PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO - PPGE

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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.
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.
Concepção de formação que fundamenta a integração entre ensino médio e educação profissional na Rede Pública Estadual do Maranhão
(Universidade Federal do Maranhão, 2020-02-27) DUTRA, Nádya Christina Guimarães; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052; LIMA, Lucinete Marques; http://lattes.cnpq.br/0018671506508933; FERNANDES, José Henrique Paim; http://lattes.cnpq.br/6284701217086437; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023
This research proposes to analyze the concept of training that guides the Pedagogical Proposal of Maranhão's public schools of integrated high school, through the perception of managers, teachers and students. The research in question has the title “Conception of formation that bases the integration between High School and Professional Education in the State Public Network of Maranhão”, carried out within the scope of the Postgraduate Program in Education - Master's level, of the Federal University of Maranhão and falls within the line of research History, Educational Policies and Human Formation. As methodological procedures, bibliographic research was used to support the deepening of the research object and data analysis, notably with input from the writings of Karl Marx (2001), Antonio Gramsci (1981), Gaudêncio Frigotto (2005), Maria Ciavatta (2011), Otaíza Romanelli (2014), Dermeval Saviani (1994), Marise Ramos (2017), Acácia Kuenzer (2010), Jaqueline Moll (2010). Through documentary research, we find support in legislation, programs and proposals related to the object, such as Law No. 9,394 of 1996, Law No. 13,415 and Pedagogical Proposal for integrated schools in the public network of Maranhão. Through field research we seek to collect data using the following instruments: semi-structured interview applied together with school managers and teachers and questionnaire to students in the first and third grades of high school. Thus, it discusses the concepts that underlie the integration between high school and professional education in Brazil, as well as the relationship between work and education and the concept of comprehensive training. The results of the analyzes on the understanding of managers, teachers and students in relation to the Pedagogical Proposal of integrated high school experienced in the empirical field are presented. We conclude that the concept of integration that guides the operational model does not have an organic relationship with pedagogical practices, establishing an understanding where training for the world of work is an alternative within the curriculum and not the basis for the promotion of comprehensive training that is objective in the teaching proposal.
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.
Conselho Municipal de Educação na gestão educacional do município de São Luís-MA: destaques para a atuação dos/das conselheiros/as
(Universidade Federal do Maranhão, 2021-07-30) GOMES, Brenda Cristina Ferreira; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023; DUBLANTE, Carlos André Sousa; http://lattes.cnpq.br/2269364248833833; SILVA, Nadja Fonsêca da; http://lattes.cnpq.br/9850574903473891; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052
This work had as research object the Municipal Council of Education (CME) of São Luís – MA and the educational management of that municipality. The main objective was to analyze the performance of the CME in educational management, having as reference the normative bases of this body and the performance of the counselors. Therefore, we sought to identify the purposes and attributions of the CME according to the legal documents; characterize the constituent elements in the normative legal basis of the São Luís CME; analyze the role of counselors in the educational management of the municipality and unveil the challenges and possibilities in the role of the CME in the educational management process in São Luís. From the survey of a state of knowledge, carried out on the CAPES platform, which included the productions published about the CMEs in the period 2014 to 2017. A bibliographical review was also carried out with studies by authors such as Freitas (2004); Montaño and Duriguetto (2011); Cavalcanti (2016); Zander and Tavares (2016) on the political transformations of the 1990s within the scope of State Reform and the resignifications in the concepts of autonomy and participation linked by decentralization processes. Cury (2000; 2006), Bordignon (2009), Souza (2010) and Lima (2014), among others, supported the understanding of Education Councils, their purposes, functionalities and legal attributions based on the understanding of their nature as a well-founded body on the principles of social control and democratic management. Documentary research was used to analyze the normative legal basis of the CME, which comprises the Law creating the CME (Law No. 6.617/2019), the Internal Regulation of 2014 and the minutes of the plenary sessions held in the period 2017 to 2019. In order to add data to the work and seeking an approximation with the counselors and the space of the São Luís CME, field research was carried out through two visits to the CME and, given the circumstances of the coronavirus pandemic, it was carried out. whether the application of an online questionnaire as a data collection instrument, prepared on the Google Forms platform. The analysis of the research data was carried out from the content analysis as suggested by Bardin (1977) through the use of context units and enumeration rules through the presence (or absence), frequency and co-occurrence of indicators in the documents. The research results showed that the role of the CME in the educational management of the municipality of São Luís still lacks, mainly, stimuli with regard to mobilizing action, since its activity is mostly centered on technical-administrative activities that are important and fundamental, however, they must be exercised in equanimity with the actions of a political-formative character of society so as not to lose sight of the political-social nature of the CME. For this reason, the counselors have operated mainly as administrative technicians, frequently acting in the regularization and organization of school institutions in the municipal education network, since, according to the analyzed minutes, these are the processes that most demand the role of counselors.
