PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE

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Trajetória educacional de mulheres em assentamentos de reforma agrária na região tocantina-MA
(Universidade Federal do Maranhão, 2007-08-20) Amorim, Elisângela Santos de; MOTTA, Diomar das Graças; CPF:00137006349
The inquiry approaches the question of countrywomen and your education in settlement of the Agrarian Reformation in the Tocantina region - MA. We carry through study on the trajectory of countrywomen in search of recognition of the category of agricultural worker woman, focusing the fights of the movements in favor of the education of the field in Brazil, in Maranhão and the Tocantina region, emphasizing the protagonists women of this process. Study of qualitative character, developed with the objective to study as the gender relations they intervened with the educational trajectories of adult and young countrywomen. It brings theoretical contributions of Scott, Moscovici, Jodelet, Sá, Silva, Louro, Nobre, in the perspectives of gender and social representation. Interviews in the period of 2005/2007 had been carried through, using the methodological approach of the verbal history, through halfstructuralized interviews. The stories had been submitted to the technique of thematic analysis of content, having the categories gender and social representation for the interpretations. It tells to the importance of the National Program of Education in the Agrarian Reformation - PRONERA in the Tocantina region and its contribution for the rise of the schooling of that parcel of the population. It approaches the relations lived deeply for the countrywomen, from the relations of gender and your social representations of countrywomen and learned woman. It focuses aspects of the trajectories of life of these women, where are explicit and many times implicit the difficulties in the search for schooling. At last the study stands out the influence of the relations of gender in the elaboration of the social representations in its specific conditions.
AVALIAÇÃO DA APRENDIZAGEM ESCOLAR: do fazer mecânico à intencionalidade teórico-metodológica emancipatória
(Universidade Federal do Maranhão, 2007-10-30) Azevedo, Raquel de Moraes; MELO, Maria Alice; CPF:01985418304; http://lattes.cnpq.br/8175989249772475
This dissertation intends to analyze the evaluative process in its relationship with the warranty of learning with emancipation feature, starting from the pedagogical quality of the diagnoses of limits and progresses and of the nature of the didactic-methodological interventions carried out by teachers in initial grades of a public network municipal school in Imperatriz - urban area. Starting from qualitative referential by making use of the techniques: semi-structured interview, observation, documental analysis, mixed questionnaire, with the purpose of characterizing the conceptions that prevail among the researched teachers as for the education, learning, methodology, evaluation of learning, student and teacher. It also intends to analyze the correlation of those conceptions amongst themselves and of them with the pedagogical practice, as well as the teachers' work plans, the evaluation instruments with respect to the elaboration, correction and redelivery forms, regarding to investigate if such elements configure a diagnosis-procedural evaluation and yet contemplate the implications of the teachers' objective conditions in the researched school for the action-reflection-action exercise, towards the improvement of the pedagogical practice. Permeating the discussions around the evaluation in its qualitative sense, are Vasconcellos, Hoffmann, Demo and Saul s ideas, which together with authors like Vygotsky and Giroux provide the bases for the analysis of the object in study. By the run course, some verifications became evident in the conceptions and investigated teachers' practices: the conceptions of the subject of the research present different epistemological focuses, several times a same concept is structured starting from divergent approaches amongst themselves. However, they can indicate, more than incoherence, once the rupture with a given referential isn t felt at once, but by successive approaches. When revoked with the methodological point of view, even if in the level of the speeches, it is noticed in most cases, difficulties to establish correlation between the concept and its materialization, above all when this already locates itself in a critical referential. When confronted with the practice, through direct observation and documental analysis, the dissonances between concepts of critical-transformer content and the teacher s effective action are enlarged, committing the diagnosis-procedural dimension of the evaluation. In spite of the noticed predicaments there are some initiatives that they are already characterized by the student's daily attendance by occasion of the room activities, mediated by the dialogue, in the perspective of capturing the hypotheses that the students are having concerning the contents, altering the classic form of facing the mistakes. In smaller scale, but no less important certain debureaucratization of the evaluation is noticed, whereas the students have the opportunity to redo activities, above all production of texts, approaching this way the established criteria. Considering the objective conditions, above all the ones that refer to the teacher's right as for the continuous development in school and especially in the network, although they don't immobilize a pedagogical and evaluative practice of emancipation tendency, because there is always space for resistance, they commit their desire and even the initiative already implemented by some of the subjects in that sense. Before that, one proposes that the Educator's work, that is still differentiated in the network by the supervisor and educational orientation functions, be ruled by the perspective of the research of the pedagogical work, subsidizing this way the teachers in the epistemological field, in which is believed lies the origins of the main observed fragilities, overcoming the pedagogical activism, what naturally implicates the warranty of the processes of continuous development of quality for the educators' group, including the Pedagogue, besides the enlargement of the number of those professionals.
