https://tedebc.ufma.br/jspui/handle/tede/74 2026-04-15T11:52:26Z https://tedebc.ufma.br/jspui/handle/tede/6859 Título: Letramento de surdos: das políticas educacionais inclusivas à prática docente Autor: FERREIRA, Ana Cristina de Assunção Xavier Primeiro orientador: CHAHINI, Thelma Helena Costa Abstract: The literacy of Deaf students requires schools to adopt literacy practices that go beyond the exclusive mastery of reading and writing, integrating these skills into an approach based on social practices. For this, the singularities of this linguistic minority must be understood by teachers in order to enable assertive teaching practices. Thus, this thesis aims to analyze teaching practices in the literacy of Deaf students in the early years of elementary education, in two full-time bilingual schools in Maranhão. This study was guided by the central question: how has teaching practice in the literacy of Deaf students in the early years of elementary education been carried out in two full-time bilingual schools in Maranhão? The field research followed a qualitative approach, exploratory and descriptive in nature, with nine teachers participating at this educational stage. All of them took part in the first data collection instrument, the interview, and seven participated in the second, the Conversation Circle. The interlocutors met the selection criterion established for the research: having at least five years of teaching experience. This period was considered relevant as it corresponds to the phase of stabilization and consolidation of the teaching career, when the individual already gathers significant experiences and more structured pedagogical practices. Data were collected through document analysis, semi-structured interviews, the Conversation Circle technique, and field diaries. The results were subjected to content analysis, following Bardin’s (2011) principles, resulting in the organization into different categories and subcategories. Findings show that teaching practice in bilingual settings faces challenges, even with a bilingual curriculum proposal that provides linguistic and cognitive foundations to students and bilingual teachers, since other factors significantly impact practice. Among them are late access to sign language, family absence, age/grade distortions that compromise the acquisition of Libras, reading, and Portuguese writing, as well as the lack of diagnoses of learning disorders associated with deafness, which hinder the development of Deaf students. Furthermore, the interlocutors pointed out that the Municipal Department of Education does not invest in continuing education. Most training initiatives occur through the participants’ own efforts, encouraged by school management. They believe that, since there is no person in the department who understands the reality of Deaf students and deafness, much remains to be done. Participants also complained about the number of projects sent, most of which are disconnected from the school’s reality and the Deaf community. The results indicate that, even with responsible and intentional teaching practices, the literacy of Deaf students still encounters obstacles that go beyond the school walls. Issues such as late access to Libras, lack of accurate diagnoses, and insufficient continuing education for teachers compromise the full development of Deaf students. In this context, it becomes urgent to invest in actions that engage with the reality of deafness, ensuring that public policies provide adequate teacher training so that the implementation and availability of a bilingual curriculum with equitable pedagogical practices fully guarantee the educational development of Deaf students at all levels of education. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese 2026-01-21T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6743 Título: Ainda somos os mesmos e vivemos como nossos pais? confetos da EJATEC sobre sexualidade Autor: CARVALHO , Laura Cristina Feitosa de Primeiro orientador: NUNES, Iran de Maria Leitão Abstract: Sexuality is present in everything and everyone. This biopsychosocial and cultural manifestation, permeated by mysteries and meanings, arouses the interest of many people, whether to understand it or to silence it. Reflecting on sexuality implies recognizing that it is constructed within human relationships, in language, affections, and everyday practices. Based on this understanding, this research aims to comprehend the conceptions of sexuality held by students at EJATEC Liceísta from the perspective of Sociopoetics. Specifically, it seeks to present Sociopoetics as a methodological and epistemological possibility for research on sexuality, to show how EJATEC students express their conceptions of sexuality through the creative devices of Sociopoetics, and to understand the meanings attributed to sexuality by these students within the context of their personal and collective experiences. The study is grounded in the theoretical assumptions of Jacques Gauthier’s Sociopoetic Research (2020), in Michel Foucault’s (1988) concepts of sexuality, and in Paulo Freire’s (2019) liberating pedagogy, while also engaging in dialogue with other authors who contribute to a critical and emancipatory education. Methodologically, the research was collectively constructed through artistically and pedagogically inspired workshops on sexuality, developed with a research group composed of eight EJATEC students. Sociopoetics, as a participatory and sensitive approach, recognizes the research group as a subject that produces knowledge and affections, legitimizing experience, the body, and collectivity as sources of understanding. From the creative and expressive devices used in the workshops, “confetos” were constructed, that is, concepts woven from lived experiences, emotions, and collective creations, which reveal significant aspects of the students’ sexuality, such as family silencing around the topic, intergenerational conflicts regarding values and sexual behaviors, and possibilities for dialogue and re-signification within educational and family spaces. The co-researchers’ productions indicate that Sociopoetics enables not only the creation of new confetos about sexuality but also the establishment of a space for listening, expression, and recognition of the participants’ knowledge. Thus, the study contributes to broadening discussions on sexual education in Brazil, reaffirming the importance of methodological approaches that unite art, science, sensitivity, and collectivity in the production of knowledge. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-11-04T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6739 Título: A formação continuada dos professores da educação infantil do munícipio de Bacabeira: implicações para a prática docente Autor: RODRIGUES, Marcella Bezerra Carvalho Primeiro orientador: NASCIMENTO, Ilma Vieira do Abstract: This study focuses on the Continuing Education of Early Childhood Education Teachers in the Municipality of Bacabeira, based on their experiences in the Avante Educação Project, promoted in partnership between the Vale Foundation and the Municipal Department of Education of Bacabeira (SECMED). The objective of the research is to analyze the aforementioned process in that municipality and identify the contributions that were added to teaching practices. The methodological approach was based on Content Analysis, based on the theoretical assumptions of Bardin (2016). The instruments for data collection consisted of the application of questionnaires to the research subjects and group interaction, based on the focus group technique. The research subjects were the teachers of the Early Childhood Education classes (daycare and preschool), school administrator and school supervisor, who participated in the Avante Educação Continuing Education Program. The overall organization of the training was well evaluated, with the experiences focused on the National Common Curricular Base (BNCC), being considered timely and arriving at the right time, encouraging the use of technology especially during the pandemic. However, negative points were detected related to the online format and the materials in the collection provided with little instruction. The Training Program was seen as an opportunity to expand, improve and resignify knowledge, which led participants to reflect on pedagogical practice, as well as a guide for this practice, since it offered theoretical and practical support that worked as relevant tools in the exercise of their functions, with activities of different natures. Educational practices began to reflect more directly the local culture and environment, promoting a sense of identity and belonging among students. The research identified three main areas of intervention: exploring the nature and context of the child, reorganizing the classroom environment and strengthening the protagonism and autonomy of children. Some challenges were identified in the area of school management, with families understanding new approaches and teachers assuming the role of researchers in their own practice. In short, the changes and possibilities implemented through the training provided by the Avante Project represented a significant advance in early childhood education in the municipality, showing that it is possible to create a more inclusive, interactive and effective educational environment, aligned with the needs and contexts of children. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2024-10-24T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6729 Título: Formação de professoras alfabetizadoras iniciantes: travessias nos primeiros anos de atuação Autor: PINHEIRO, Carlos Richard Soares Primeiro orientador: MELO, Maria Alice Abstract: This dissertation presents a study that is part of the research line “Educational Institutions, Curriculum, Training and Teaching Work” of the School, Curriculum and Teacher Training Research Group. Based on the perception that teacher training processes are inherent to the work of literacy teachers, especially at the beginning of their careers, the research had the general objective of understanding the relationships between the beginning of the careers of literacy teachers in the public education system of São Luís/MA and initial teacher training. The specific objectives were established: to characterize the initial training of literacy teachers based on the pedagogical project of the Pedagogy course and the training spaces experienced during the undergraduate course; to investigate the process of welcoming and monitoring beginning literacy teachers by the school management team; to analyze the experiences narrated by literacy teachers at the beginning of their careers, based on their professional experiences. The studies by Charlot (2013; 2014), Freire (2013a; 2013b; 2014), Nóvoa (2010; 1995), Soares (2013; 2018), Kleiman (2008; 2006), Huberman (2000), Alarcão and Roldão (2014) and Marcelo (2010) were used as the basis for the theoretical contribution. A State of the Art bibliographic survey was carried out to characterize the studies on beginning teachers in literacy, as well as a documentary analysis of the Pedagogical Project of the Pedagogy Course at the Federal University of Maranhão regarding training to work in literacy. The field research was carried out based on semi-open questionnaires with the management team of three schools in the municipal network of São Luís, in addition to narrative interviews with five teachers from these schools who started teaching in the last three years and work in the literacy cycle. The interviews were conducted considering the research methodology and narrative analysis proposed by Schütze (2013). The analysis of the narratives was organized based on the three dimensions of the educational-training process proposed by Charlot (2014): humanization, singularization and socialization. The results demonstrated that the initial training process requires immersion in school contexts. It was also observed that the beginning of a teaching career is marked by conflicts and collaborations, with the support of experienced teachers and interaction with peers and students being essential. In addition, it was evidenced how teachers face the challenges of literacy by adapting their pedagogical practices to their subjectivities and school contexts. The research concludes that the beginning of the career of literacy teachers and its relationship with initial training permeate humanization, socialization and singularization, reinforcing the need for educational policies that contemplate support for teachers in these three formative dimensions. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2025-04-04T00:00:00Z