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.
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.
Currículo integrado no ensino médio: a percepção dos alunos do Instituto de Educação, Ciência e Tecnologia do Maranhão – IEMA
(Universidade Federal do Maranhão, 2019-01-28) ROSA, Karyanne Moreira da Silva Nogueira; NASCIMENTO, Ilma Vieira do; 012392873-72; http://lattes.cnpq.br/3656084853145099; NASCIMENTO, Ilma Vieira do; 012392873-72; http://lattes.cnpq.br/3656084853145099; MORAES, Lélia Cristina Silveira de; http://lattes.cnpq.br/0326760034146239; MOREIRA, Verônica Lima Carneiro; http://lattes.cnpq.br/7825456970088645
This research focus on integrated curriculum of a high school technical education from a professional school – the Institute of Education, Science and Technology of Maranhão (IEMA), the principal unit of IEMA located on Bacabeira city – and as the starting point the pursue of answers about the contribution of the curricular proposal of this Institute to the human formation and professional of its students. Besides that, it wants to analyze the curricular integration stipulated on the legal and pedagogical documents and how this integration materialize at school. The perception of the third year high school technical education students – individuals of this research – constitute a crucial issue to obtain the answers of the intended objectives obtained by the application of surveys and the focus group technique. This technique of research, split in four dimensions (perception of integrated curriculum; full time high school; sequence of studies; job market) allow to understand different perception of the students about integrated curriculum and its contribution to human formation and professional of those individuals. This is a qualitative research because it allow to seize the relation between social processes that not always show by immediate the perception of the individuals involved. The individuals participants of this research by filled the surveys were 96 students of third year high school technical education from IEMA, from Logistic, Administration and Mining technical course. The focus group was held with 10 students, also from third year high school technical education from IEMA and from the same course also mentioned. This research is based on studies of curriculum from the following authors: Bersntein (1996), Silva (2003), Frigotto (2004) e (2005), Santomé (1998), Lopes e Macedo (2011), Althusser (1980), Apple (2011), Ciavatta (2005), Lessard-Hébert, Goyette e Boutin (1990), Gadotti (2009), Giroux (1992), Kosik (1978), Lück (1994), Ramos (2005), Savianni (1990), besides others that gives us the theoretical support to made this research. Others documents that we based was on Modelo da Escola da Escolha of Instituto de Corresponsabilidade pela Educação (ICE), that are guiding of the Pedagogical Proposal of IEMA. After the analysis of the students dialogues with the theoretical reference study by us, we conclude that: the perception of the integrated curriculum on full time high school of IEMA, shows a curriculum that provide the professionalization related to a human integrated formation materialize on Life Project; the enthusiasm of the students on study in a full time school with a good infrastructure; the students visualize the university education as a possibility of social growth, cultural and personal, as well a possibility to enter in the job market to help the family to improve their financial and social conditions. However, we understand that the proposal of integrated curriculum on full time school at IEMA, develop on a capitalist society which the curriculum can perform its emancipatory function, but as well, it control function articulate to the school practices express on the speech and materialize on communicative interactions.
A EDUCAÇÃO DO CAMPO NO CONTEXTO HISTÓRICO-POLÍTICO DO PRONERA NO MARANHÃO: limites e desafios
(Universidade Federal do Maranhão, 2014-12-16) Rodrigues, Valéria da Rocha Lopes; CARDOZO, Maria José Pires Barros; CPF:25492187368; http://lattes.cnpq.br/8700709425629023; Silva, José de Ribamar Sá; CPF:25093509353; Dias, Ilzeni Silva; CPF:09447237304
The main objective of this dissertation is to analyze Education in the Countryside of Maranhão in the context of the creation of the Agrarian National Reform Programme for Education - PRONERA, a nationwide public policy gestated by the contestatory action of social movements and unions, and materialized with the support a set of institutions and organizations that gathered around the educational situation of the countryside. To this end, we seek to understand the relations established between the State and civil society in the current phase of capitalism, as well as the characteristics that public policy has been taking on and its ability to actualize the historical and arduous social rights won by humanity. Following, we discuss the struggle of social movements for the affirmation of the right to education and their importance in the fight for educational policies that address the populations of the countryside, whose difficulties of access, permanence and school performance reflect the inefficiency and lack of public policies addressed this field, creating a condition of educational exclusion. Finally, we analyze more accurately the 1990s of the previous century, historical time of intense pressure and political organization that led to the construction of the theoretical framework of Countryside Education and articulated the creation of PRONERA, program that carries the great challenge of improving the rates of formal schooling of the favored public of Agrarian Reform.