Hip hop e educação popular em São Luís do Maranhão: uma análise da organização Quilombo Urbano
(Universidade Federal do Maranhão, 2007-12-12) Santos, Rosenverck Estrela; SOUSA, Antonio Paulino de; CPF:04691124845
Ce travail avait comme objectif comprendre le relation parmi le Hip Hop et l éducation populaire en le contexte du Maranhão, à travers du movement organisé Quilombo Urbano , ayant en vue les leurs activités organisatives et politique-culturel. Pretend analyser à travers de ces activités la formation d une identité ethnique-racial mobilisatrice et d une conscience critique, en sens de transformation de la realité. Pour tant, recherchons définir le Hip Hop comme um mouvement politique-culturel qui réuni trois manifestations artistique: le rap, le break et le graffiti. Nous cherchons de réflechir, encore, le procès de formation du Hip Hop en São Luís du Maranhão en le contexte de périphérisation de la ville, principalement en la décade de 1990. Nous analyson le papier de l éducation et d école, en le contexte marquée pour une heritage esclavagiste et pour un capitalisme dépendant, ayant en vue la formation des valeurs stigmatisant en relation à la jeunesse noire et pauvre comme aussi les possibilités de résistance. Pendant méthodologie, l étude avais realisé au moyen de la combinaision de la enquête bibliographique, documentée et empirique, car avais l insertion de l enquêteur en le groupe enquêté. Les analyses proposée sont basée en reflexion théorique sur l identité ethnique-racial, conscience critique et éducation populaire. Les données utilisé en l étude on quêteé pour moyen de interview demi-structurée avec les militants et sympathisants de mouvement à la ville de São Luís et de paroles de rap, au-delà de graffitis et matériels informatifs, documents, procès-verbal de réunion, statute, etc) produit pour ces militants. Nous comprenons que le mouvement Hip Hop du Maranhão, pour moyen du Quilombo Urbano , se constitue comme une possibilité d identification et mobilisation pour une parcelle considérable de la jeunesse noire et pauvre que cherche une agir colletive.
O Cotidiano dos (as) Professores (as) do Ensino Fundamental e a possibilidade da práxis educativa no processo de Formação Continuada
(Universidade Federal do Maranhão, 2008-01-28) Locatelli, Arinalda Silva; BURBANO PAREDES, José Bolívar; CPF:61742503349
The research daily of the teachers of basic education and the possibility of the práxis in the process of continued formation. It had as main objective to analyze the daily of the teachers of basic education being searched its relation with the praxis from the process of formation continued, carried through for the State of the Tocantins, specifically in Tocantinópolis city, the period of 2005 to 2007. For in such, a way a rescue became initially, in ampler a historical perspective of the implemented educational politics from of 1990. It is demonstrating the lines of direction and actions that they had marked this decade. Looking it to funnel a little the focus more, if it still traced, a brief scenery of the politics of teaching formation in Brazil, for after that arguing the interferences in the daily teaching from the new routes in the educational field. As a basic step was to the adoption of a more specific boarding, it regarding the categories: daily and praxis, articulating these two categories with the quarrels on the possibility of itself conscience of the citizen. Finally, it was made a contextualization of the school (research field) under the historical and pedagogical aspects, being distinguished it formation continued in Tocantinópolis city, the period of 2005 to 2007, followed of a characterization of the citizens of the research. In the sequence, it was analyzed the constituent elements of daily of the teachers and the current delineation of the formation continued in the city. One evidences that it is possible to exactly say that it has a daily relation of and praxis in the continued formation lived by the teachers of Escola Cristo Rei (the School Christ King), that still not in the full terms of that this relation would mean with base in a reading more dialectic of education reality. Therefore, to reach this meaning ampler, it is of basic importance to the defense of a continued formation that really institute a continuity in the construction of necessary knowledge to the critical reflection and of overcoming of the alienator conditions of the teaching work.
CONCEPÇÕES DE MATEMÁTICA DE PROFESSORES EM FORMAÇÃO: outro olhar sobre o fazer matemático
(Universidade Federal do Maranhão, 2009-05-15) Castro, Raimundo Santos de; MORAES, Lélia Cristina Silveira de; CPF:28846052315; http://lattes.cnpq.br/0326760034146239
In this study, it is analyzed the conceptions of Mathematics sustained by students of the last period of the course of Degree in Mathematics of the Federal Center of Technological Education of Maranhão, thirst São Luis, and their implications for the pedagogic practice of the future mathematical educator. For his accomplishment of this research was ruled in the qualitative approach, once this has for concern basic to bring the present reality the study object in a dynamic social reality, intextualizando relationships, interactions and implications proceeding of that. For so much, it was made use of the semi-structured interview while methodological procedure. The historical constitution of the teacher's of Mathematics formation is characterized in Brazil, trying to identify the conception of present Mathematics in their phases. It is discussed the Mathematical Education, the Philosophy of the Mathematical Education and the foundations of the school Mathematics, his teaching and her learning. Identifies to the light of the Philosophy of the Mathematics, of the Philosophy of the Mathematical Education, of the History of the Mathematics and of the Mathematical Education, the conceptions of Mathematics sustained by the conclusive students of the Course of Degree in Mathematics of CEFET-MA. Finally, search to discuss and to analyze the possible implications of the conceptions of Mathematics for the educational practice of the future mathematical educator. The reflection about the teacher's conceptions and on the current social practices of such conceptions it can point us the roads for the search of improvements of the teaching that will bring impacts the learning of the and in the Mathematics. In the perceptions of the totality of the subject of the research, some exist points that converge for a Mathematics of specific sense, difficult, disentailed of the external world to her. This sends us to the understanding that there is an absolutist inclination in their conceptions regarding the theme in subject. However, a change perspective appears while horizon. Being, therefore, possible to affirm that the conceptions concerning the Mathematics, his teaching and her learning, sustained by the students come in transition period of an absolutist conception for one that takes into account the produced mathematical knowledge while to know human and with significant applicability in the social contexts out of the school.
FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: um repensar sobre os saberes pedagógicos
(Universidade Federal do Maranhão, 2009-06-23) Cordeiro, Maria Angélica dos Reis; NASCIMENTO, Ilma Vieira do; CPF:01239287372; http://lattes.cnpq.br/3656084853145099
Étude sur la formation continuelle des professeurs spécialistes à l´enseignement de l´alphabet. On rendre en évidence le rôle des politiques propres à cette formation, au Brésil, depuis les dernières décades. On débattre la fonction de l´éducation, de l´école et de l´enseignant dans l´actuel moment, en réflechissant sur l´ensemble de conaissances qui soutiennent la théorie et la practique pédagogiques qui sont constamment élaborées par ces professeurs lá, dans leurs formation continuelle. Allors, on vérifie quelles sont, actuellement, les orientations de la Secretaria Municipal de Educação SEMED, à São Luís, sur cette politique adressée a ces professeurs spécialisés à l´enseignement de l´alphabet. Le point central de cet étude c´est l´avis des sujets qui font partie de la recherche. Pour comprendre l´object d´étude, on emploie la théorie historique-culturelle. Pour la recherche empirique, on utilise l´entretien et l ´analyse de documentation, selon l´abordage qualitative. Les sujets de la recherche sont: la gestionnaire, la surveillante pédagogique et sept professeurs de l´Unidade de Educação Básica Primavera, à São Luís, et, aussi, la coordinatrice du programa de formation continuelle des enseignants spécialisés à l´alphabet, de la SEMED. On étude les principes et les directrices définis et adoptés par le Ministério de Educação MEC lequels dirigent la politique de formation continuelle. On remarque la base du programme de cette formation; la structure en cicles et d´autres formations; on signale, aussi, les difficultés présentes dans le processus d´accomplissement de cette politique.
A PESQUISA COMO PRINCÍPIO FORMATIVO NO CURSO DE PEDAGOGIA DA UNIVERSIDADE FEDERAL DO MARANHÃO
(Universidade Federal do Maranhão, 2009-06-26) Diniz, Diana Costa; LIMA, Francisca das Chagas Silva; CPF:12769789368; http://lattes.cnpq.br/1233582014620052; Coutinho, Adelaide Ferreira; CPF:13715135387
Este ensayo discute la investigación como uma forma de conocimiento y accion em la práctica pedagógica, como um principio de formación dado por la propuesta de curso de la pedagogia de UFMA. El objetivo es analizar el concepto de investigación em esta propuesta y su materialización em la evolucion de la pedagoga. Por lo tanto, buscamos, como el apoyo metodológico, el materialismo dialéctico, perspectiva histórica, em um intent de descubrir el objeto investigado, com el resto de capturar los elementos históricos, y las determinaciones sociales y su interrelaciones. Se trata de um análisis fundamental sobre la educación de los profesores, concretamente em el curso de educácion, la identificación de los profesores, concretamente em el curso de educación, la identificación de los diferentes modelos de formación y la determinación de los valores históricos, políticos y econômicos de la formación docente que apuntan a este trabajo como um maestro, administrador y la educación de los investigadores. Celebró um debate sobre la formación em investigación y la práctica docente, las diferentes tendências em la investigación educativa em el Brasil y sus consecuencias para la formación de investigadores em educación y cómo las prácticas de investigación han sido dejados de lado em este curso y las dificultades para lograr el mismo. Así, considerando el objeto de estúdio, hubo la opción de utilizar como instrumentos, entrevistas semi-estructuradas com los maestros y studiantes, investigación bibliográfica y documental em el principio de formación como la formación de los enseñantes, la información sobre la reforma curricular de Curso de Pedagogía de la UFMA, y también examino la propuesta del curso y el programa de las disciplinas mencionadas, que a su vez, más concretamente, a la realización de este principio. Se puede inferir de los análisis de datos que la investigación no se limita a la instrumentación, com uma formalidad académica fin de obtener créditos o notas. La investigación, como principio formativo debe impregnar todo el curso, contribuyendo a la investigación, la intervención y la transformación de la realidad educativa del estado de Maranhão.
A FORMAÇÃO CONTINUADA DOS PROFESSORES DO PROJOVEM URBANO: uma discussão necessária
(Universidade Federal do Maranhão, 2010-11-08) Oliveira, Francisca das Chagas Lima; MORAES, Lélia Cristina Silveira de; CPF:28846052315; http://lattes.cnpq.br/0326760034146239; Nascimento, Ilma Vieira do; CPF:01239287372; http://lattes.cnpq.br/3656084853145099
This dissertation is part of the research line "School, curriculum, Training and teaching job" from the Federal University of Maranhão. This paper discusses the continuing training of teachers of Urban Land program. In this sense, the present study aims to analyze the abovementioned training, unveiling the pedagogical concepts and their possible implications for the pedagogical practice in teachers ' perspective. In this study we have adopted the methodology of qualitative research, because we believe that investigated actions can be best understood when observed in its natural environment. Techniques for data collection were: observation in the field, and semi-structured interviews. The data collected relate to three categories of analysis, namely: design of ongoing formation, conception and design of educational practice of teaching and learning. Field observation was held in November 2009 to April 2010. Seven teachers participated in the interviews of Core 4, the coordinating education and pedagogical direction of Urban Land in São Luís-MA and a trainer's FOUNDING, a total of 10 subjects. To examine questions raised by the study, we selected as main theoretical referential: Contreras(2002), Gadotti (1985, 2000), Giroux (1997), Imbernón( 2004,2009), Libâneo(1985,1997,2003), Nóvoa(1992,1995,1997), Saviani(1985,1991,2004), Pimenta (1995,2000,2002), Tardiff (2005,2008), among others. When addressing the training of teachers, first draw your historic setting in Brazil in the 1970s to the 1990s; we discuss the models of training for teachers in Brazil, highlighting ideas and trends, discussing some elements that characterize. Then treat Urban Land program as a public policy and as national youth policy, we drew excursus that the Program and the continuing training of teachers who work in São Luís-MA. The results of this survey showed that participants in the survey realized changes during their trajectories in the process of continuing training offered by Urban Land. We emphasize that the theoretical-methodological worked in training has incurred for the teachers as enriching understanding about the educational proposal of ProJovem, besides stimulating the venture in professional qualification, which is reflected in the improvement of their educational practices and therefore on student s' learning, although some limits even demonstrate in everyday classroom.
