https://tedebc.ufma.br/jspui/handle/tede/75 Tue, 21 Jul 2026 08:13:21 GMT 2026-07-21T08:13:21Z http://tede2.ufma.br:8080/jspui/retrieve/883/1.png https://tedebc.ufma.br/jspui/handle/tede/75 https://tedebc.ufma.br/jspui/handle/tede/7119 Título: PROFESSORAS QUE ATUAM NA EDUCAÇÃO INFANTIL DAS ESCOLAS COMUNITÁRIAS: A trajetória pessoal e a construção da identidade profissional Autor: JESUS, Claudiane Pinto Dias de Primeiro orientador: MELO, Maria Alice Abstract: The research entitled: Teachers who work in early childhood education in community schools: the personal trajectory and the constitution of professional identity, aims to analyze the relationship between personal trajectory and the process of initial training of teachers in community schools and to what extent this relationship contributed to the construction of professional identity. The research took place at the Pingo de Gente Nursery School, located in Maiobão/Paço do Lumia-MA, involving ten teachers from that school. This qualitative research developed in an articulated way the bibliographic, documentary and field research through the life history method and a questionnaire to outline the teachers' profile. To analyze the testimonies, we took as a reference the content analysis proposed by Bardin (2011-2016). The literature review was carried out in Cardoso (2014), Félix (2015), Marquezan (2015), T.C (2015), Bolzan (2016), Demori (2016), Pereira (2017), Stool (2017) and Melo (2018). To understand the concepts related to personal, social and professional identity, we sought foundations in Ciampa (1987-1989), Bauman (2005), Dubar (2006), Hall (2000-2006), Silva (2000) among others. To understand childhood from different spaces and historical moments, we looked for Aries (1987-2006), Lajolo (2011), Kohan (2015), Kramer (2007). The results of the analysis revealed that the process of formation of both personal and professional identity is constant and incomplete, being influenced by social, political, economic and family factors. The teachers' life history has a strong relationship with professional training, there is an intertwining of personal experiences with work situations. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 22 Dec 2021 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7119 2021-12-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7117 Título: ESCOLA DIGNA NO MARANHÃO: Relações intergovernamentais e implicações na educação municipal Autor: MACHADO, Áurea Regina dos Prazeres Primeiro orientador: LIMA, Lucinete Marques Abstract: This dissertation is linked to the Research Line in History, Politics and Human Formation and to the Study and Research Group in Educational Policies and Management (GEPPGE) of the Postgraduate Program in Education (PPGE) at the Federal University of Maranhão (UFMA). The research aims to analyze the development in the Dignified School Macropolicy of provisions on cooperative relations between the State Executive Branch and Municipal Governments, and the implications and reactions in the municipal education system and in schools in São Mateus and Aldeias Altas, in the period from 2015 to 2024. The choice of municipalities was based on data from SEDUC-Maranhão, considering the time of adherence to the Dignified School Macro Policy since 2015, the HDI-M classified as low or medium, and the existence of at least two units of the program built or renovated to replace inadequate school structures. The theoretical framework for analysis and interpretative synthesis was based on the intellectual works of: Abrucio and Segatto (2014), Almeida (2001); Karl Marx and Friedrich Engels (2007); Elazar (1995); Dourado (2007, 2013); Gadotti (1997); Ciavatta (2014); William Riker (1996) Lima (2012); Lustosa (2022); Camini (2010); Oliveira and Araujo (2005); Ferreira and Santos (2023); Silva (2022) Afonso (2005) Lima J.P.M (2023), Lima F; Bianchini; Lima (2019), among others. Methodologically, the research is exploratory, descriptive, and explanatory, with a qualitative approach, based on the epistemological framework of HistoricalDialectical Materialism, with emphasis on the categories of mediation, contradiction, and social practice. In the descriptive-analytical research, semi-structured interviews were conducted with institutional managers from the State Department of Education and municipal education departments, as well as managers from municipal public elementary schools included in the actions of the Macro policy. The data collected were analyzed using Laurence Bardin's Content Analysis technique. In the explanatory phase, interpretative syntheses of the development of cooperative relations between state power and two municipalities in Maranhão were constructed, highlighting ambiguities, autonomy, resistance, and meanings produced for educational policies. The object of study involves the analysis of key concepts such as Cooperative Federalism, Collaborative Regime, and Intergovernmental Relations between state and municipalities. The