EDUCAÇÃO E CIVILIDADE JESUÍTAS NO ESTADO DO MARANHÃO E GRÃO-PARÁ (1680-1750)
(Universidade Federal do Maranhão, 2014-12-18) Silveira, Arlindyane Santos da; CASTRO, Cesar Augusto; CPF:25590910382; Nunes, Iran de Maria Leitão; CPF:22537104315; http://lattes.cnpq.br/2313634756775278
Esboço crítico da relação trabalho e educação: da desefetivação existente à possibilidade de efetivação do ser social
(Universidade Federal do Maranhão, 2016-01-28) Sobreira Júnior, Vicente Juriê; CARDOZO, Maria José Pires Barros
This research is a bibliographical study on education and work relation in contemporary context, seen in some Marxist perspectives, defending the necessity of marxian originality to reflections posed by this text. The basic assertive of such analysis is to indicate the recovery of the proposed issue reaching out for fundaments presented in Marx’s work as a necessity of a secondary theoretical conception presented in radical criticism to capital logic. For such, by Lukács (2010, 2011, 2013), it is revived an onto-materialistic marxian perspective in which the work presents itself as ontological centrality, founding of social being and their other complexes, such as education. The aim of work is apprehension of concrete field of contradiction and not to ontologize work while metaphysical transcendence point. To achieve so, the study deepens discussion on abstract work as predominant form in capital society. Highlighting the work while founding point of social complexes in which crisis dynamic resides in phenomenal form of this abstract work. The growing of an unstable mass of subjects is indicated in which the totality of working time exploitation expands along lifetime. This issue is presented in first section, showing generally the problem in a few possibilities mentioned by some Marxist writers, such as Frigotto, Kuenzer, Ciavatta, Ramos, among others. They proclaim an educational perspective of work as a fundamental need in a possible construction of an integral, omni-lateral, emancipated subject. Therefore, in second section, we go back to some discreet understandings in Mark’s work, indicating education inserted in necessary process to formative character, secondary, nevertheless, in regards to a revolutionary process of transformation. It is emphasized that it is about a founding processing determined in the way men manufacture their material life. The study ends showing by arguments coming from Marx and some authors (LUKÁCS, 2013) among others that depart from this original point), the problem of reformism as conservation, inserted in a mystified fragmented praxis of anti-capitalist struggles, so, denoting the need of a rescue of radical marxian criticism when hinking of a breaking project to capital logic, originating understanding by root.
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 expansão da educação superior na UFMA (2010-2014) no contexto do Reuni
(Universidade Federal do Maranhão, 2016-11-28) Carvalho, Evandicleia Ferreira de; LIMA, Lucinete Marques; 044.945.203-49
The present research was carriede out in the scope of the Master Degree Program in Education at the Federal University of Maranhão (Ufma), linked to the State and Educational Management research line. It has as its object: "The expansion of higher education in Ufma (2010-2014) in the contex of the Restructurign and Expansion Program for Federal Universities (Reuni)", confronting the meanings of elitism, massification and/or democratization in this level of education in official texts and the materialization of such policy on a university campus. This process is investigated in the context of the State reform, the globalization of the economy and the rise of neoliberal policies. In order to do so, it focuses on changes in the policies of higer education in the contemporary world, reflecting on the diversification of course modalities and curricular flexibility in a relationship with international organizations documents and agreements, which are conditioning educational reforms of central and peripheral countries. It reflects on the meanings of massification and democratization relates to higher education expansion policies adopted by the worls. It focuses on expansionist initiative created in Brazil, durging Fernando Henrique Cardoso's governments (1995-2002), Luís Inácio Lula da Silva (2003-2010) and Dilma Vana Rousseff's first governmet (2011-2014). It discusses massification and/or democratization of higher education repercussions. It identifies the meanings and contradictions of Reuni, based on legal conceptions and guidelines, as well as on the appropriation of this Program as Ufma. Finally, we analyze the materialization of Reuni in the University's process of interiorization, translated into the development of courses, student's access and permanence at Ufma - Pinheiro Campus. This text is grounded on the theoretical-methodological basis of historical-dialectical materialism and articulates a bibliographic research (scientific text on the subject), document analysis (laws, decrees, meeting guidelines, plans, projects and reports) questionnairies and interviews. As reference, several authors were used, such as Gentili (2009), Dias Sobrinho (2005; 2010), Ristoff (2008; 2014), Sguissardi (2009), Amaral (2011), Cunha (2003), Ferreira (2009, 2012), Lima K. (2007; 2012), Lima, L. M. (2011) and others. The analysis indicates that the expansion of Ufma (2010-2014) reproduced ambiguities in the overall process of higher education reform and the normative thex of Reuni, representing a restrictes prossibility of expanding the access of young people the working class to entrance opportunities. It considers some improvement in infrastructure, human resources and the entrance of different social groups into undergraduate courses, but with the occurrence of expressive student's drop-out rates and low graduating rates.