AS AÇÕES EDUCATIVAS NA CASA-ABRIGO PARA MULHERES EM SITUAÇÃO DE VIOLÊNCIA EM SÃO LUÍS-MA
(Universidade Federal do Maranhão, 2011-01-14) Albuquerque, Zeila Sousa de; MOTTA, Diomar das Graças; CPF:00137006349; Paredes, José Bolívar Burbano; CPF:61742503349
Dans cette étude, on fait une analyse des pratiques pédagogiques développées par les professionnelles qui s‟occupent de la maison-abri‟ des femmes en situation de violence avec leurs enfants à São Luís-MA. On a recherché les registres d‟investigation sur la violence et violence contre la femme. Parmis eux on a détaché quelques études réalisées par Arendt (1993), Bourdieu (2003), Chauí (1985), Rocha (2007) et Saffioti (2004). À propos des éléments composants des actions éducatives : Freire (2005), Gohn (1999), Libâneo (2005), d‟entre autres. Les objectifs de cette étude : faire une investigation touchant les actions éducatives développées par l‟équipe multidisciplinaire, qui agit dans l‟abri ; analyser les informations et stratégies d‟envisagement sur les situations et besoins de l‟attention des femmes et enfants en situation de violence ; vérifier dans les actions éducatives l‟existence de formes de déconstruction des relations violentes et de réinsertion de la femme et ses enfants dans la vie en société, libres, le minimum possible, des séquelles des violences subies. Pour approfondir ces questions, on a considéré théoriquement les catégories suivantes : genre, violence de genre, violence contre la femme, mouvement féministe, politiques publiques et maisons-abris‟. Et aussi éducation formelle, éducation informelle et éducation non-formelle. Pour obtenir les informations relatives à la maison, on a utilisé les fondements de la recherche qualitative, une fois qu‟on a cherché à apprendre, de façon plus large, comment ils pensent et agissent les fonctionnaires de la maison-abri pour les femmes en situation de violence. Les informations obtenues dans la réalité pour la confrontation avec la référence théorique ont été cueillies à travers les interviews semi-structurées. L‟échantillon a été constitué par les fonctionnaires de la maison qui font le travail multidisciplinaire. Les femmes n‟ont pas été écoutées, vu le petit temps passé dans l‟institution, moins de quatre-vingt-dix jours, d´après le terme de référence des maisons-abris. De cette façon, dans les circonstances des rapports obtenus dans les interviews, cette étude conclut qu'il existe un besoin pour une évaluation de la Maison, à nous faire avancer sur la conception méthodologique. En ce sens il est vrai de dire que l'éducation dans une perspective de genre doit être planifié et coordonné avec toute l'équipe multidisciplinaire.
JANELAS DO CONTAR [NA MICROSSÉRIE HOJE É DIA DE MARIA]: Atravessando os limiares entre imagem e educação, narrativa e vida
(Universidade Federal do Maranhão, 2011-01-27) Silva, Antonio Aílton Santos; BARROS, João de Deus Vieira; CPF:999860438; Sousa, Antonio Paulino de; CPF:04691124845
Il s agit d un travail qui a l objectif d étudier les processus de signification, médiation, symbolisation et appropriation de la fiction audiovisuelle dans le contexte de l école ou ailleurs, en utilisant comme document d analyse la microssérie Hoje é dia de Maria, qui sert comme point de départ pour les discussions de ces processus comme des rapports établis entre les sujets et l image, l éducation et la société contemporaine, dite « société de l image ». On a consideré des élèves d une école de São Luís du Maranhão comme des sujets co-participants de la recherche. On utilise l herméneutique de la compréhention défendue par Paul RICOUER dans le contexte de l audiovisuel, en comprenant la narration comme configuration des actions du monde pratique, historique, refiguré par le récepteur de l oeuvre comme la construction de sa propre identité narrative. C est à partir de quelques évocations des théories de l imaginnaire (Gilbert DURAND et ses interprètes), aux productions de l oralité (Walter ONG), à l intertextualité dialogique (BAKTHINE) et à la situation de la réception dans performance (Paul ZUMTHOR), que s ouvrent des possibilités interprétatives da la microssérie comme des tessitures de plusieurs voix narratives et des formes symboliques perdues dans le temps et dans l imaginaire de l assise cultural humain, maintenant recuperées par la réception dans les situations spécifiques de son évènement, dont le noyau se révèle comme un rituel symbolique d iniciation. Cette interprétation s est montrée analogue à la propre herméneutique en question et avec la situation des élèves engagés, en les faisant réflechir sur ses narratives, son « monde de plaisance », ses « envoûtements » et parcours de formation et de connaissance . On montre dans la configuration discoursive de la microssérie l instauration deliberée, en soi-même, de la dialetique de la continuité discontinuité du temps, théorisée par RICOEUR, comme constitutive de la narration humaine. On considère que l action éducative peut établir une relation viable entre leurs sujets et l image, sans qu ils viennent être prisioniers du discours constitué par l image, en géneral symbolisée comme narcisique. Enfin, on considère que l éducation viable est celle qui ne craint pas les sens que l on constitue dans les nouvelles façons de parcours narratifs, mais, au contraire, ne laisse pas d être guides dans ceux-là, en montrant la realité du monde et le désirable pour cette realité.