research demonstrates that the "Escola Digna" (Dignified School) Macropolicy represented an advance in the consolidation of federative cooperation between the State of Maranhão and the municipalities, demonstrating significant implications for education systems and schools. The collected data were analyzed using Laurence Bardin's Content Analysis technique. In the explanatory phase, interpretative syntheses of the development of cooperative relations between state power and two municipalities in Maranhão were constructed, highlighting ambiguities, autonomy, resistance, and the meanings produced for educational policies. The object of study involves the analysis of key concepts such as Cooperative Federalism, Collaborative Regime, and Intergovernmental Relations between state and municipalities. The research demonstrates that the "Escola Digna" (Dignified School) Macro Policy represented an advance in the consolidation of federative cooperation between the State of Maranhão and the municipalities, demonstrating significant implications for education systems and schools. It also found progress in the expansion and improvement of school infrastructure, the systematic provision of continuing education for teachers and school administrators and for the technical teams of the education secretariats, and in local pedagogical actions focused on increasing enrollment, reducing grade repetition, and addressing school dropout. However, challenges still exist that restrict the effectiveness of the policy, such as the centralization of decisions in the state government, the low participation of municipalities in decisions, and the standardization of measures that do not always align with local realities. Furthermore, within schools, particularly in rural areas, challenges persist such as multi-grade classrooms, structural deficiencies, and the difficulty in reconciling teacher training with the school routine, highlighting tensions between the policy's objectives and the actual conditions of municipal school systems. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Tue, 29 Jul 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7117 2025-07-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6969 Título: O princípio da “consideração com a diversidade étnico racial” da LDB e sua objetivação em uma instituição de educação superior: base normativa e programas/ações acadêmico-administrativas Autor: SÁ, Moisés Dias Primeiro orientador: LIMA, Lucinete Marques Abstract: The research entitled “The Principle of ‘Consideration for Ethnic-Racial Diversity’ in the Brazilian Law of Guidelines and Bases of Education (LDB) and Its Implementation in a Higher Education Institution: normative framework and academic-administrative programs/actions” aims to analyze how the principle of ethnic-racial diversity set forth in the LDB is applied, in normative terms and through academic-administrative programs and actions, within a Higher Education Institution, by contrasting and/or bringing together legal and educational meanings, particularly in the context of the Federal University of Maranhão (UFMA). Methodologically, the study adopts a qualitative approach, using bibliographic and documentary research techniques to provide a theoretical foundation and to explore practices and phenomena at UFMA. The study is organized into three chapters: the first addresses ethnic-racial diversity in Brazilian society, proposing an understanding of ethnic-racial identity; the second examines the ethnic-racial issue within the Brazilian legal system, including Fundamental Human Rights, the 1988 Federal Constitution, and amendments to the LDB; the third analyzes the policy of ethnic racial equality at UFMA, including affirmative actions and other related policies. The research highlights advances in the promotion of ethnic-racial equality, while also identifying gaps and challenges to its effective implementation within a public university. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 25 Feb 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6969 2026-02-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6945 Título: Formação continuada de alfabetizadores na rede pública de ensino de São Luís (Maranhão): desenvolvimento profissional docente e práticas pedagógicas Autor: GOMES, Kátia Cilene Amorim Primeiro orientador: NASCIMENTO, Ilma Vieira do Abstract: The thesis Continuing Education of Literacy Teachers in the Public School System of São Luís (Maranhão): Teacher Professional Development and Pedagogical Practices, submitted to the Graduate Program in Education at the Federal University of Maranhão (UFMA), examines the continuing education of early literacy teachers working in the municipal public school system of São Luís. The general objective was to analyze the phenomenon of continuing education for early literacy teachers, based on the experiences of those who participated in such initiatives between 2019 and 2023, and to understand its implications for professional