https://tedebc.ufma.br/jspui/handle/tede/5334 Fri, 04 Sep 2026 14:37:18 GMT 2026-09-04T14:37:18Z https://tedebc.ufma.br/jspui/handle/tede/7206 Título: Nas correntezas da ambivalência: representações sociais de afetos manifestos e latentes da docência na cotidianidade da escola contemporânea Autor: OLIVEIRA, Luysienne Silva de Primeiro orientador: BONFIM, Maria Núbia Barbosa Abstract: This study embraces metaphorically the waters of a river, exposing the affective relationship with the Mearim River, which runs through the city of Pedreiras-MA. It aims to investigate the manifest and latent affections in the social representations of teachers in their daily work at the U.E. Carlos Martins school located in that municipality. The object of the article is therefore based on the manifest and latent affective ambivalence in the social representations of teachers, encompassing pleasure and displeasure in the exercise of their work. The choice for the Social Representations Theory, in the Moscovici procedural line, focused on common sense, was made by making use of the complexity of social relations constructed in the interactive process of knowledge production, where images and meanings shape knowledge and the behavior of subjects, principles that lead to the understanding of teachers' manifests of affection in everyday school life. To this, the following questions arose: What affects are manifested in the daily life of school institutions? How do the affects manifested in daily life shape the teacher's knowledge systems? What images and meanings are present in the affective manifestation along the construction of social representations of teachers in a primary school? The investigation was developed through bibliographic and field research. The bibliographic study on the school and teachers was based on Freire (1987, 2011); Nóvoa (1992, 2009); Arroyo (2003); Frigotto (2010); Melo, Bonfim e Moraes (2023); among others. Discussions about affect were supported crosswise by authors in Social Psychology and Social Representations, such as Moscovici (1978, 2005, 2012, 2015); Jodelet (2005, 2019, 2021); Arruda (2009, 2010); Ornellas (2009, 2021); Jovchelovich (2005, 2009); Lane (1981); Bonfim (2007); and others, as well as areas of Developmental Psychology such as Wallon (1954, 1999, 2007); Vygotsky (1998); e Piaget (1976). The studies aligned with the theoretical knowledge constructed and shared during mentoring sessions with Bonfim (2022 to 2026), which ran through the entire study. Data were collected through four methods: Unstructured observation, during classes of different subjects and in the teachers' room in break times, aiming to consider the subjects in their natural environment without any intervention; a Profile Questionnaire, intending to understand the participants' profiles; sending a Letter to the Teacher, encouraging teachers to write narratives about their daily professional activity, considering the affective dimension; and, finally, a Semi- structured Interview with the management team, aiming to capture aspects that are not evident but present in daily educational life. The data processing was carried out using Bardin's Content Analysis Technique (2016), as it allows deduction, inference, and understanding of the collected data beyond appearances. Therefore, Double-Entry Tables were used, grouping the core meanings contained in the participants' responses, which were organized into side A (arranged vertically) and side B (arranged horizontally). Both sides were crossed, giving rise to the categories of analysis. In conclusion, affective ambivalence constitutes a central characteristic of the teaching experience in the contemporary school where, on one hand, many teachers maintain a symbolic investment in the profession, fueled by values such as social commitment, a desire to contribute to the students' education, professional fulfillment, and identification with teaching. On the other hand, the structural difficulties of work, reflected in the lack of social recognition and daily wear and tear, produce feelings of frustration, exhaustion, and demotivation. The results allow the formulation of a theoretical and conceptual proposition of the Affective-Representational Latency of Teaching – ARLT, which interprets affective latency as structuring teaching itself. In other words, teaching, organized by latent affects, most often unpleasant, is reorganized and structured in a way that manifests resistance and persistence. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 22 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7206 2026-05-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7202 Título: A saúde docente no contexto das políticas curriculares de formação de professores/as: um conteúdo presente, esquecido ou invisibilizado? Autor: ANDRADE, Maria José Silva Primeiro orientador: MELO, Maria Alice Abstract: The research entitled "TEACHER HEALTH IN THE CONTEXT OF CURRICULAR POLICIES FOR TEACHER TRAINING: a present, forgotten, or invisible content?", linked to the Research Line: Educational Institutions, Curriculum, Teacher Training and Work, of the Doctoral Program in Education at the Federal University of Maranhão, presents reflections on the relationship between teacher health and initial teacher training curricula, and starts from the problem: within the scope of curricular policies, in the initial training process, is there any type of approach aimed at promoting and protecting the health of educators? Its general objective is to analyze the current state of the content of teacher health within the context of curricular policies, in order to understand its importance, needs, and contributions to education.This study contributes to addressing relevant situations experienced in teaching practice. The study adopts a critical-dialectical perspective, anchored in historical dialectical materialism, nterwoven with the metaphor of the bricklayer, a worker of hard labor. Its locus in the Federal Universities in the Northeast of Brazil, specifically their in-person Pedagogy courses as participants included coordinators, professors who are members of the Structuring Teaching Nuclei, and students in their final semester. Bibliographic and documentary researches were conducted, and mixed questionnaires were administered to research participants; initial refinement was performed using the State of the Question (Nóbrega-Therrien; Terrien, 2004), and data analysis was conducted using Content Analysis (Bardin, 2020) and softwares. The theoretical framework is supported by, among others, authors such as Araújo; Pinho; Masson (2019), Assunção; Oliveira (2009); Codo (1999), Esteve (1999), Duarte (2010, 2021), Lopes; Macedo (2022), Oliveira (2004, 2019, 2021), Pacheco (1996, 2003, 2022), Saviani (2009, 2019, 2021), Silva (2024). The results indicate the omission of curricular policies regarding the topic; include the