A FORMAÇÃO DOS PROFESSORES DO CURSO DE HOTELARIA DA UNIVERSIDADE FEDERAL DO MARANHÃO: desvelando a constituição dos seus saberes
(Universidade Federal do Maranhão, 2011-10-10) Correia, Jonilson Costa; MORAES, Lélia Cristina Silveira de; CPF:28846052315; http://lattes.cnpq.br/0326760034146239
It analyses the knowledge that guide the training of teachers who work in the Hospitality Course from immersion theory on the various determinants of this phenomenon, as well as listening to the subjects involved in the research. It walks through the history of higher education in Brazil, focusing on the training of teachers for this level of education, setting the course of Hospitality from its creation and evolution in Brazil and particularly at Federal University of Maranhão. About the view of higher education and hospitality education and teacher training have shaped us Anastasiou (2002), Ansarah (2002), Cunha (1989), Guiraldelli (1994), Masetto (1996) among others. To analyze data about the teachers knowledge we had the theoretical contributions of Saviani (1987), Pepper (1999), Tardif (2002) and Paulo Freire (1996) and Vazquez (1986) that allowed us to understand that the constitution of knowledge has different origins , giving a number of ways and through the influence of many aspects. In the construction of this study, we have chosen a qualitative approach using semi-structured data collection as instrument which enabled us to ensure a favorable climate, so that the subject felt free to express themselves. We conclude that the teacher during the teaching practice of seeking references in his former teachers and his experience as a student, the teacher is never formed alone, the construction of knowledge also occurs in daily to the teacher, the pleasure of the teaching profession was perceived as motivation in the lives of teachers, the teachers knowledge are constantly modified and improved, so the teacher is constantly training in their professional lives.
PLANEJAMENTO PÚBLICO E EDUCACIONAL NO BRASIL: uma análise das relações entre planejamento e educação
(Universidade Federal do Maranhão, 2012-07-31) Sousa, Jhonatan Uelson Pereira; LIMA, Francisca das Chagas Silva; CPF:12769789368; http://lattes.cnpq.br/1233582014620052; Coutinho, Adelaide Ferreira; CPF:13715135387
This thesis, entitled Public and educational planning in Brazil: an analysis of the relationship between planning and education, is part of the research line State and Education Management. In this paper, we analyze the relationship between the concepts of planning and education found within selected works of authors who dealt directly with public planning in general and particularly educational planning. The theoretical framework adopted in this analysis was the historical and dialectical materialism, which comes from the dialogue with the Marxian production and the Marxist tradition. The methodological categories were the historicity of social processes, contradiction, mediation and totality. The study categories that emerged from the process of formation and saturation of the object were planning, educational planning, State, development and education. The methodological procedures comprised literature review and documentary analysis, by reading and book reporting, outlining the central thesis of each author, and identifying their theoretical framework and its relations with the object of our study. As results, we observed that the existing classifications concerning traditional normative planning, strategic situational planning, total quality management, strategic planning and participative planning fail to capture the relationships present in the theoretical concepts identified. Given this, we propose as criteria for the organization of theoretical concepts, the position in relation to the capitalist mode of production and the position concerning the role assigned to education. Regarding the first criterion, we identified reformist conceptions (technicist and politicist ones) and progressive conceptions. Concerning the second criterion, we identified egalitarian, utilitarian, concessionist, productivist and autonomist conceptions. We understand also that there is the prevalence of reformist and productivist conceptions in the history of and public educational planning in Brazil as an option of the elites controlling the power. We understand that the main contribution of this work by proposing this new organization of the theoretical concepts of public educational planning is to make explicit the need to break with the prevailing conceptions and build another project as a theory-and-practice, effectively democratic, that can contribute to ensure a public, state, free, secular and of socially relevant quality education.
