orientador: CARVALHO, Herli de Sousa Abstract: The dissertation entitled “Knowledge and Practices of Teachers in Anti-Racist Education in the Literacy Cycle at a Municipal School in Floriano, Piauí” aimed to investigate Anti-Racist Education in the Literacy Cycle. The research is part of the Master's Degree in Education of the Graduate Program in Education and Educational Practices (PPGEPE), in the Research Area of Pluriculturality, Interculturality, and Interdisciplinary Educational Practices. The research question that guided the study was: What knowledge guides teaching practices in Anti-Racist Education in the Literacy Cycle? This study is justified by the fact that, although more than twenty years have passed since the approval of Law 10.639 (Brazil, 2003), the implementation of Anti-Racist Education at this stage of Basic Education is still progressing slowly. With regard to theoretical and methodological aspects, the research is based on the concepts of Anti-Racist Education, anchored in researchers who engage with the theme, such as: Carneiro (2011), Carvalho (2016), Dourado (2019), Freire (1987; 1996; 2002), Gomes (2017), Nascimento (2021), Ribeiro (2019), in addition to some legislation, including Brazil (1988; 2004a; 2004b), Brazil (2008; 2012; 2016; 2023), among others. The research fits into the qualitative approach of the (Auto)biographical type in Education, with autobiographical narrative interviews based on Passeggi (2011, 2013, 2016, 2017) and (Warschauer, 2002). The research subjects were teachers from the Literacy Cycle of a Municipal Public School in the urban area of Floriano, Piauí. The narratives generated in Conversation Circles were recorded, later transcribed, categorized, and analyzed by Content Analysis in Bardin (2015). As a result of the research, we found the need to include Anti-Racist Education in teacher training, with the aim of supporting teachers in creating pedagogical practices that promote racial equality, value African heritage in Brazil, and recognize diversity. This approach contributes both to compliance with legislation and to the integral development of all children. At the end of the study, we developed an Educational Product, a Didactic Sequence that integrates different textual genres to explore the themes of Africa, Afro-Brazilian culture, and the history of Black people in the formation of the country so that this material will be made available digitally to teachers and students of the municipal public school system of Floriano - Piauí. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-12-08T00:00:00Z