development and literacy pedagogical practices, considering the historical and material contradictions inherent to the educational process. The study is grounded in Historical-Dialectical Materialism (HDM), adopting the analytical categories of totality, movement, contradiction, and historicity, supported by the works of Marx and Engels and by authors such as Saviani. Methodologically, HDM is articulated with Dialogic Discourse Analysis (DDA), a perspective that, while recognizing the historical materiality of education, assigns centrality to listening, to the word, and to the meanings produced by subjects. The research was conducted in municipal public schools in São Luís with early literacy teachers, using semi-structured interviews, focus groups, and analysis of official documents as data-generation procedures. The analysis, mediated by the dialogue between HDM and DDA, showed that continuing education has created spaces for exchange and sharing of experiences among teachers, yet remains marked by a technical and fragmented logic. The historical and material contradictions of the process reveal that such educational initiatives cannot be understood as mere program implementation; rather, they must be examined in their social totality, within a context of ideological disputes, teacher labor precarity, and movements of resistance. The study concludes that continuing education, in order to fulfill its historical role, must be constituted as an emancipatory practice, grounded in public policies that ensure objective working conditions, time for study and planning, professional recognition, and a solid theoretical foundation, reaffirming education as a political act and a conscious intervention in social reality. The contributions of this research are significant in that they highlight the complexity of literacy education and the challenges imposed by recent educational policies, offering theoretical methodological support for the strengthening of critical and historically situated literacy practices.; La tesis titulada Formación continua de alfabetizadores en la red pública de enseñanza de São Luís (Maranhão): desarrollo profesional docente y prácticas pedagógicas, presentada al Programa de Posgrado en Educación de la Universidade Federal do Maranhão (UFMA), tiene como objeto la formación continua de profesores alfabetizadores de niños de la red pública municipal de enseñanza de São Luís. El estudio tuvo como objetivo general analizar el fenómeno de la formación continua de profesores alfabetizadores de niños, a partir de los sujetos que la vivenciaron entre 2019 y 2023, en el contexto de la red pública municipal de enseñanza de São Luís/Maranhão, y sus implicaciones para el desarrollo profesional y las prácticas pedagógicas de alfabetización, considerando las contradicciones históricas y materiales del proceso educativo. La investigación se fundamenta en el Materialismo Histórico-Dialéctico (MHD), y adopta como categorías analíticas la totalidad, el movimiento, la contradicción y la historicidad, basadas en los estudios de Marx y Engels, así como en autores como Saviani. Metodológicamente, articula el MHD con el Análisis Dialógico del Discurso (ADD), perspectiva que, al reconocer la materialidad histórica de la educación, otorga centralidad a la escucha, a la palabra y a los sentidos producidos por los sujetos. El estudio se realizó en escuelas de la red pública municipal de São Luís, con profesores alfabetizadores de niños, utilizando como procedimientos de generación de datos la entrevista semiestructurada, el grupo focal y el análisis de documentos oficiales. El análisis, mediado por la interlocución entre MHD y ADD, evidenció que la formación continua ha posibilitado momentos de intercambio y socialización de experiencias entre docentes, aunque sigue marcada por una lógica tecnicista y fragmentada. Las contradicciones históricas y materiales del proceso revelan que tales formaciones no pueden comprenderse como mera ejecución de programas, sino que deben analizarse en su totalidad social, en el contexto de disputas ideológicas, precarización del trabajo docente y movimientos de resistencia. Se concluye que la formación continua, para cumplir su papel histórico, debe constituirse como una práctica emancipadora, fundamentada en políticas públicas que aseguren condiciones objetivas de trabajo, tiempo para estudio y planificación, valorización profesional y una base teórica sólida, reafirmando la educación como un acto político y una intervención consciente en la realidad social. Las contribuciones de esta investigación se vuelven significativas al evidenciar la complejidad de la alfabetización y los desafíos impuestos por las políticas educativas recientes, ofreciendo aportes teórico-metodológicos para el fortalecimiento de prácticas alfabetizadoras críticas y situadas históricamente. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Thu, 19 Mar 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6945 2026-03-19T00:00:00Z