A ESCOLA PÚBLICA FRENTE ÀS REFORMAS EDUCACIONAIS: desafios da gestão democrática na rede pública estadual de São Luís do Maranhão
(Universidade Federal do Maranhão, 2012-10-03) Costa, Waldirene Aparecida Oliveira da; DIAS, Ilzeni Silva; CPF:09447237304; Cardozo, Maria José Pires Barros; CPF:25492187368; http://lattes.cnpq.br/8700709425629023
The present study intended the analysis of the school facing educational reforms, taking as parameter democratic management in public schools of Sao Luis, Maranhao Brazil, whose goal was to apprehend this context through social, political and economic management, legal foundations, challenges and perspectives that pervade democratic management in public schools. Documents from the Ministry of Education and Culture, and some documents with the Secretary of Education of the State of Maranhao were used, in addition to literature on the subject, examined in books, articles, dissertations, theses, books and universities websites. The outline of this reality in public schools was analyzed using the above-mentioned documents and interviews with administrators, teachers, coordinators and representatives of parents, participants in this research. The study found that progress in building a democratic perspective of management in public schools is nonexistent and will be effective only in the extent that the State Education Office organize their management approach, defining their management model, and define the model expects to adopt to their schools, considering its current management model doesn t allow large margins of autonomy, because they are submitted to centralized and bureaucratic guidelines. Relatively to school management, was found that the role and function exercised by manager is a constant challenge to the school, because the manager is directed to democracy practice required both by official documents, as along with their faculty and administration. The challenge to managers is to act as a motivator and transformer, led to build a new school, which involves issues of solidarity and democratic, placing it in perspective of critical education and citizen, without, however having objective conditions for all changes recommended in official documents, as is subject to the practices imposed by the Education Secretary. The study found that the manager doesn t have a position to deliberate and lead alone, which constitutes the act of constant challenge to bring the school to community and their environment, linking strategic actions to structure the school to make a political and pedagogical, thereby building with the School Board, the Political Pedagogical Project which is the "face of the school". The study concluded that one of the main difficulties experienced by the school is the lack of involvement of most of school staff. It is understood that many of the actors of the school does not give credit to the institution where they work, because of false promises from government that occur in the public schools for decades. In this study it was noticed that the little involvement of counsel is directed only to financial issues of accountability and school lunches, prevailing here again, and the bureaucratic aspects at the expense of pedagogical issues.
A CONSTRUÇÃO DO PROJETO POLITICO-PEDAGÓGICO DAS ESCOLAS DO CAMPO: contribuições teórico-práticas para a realidade maranhense
(Universidade Federal do Maranhão, 2013-08-28) Macedo, Marinalva Sousa; COUTINHO, Adelaide Ferreira; CPF:13715135387
This paper deals with the process of elaboration / implementation of public policies for basic education field and reflects on the construction of Project Political basic education schools in the field, whose locus are schools in areas of agrarian reform settlements in Maranhão, conquered by the Movement of Landless Rural Workers - MST, taking as reference the experience of the School Debra Nunes. It is emphasized that the fight for public policies to the field has as a landmark achievement of the first National Educators Educators and Agrarian Reform - I Enera, reaffirmed in I and II National Conferences For the Basic Education Field, which had the purpose to fight for quality public education to people peasants. Thus, it is possible to recognize that social movements fighting for public policy for the rural population have been able to advance in different fronts, the achievements in the formulation of regulatory frameworks and legal instruments in order to ensure Education Field. The desire for this research arose from my participation as a teacher in II Project Training Educators and Educators in Rural Education in the State of Maranhão. Initially, it was realized that the MST struggle was for education for the children of those who fought for land. Thus emerge the first schools in the settlements and opened discussions on education and in the field. Currently, the debate has motivated the development of research and production significantly beyond the attainment of guidelines for education in the field and conducting important events aiming to reflect on public education. On the other hand, increased the need to develop a political-pedagogical schools for basic education in the field, highlighting the importance of reflecting on education and educational project of the school who wants to field. Thus, we sought to understand the sense of fighting for public education, triggered by social movements, in particular the MST, for the construction of the PPP, limiting the study to the first decade of this century, marked by intense fighting move by public policies through social movements linked to the issue of the field. Broke up the following questions: Historically, in recent decades, has been consolidated as the struggle of rural social movements in public education? As it articulates the struggle for educational policy with the defense of the construction of PPP? What is the meaning of the struggle for public education triggered by social movements, in particular by the MST, in order to build the PPP for rural schools? In Maranhão, considering education field in settlement areas such as schools have been organizing to build PPP '. To achieve the intended objectives and aimed to answer these concerns, developed bibliographical, documentary and field. To do so, it is a dialogue with the authors investigating this object in its various determinations, including Coutinho (2009), Ribeiro (2012) Molina (2012), Taffarel (2012), Sources (2010), Vendramini (2008 ), Veiga (2010), Caldart (2004), Freitas (2011), D'Agostini (2012), Dalmagro (2010) and others, essential to sustain such analysis guided by a dialectical conception of education. This, based on the political, technical and ethical for a paradigm focused on a human, committed to social transformation, in different historical contexts of the reality of the field. This, then, is a methodological assumption contrary to current logic training, geared predominantly to the market. Based on this understanding, it is desired that this work can contribute critically to the delineation of the Political (PPP) of rural schools in Maranhão, considering that it should be built collectively, since it constitutes an instrument structuring of school identity , democratic management and teaching activities in schools field.
A OBRA EDUCACIONAL DOS IRMÃOS DE NICOLLET EM GUIMARÃES - MA (1955-1965)
(Universidade Federal do Maranhão, 2013-09-27) Pessoa, Claudeilson Pinheiro; CASTRO, Cesar Augusto; CPF:25590910382; Nascimento, Ilma Vieira do; CPF:01239287372; http://lattes.cnpq.br/3656084853145099
Étude sur les établissements d'enseignement qui ont constitué le travail éducatif des Frères de Nicollet à Guimarães, l'État de Maranhão dans la période 1955-1965. Cette recherche est liée au Groupe d'études en histoire et mémoire Education Maranhense ligne instituts de recherche école, la connaissance et la pratique de l'Education Graduate programme Master of Education, Université Fédérale du Maranhão. Nous avons utilisé comme instruments à la littérature à travers le cadre théorique de Dallabrida (2009), Horta (1994), Valdemarim (2004), entre autres. Études Kadt (2007); Stephanou (2004) et Neris (2011, 2012) et d'autres nous ont aidés à comprendre l'Eglise catholique historique et socio leurs chevauchements dans le domaine éducatif. Productions Andrade (1984), Castro (2006, 2009), Figueiredo (1984); Licar (2010), Costa (2012), Motta (2003, 2006, 2008, 2012) a fourni un appui au processus de contextualisation de l'éducation dans Maranhão période de notre étude. Nous utilisons également le travail de Oliveira (1984, 2000) et le littoral périodique Le Vimarense en perspective et nous fixons les Guimarães socio-politiques et économiques scène. En plus de ces revues, consulter d'autres sources telles que les rapports écrits, des régiments, des témoignages, entre autres. Nous avons utilisé sera également l'histoire orale comme ayant répondants qui ont participé activement à des établissements d'enseignement ou des sujets d'étude engagés dans l'action sociale et éducative Brothers Nicollet au cours de la période d'étude. Il est conclu que les institutions mentionnées ci-dessus forment le travail éducatif de Nicollet à Guimarães implantés dans leur culture scolaire nécessaire pour répandre la connaissance du catholicisme dans la perspective du renforcement de l'église.