construction of a breviary of warning signs regarding the profile of illness today; the findings point to a significant number of political- pedagogical projects that need updating in light of the demands expressed and current regulations, also highlighting the existence of projects aligned with a critical and resistant perspective; demonstrate the presence of tensions and contradictions between the participants' statements on aspects such as the relationship between the formal curriculum and the reality of teaching practice, and the theoretical centrality in the curricula; on the other hand, there are convergences on the impacts of neoliberal education reforms on teacher training and work. It notes the absence of systematic approaches to teacher health content in the curricula investigated and, although some do exist, when they occur it is incipient, punctual, analgesic and superficial, being recognized mainly by the students as urgent and necessary; the state in which the object finds itself within the scope of curricular policies and curricula at the end of the process manifests itself as invisible, which highlights gaps in initial training and translates into complaints that can contribute to raising reflections and debates about this object and its inclusion in curricular outlines, when the indispensable updates of the Course projects are made, a movement already under construction, in addition to helping the future teacher to better deal with situations that can culminate in illness in their teaching practice. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 29 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7202 2026-05-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7182 Título: SAÚDE, HIGIENE E EDUCAÇÃO NO MARANHÃO DURANTE A PRIMEIRA REPÚBLICA (1889–1930) Autor: MENDES, Maria de Nazareth Primeiro orientador: CASTRO, César Augusto Abstract: This thesis investigates the interrelationship between health, hygiene, and education in Maranhão during the First Republic (1889–1930), focusing on hygienist ideology and its translation into practices and representations within the school environment. The general objective is to analyze how conceptions of health, hygiene, and education translated into the implementation, legitimization, and representation of hygienist practices in Maranhão schools, linking them to the political-pedagogical project of the First Republic. Methodologically, the research is grounded in the History of Education, with an emphasis on Cultural History, guided by the contributions of Chartier (1990), Bourdieu (1980, 1983, 1989, 1990), Barros (2016), and Castro & Castellanos (2020). The study mobilized a diverse document corpus composed of legal sources (laws, decrees, and regulations), administrative sources (reports from governors and school inspectors), and journalistic sources (educational and general press), enabling a critical analysis of hygienist representations and practices within the educational context of Maranhão during the First Republic. The critical analysis of these sources allowed for an examination of the meanings attributed to hygienism in daily school life, the identification of its legitimizing agents, and the capture of local forms of appropriation and resistance. The results demonstrate that hygienism assumed specific configurations, impacted by regional inequalities, structural precarity, and the fragility of the republican State. This research contributes to the historiography of education by showing that school hygienism was not a uniform and centralized policy, but rather a phenomenon appropriated, reinterpreted, and contested at local levels. The experience in Maranhão reveals specificities that challenge linear narratives of the history of Brazilian education, reinforcing the importance of regional readings to understand the processes of institutionalizing health and education in republican Brazil. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Mon, 22 Dec 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7182 2025-12-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7120 Título: POR QUE OS QUE FICAM, FICAM? A PERMANÊNCIA ESCOLAR DE JOVENS SERTANEJOS NO ENSINO MÉDIO Autor: OLIVEIRA, Cristiane Kuhn de Primeiro orientador: LIMA, Lucinete Marques Abstract: The central focus of this investigation is on young people from a small town in the interior of Bahia, who are high school students, and their relationship with school and the future. To this end, our main objective is to understand the arguments constructed by the students to remain in high school based on their interactions with the school, educational policies, and socio-political and cultural contexts. This is a qualitative research study with an ethnographic perspective, conducted in a public high school in the state of Bahia, located in the municipality of Jussara, in the interior of Bahia state. Data collection instruments included participant observation, recorded in an observation diary; semi-structured interviews with sixty students; and document analysis: student files, school regulations and political-pedagogical project, the Bahia State Curriculum Reference Document, and statistical panels from the Basic Education School Census. The construction of the concept of youth was based on classical and contemporary sociological perspectives, and school retention was based on the studies of Vincent Tinto, analytically adapted to the specificities of Brazilian basic education. The results highlight the diversity of youth in the Sertão region, indicating how the condition of youth is experienced unequally depending on geographic origin. They also point out that, among the main arguments of the students for remaining in school, the completion of high school is seen as a means to enter higher education, a technical course, or the job market, with schooling being the necessary path to achieving their future goals. Furthermore, policies, strategies, and programs at the federal, state, and local levels act as contributions to the social and academic integration of the student, adding conditions such as expectations, support, feedback, involvement, and learning. This thesis argues that school retention in rural high schools is not a passive event of flow, but a life project mobilized by strategies of resistance and youth protagonism, demonstrating that retention is based on what we propose as a multidimensional anchoring triad: the pragmaticmaterial dimension (food security and aid), the symbolic-subjective dimension (school as a territory of protection and sociability), and the prospective dimension (social mobility via ENEM and diploma). This study contributes to the guidance and adoption of micro-public educational policies aimed at youth and school retention. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 22 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7120 2026-05-22T00:00:00Z