IDENTIDADE E FEMINIZAÇÃO DOCENTE: o olhar das mulheres professoras da rede pública municipal de ensino de São Luís MA
(Universidade Federal do Maranhão, 2013-09-27) Ataide, Patrícia Costa; NUNES, Iran de Maria Leitão; CPF:22537104315; http://lattes.cnpq.br/2313634756775278; Motta, Diomar das Graças; CPF:00137006349
This study is the of a qualitate research conducted ina a public school in city of São Luís MA, with the aim of analyzing the gaze of women primary school teachers about the identity and feminization of the teaching profession. This goal emerge some questions, surch as: recognize the implications of the feminine condition for the exercise of teaching in the early years of elementary school in the face of the presence of rare teachers at this level of education and, as most perceive teaching performance of teachers in the early years of elementary education and the role of teachers and teachers in the final years of the same level. To approach the answers we propose to revist the teaching profession and identily en the anciet ages, middle, modern and contemporary; treat feminization of teaching in Brazil and Maranhão, more precisely, in São Luís and; present representations of teachers rises feminization teaching. For the composition of our theoretical framework, discourse about women, identily, teaching and feminization, which form our main categories. Their study was possible due to the contributions of Perrot (2005, 2007), Dubar (1997, 2005, 2009), Nóvoa (1992, 1995) and Yannoulas (1994). Analysed the identily and feminization of teaching through narratives of women teachers supported focus group technique and content analysis based on Bardin (2010). Through identily categories and teaching realize that even being silenced, women exercised great influence on the male thinking. When we walk the path of feminization teaching in Brazil and Maranhão, more precisely, in São Luís, we can identify that the interest in replacing men in the profession provived and opportunity for women, access to public life. We can understand that the feminization teaching is represented as natural due to the gift of motherhood, being men the practice of teaching in higher education levels. We note, the need for gender to be included in initial and continuing teacher education as a means to contribute to overcoming these representations.
RACISMO NA ESCOLA: um estudo da linguagem racista e de suas implicações no contexto escolar da UEB. Gonçalves Dias de Açailândia - MA
(Universidade Federal do Maranhão, 2013-10-25) Almeida, Cleuma Maria Chaves de; SOUSA, Antonio Paulino de; CPF:04691124845; Nascimento, Ilma Vieira do; CPF:01239287372; http://lattes.cnpq.br/3656084853145099
In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by everyday oral language. It confuses culturally made concepts with universal and natural ones. Thus, this piece of research addresses the language of racism, especially in its oral aspect, having the municipal elementary school Unidade Escolar de Educação Básica Gonçalves Dias in Açailândia MA as a locus. It aims to analyze what is being "black" in children‟s minds and to characterize the discrimination in the school environment, having the language as the tool for the construction (or destruction) of racism. The study was developed using the qualitative theoretical and methodological approach, focusing on search-action , and having as theoretical sources the works of Bourdieu (2010), Bakhtin (2009), Echeverria (2007), Munanga (1998), Moore (2007) and Sales (2008). In this context, it is possible to conclude that the oral language is a way to efficiently spread the pejorative meanings attributed to the black and a tool to consolidate cordial relationships of power. The study also identifies a witty talk capable of anesthetizing its victims precisely due to the friendship and to the lack of formality among the members of the group. This is efficient in reproducing stigmas that label the bodies and the social representation of the black people. It is noticed that in the considered school in theory an institution responsible for disseminating culture and knowledge and for the social interaction among individuals the spreading of an oral language filled with racist intents and meanings. Therefore it is through a discriminatory oral language that children assimilate racist values. Hence, the acknowledgment of the social and ethical effects of racism in schools, as well as its mean of dissemination, is necessary.
A FORMAÇÃO CONTINUADA DE PROFESSORES DA REDE MUNICIPAL DE SÃO LUÍS E A ORGANIZAÇÃO DO ENSINO EM CICLOS: uma Unidade de Educação Básica em foco
(Universidade Federal do Maranhão, 2014-09-29) MARTINS, Ana Paula de Albuquerque; MELO, Maria Alice; 019854183-04; http://lattes.cnpq.br/8175989249772475
This study presents a reflection on the Continued Education of teachers and teaching organized in cycles in a Teaching Unit Basic Municipal of Sao Luis. Its main objective was to investigate the impact of existing continued education school for the development of pedagogical practices of teachers in teaching organized in cycles. The survey was conducted on a qualitative approach, using content analysis procedures. Document analysis and semistructured interviews were used for its design. The theoretical context of the continuing training of teachers received contributions from authors such as LIMA (2001); GATTI (2003); BARBIERI, CARVALHO E UHLE (1995); ALARCÃO (1998); FUSARI E RIOS (1995); MARIN (1995); FREITAS (1999, 2002, 2007) and for the analysis of teaching organized in cycles MAINARDES (2001 , 2005, 2007 , 2009) ; MITRULIS e BARRETO (1999, 2001 ) ; FREITAS ( 2002a , 2002b , 2003) , among others. It is concluded from the study, continued education in the country has been characterized by an immediate compensatory and design, embodied in actions and streamlined and surface courses , often in distance mode, need more in depth discussion on the continuing education as an instrument of professionalization and the school as a site for development . Might also conclude that the Basic Education Unit searched the school is considered as a priority site for continuing education and has its organization and development centered on the figure of pedagogical coordinator, however, the material conditions, the design and the methodology applied in actions existing continuing education at the school have had an unsatisfactory impact in terms of development of the pedagogical practices of teachers in teaching organized in cycles .
O FUNDEB E A VALORIZAÇÃO DO MAGISTÉRIO PÚBLICO MUNICIPAL DE SÃO LUÍS-MA (2007-2013): contradições, avanços e limites
(Universidade Federal do Maranhão, 2014-12-06) Martins, Regina Sheila Bordalo; CARDOZO, Maria José Pires Barros; CPF:25492187368; http://lattes.cnpq.br/8700709425629023
The professional development of the teaching and the funding of public education funds via policy, specifically Fundeb, are becoming an important themes in the struggle for the improvement of teaching conditions and the consequent formulation of educational policies that guarantee the rights of a teacher professional development. This enhancement is related to aspects such as training, pay and working conditions. The dissertation: Fundeb and recovery of municipal Magisterium in São Luís-MA (2007-2013): contradictions, advances and limitations, aims to analyze the contradictions and prospects of implementation of the remuneration of professionals Fundeb the Magisterium of the network city of São Luís-MA since 2007 (deployment Fundeb) until 2013. The research is qualitative in nature, based on dialectical materialism to an understanding of the categories of funding and professional development, advancing beyond the limits of formulation of educational policy in a contextualized way of organizing capitalist society. For purposes of organizing work, the survey was conducted in four stages: survey and literature research, documentary research; collection of educational and financial data related to Fundeb and the remuneration of professional municipal public teaching. Followed by analysis of these indicators, with reference to research Arelaro (1999; 2006), Davies (2004, 2008), Fontineles (2008), Gurgel (2006), Monlevade (2000, 2001, 2008), Pinto (2007, 2008, 2009), Saviani (2009), Saviani (2008, 2009), Mészáros (2005), Freitas (1995), Frigotto (2010), Oliveira (2003, 2004, 2005, 2007), Antunes (2006), Dourado (2010, 2011), Cury (2007) and other scholars. The survey results showed that, although one of the main objectives of Fundeb indicate appreciation of the Magisterium as an important aspect in improving the quality of education, the policy did not represent a significant increase in the remuneration of teachers. As the Statute of the Magisterium and the Career Plan, Career and Maturity (its regulatory tools career in São Luís) did not allow for a reorganization of the real gains that encourages career progression functional. Thus, based on this progression rates were not increased teacher salary with 10 years of service compared to early career teacher. Moreover, the small gains observed in compensation did not result only from Fundeb because although it is adjusted annually, this adjustment does not incorporate the remuneration of the teacher; the real gains are a result of the struggles and demands of the category of teachers, organized national strikes and demonstrations that drove the municipal struggles.
AS TECNOLOGIAS DA INFORMAÇÃO (TI) COMO FATOR DE EXCLUSÃO/INCLUSÃO DO EDUCANDO/TRABALHADOR NO MUNDO DO TRABALHO: a realidade de São Luís-Ma.
(Universidade Federal do Maranhão, 2014-12-10) Nunes, Jackeline de Freitas; DIAS, Ilzeni Silva; CPF:09447237304; Nascimento, Edson; CPF:12644021472
The study of the implications of information technology as a factor of exclusion or inclusion of the student / worker in the world of work in the reality of São Luis-Ma is the result of research that has developed under the Group Policy and Research Practice Training (PRAFORP ), the Research Line: State and Master of Education Educational Management. The research takes into account mainly the changes in society resulting from the restructuring of productive capital and aims to analyze the implications of information technology in the restructuring process of capital, to the exclusion / inclusion of the student / worker in the world work in St. Louis, Ma. This analysis of the theoretical basis of the contribution Tauille, Harvey, Dupas, Marx, Engels, Rifkin, Paiva, Coriat, and Manuel Castells Zarifian. The methodological approach adopted involves the development of a research that seeks its basis in historical materialism, and the exploratory, qualitative in nature, which was held interviews with managers and analysts of human resources 05 companies located in São Luis-Ma interviews with teachers, students, coordinators and managers of a high school in the public schools also located in São Luis-Ma. It follows from the results obtained that information technology, in the logic of capital, has become an exclusion factor for those who have no training / qualification for its use; the requirement of your domain even at a basic level emerges as an important requirement for entering the labor market; becomes necessary resizing employment of information technology in the school, where management should develop effective actions, more directed towards real integration of information technologies in the teaching learning process, as well as educational planning, which must be performed in order more articulated with the purposes for which they are intended technologies in school.

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