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 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 .
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.
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.
Formação inicial e prática docente nos anos iniciais do ensino fundamental: uma experiência em escolas públicas no município de Vargem Grande/MA
(Universidade Federal do Maranhão, 2023-03-30) SOUSA, Jerusa Roiz de; NACIMENTO, Ilma Vieira; http://lattes.cnpq.br/3656084853145099; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099; PORTELA, Edinolia Lima; http://lattes.cnpq.br/5507233104134545; SANTIAGO, Alda Margarete Silva Farias; http://lattes.cnpq.br/8137042356481507
This research aimed to analyze the initial training of teachers and the repercussions on the teaching practice developed in Elementary School I stage, in municipal public schools, in the municipality of Vargem Grande/MA. The investigation emerged from an interest in deepening knowledge about initial formation and the teaching practice developed by teachers at this level of education, considering personal experience in the field of institutionalized education in the aforementioned municipality. You specific objectives consisted of: knowing the historical process of formation of teachers in Brazil, having as a timeframe the 30s of the twentieth century to threshold of the 21st century; analyze the demands of the teaching practice for the teacher of the Elementary Education, in public schools in Vargem Grande/MA; identify the educational demands in this municipality, in the context of policies directed for Basic Education; discuss how initial training has been carried out in practice teacher of elementary school teachers in the municipality in question. You research participants were 7 (seven) elementary school teachers I stage, 2 (two) general managers, and 2 (two) pedagogical advisors. The rationale theoretical-methodological research was based on studies developed by Chizzotti (2003), Duarte (2010, 2021), Duarte and Gama (2017), Fonseca (2002), Freire (1996, 1997, 2001), Franco (2002), Minayo (2002, 2012), Saviani (1997, 2005, 2009, 2013), among others. This is a qualitative epistemological research. critical, in which the questionnaire and the semi-structured interview were used to collect fundamental information in line with the proposed objectives. The analysis of enunciations of these speeches as well as documents related to the object of research was carried out according to the methodological procedure of content analysis, in the light of the theoretical framework that supported this investigation. The research showed that the initial training of teachers is considered essential to the work that perform at school, but there is a strong predominance of demands directed at preparation of students to meet the demands of external assessments, for through programs structured under business molds. Such prescriptions, which limit the knowledge to be worked on, become hegemonic in the context of educational system, with serious damage to the desired quality of the public school.
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.
Governabilidade e governança: as relações e condições de trabalho e suas implicações na carreira do professor
(Universidade Federal do Maranhão, 2019-10-17) PASSOS, Marcos Vinícius Garcês; SOUSA, Antônio Paulino de; http://lattes.cnpq.br/4512688817646871; SOUSA, Antônio Paulino de; http://lattes.cnpq.br/4512688817646871; LIMA, Lucinete Marques; http://lattes.cnpq.br/0018671506508933; FURTADO, Marivânia Leonor Souza; http://lattes.cnpq.br/3275591203804166
This work aimed to analyze the relations and working conditions and the implications on the professional career of elementary school teachers, more specifically, high school in the state public education system of Maranhão. To this end, we use the principles of governability and governance to understand how educational and personnel policies through public administration have developed over a politically troubled decade (2007-2017). In this sense, we refer to this period due to the political and socioeconomic effervescence that broke out at the end of the last decade until two years ago both in the national context and in the Maranhão socio-political conjuncture. It is necessary, for supposition, to consider the labor relations that the federal and state governments, in this case, the state of Maranhão, have established with teachers over time. Given this, we will focus on public policies directed to education, regarding the valuation of teaching, the working conditions and career of the teacher as one of the main agents of the educational process. In this Master thesis, it is intended, taking advantage of the professional experience of the researcher, as official teacher of the referred public educational system during the period approached by the research, to establish the existence, or not, of the influence of power in the conduct of discontinuous policies regarding teaching staff, to train and reform their professional career conditioned to the governability and governance of a given public management. From a qualitative approach, however with the support of quantitative elements, elements were raised for the consolidation of results through bibliographic and documentary research. Given that power is always approached in order to try to understand the influences that political agents, as drivers of public policies, have in defining the policies implemented for the management of teaching work. Thus, it can be understood that the normative-political acts are allocated to the execution of personnel policy, working conditions and teaching career within the situational context of the teaching function. We use the analysis of legal documents and a bibliographic contribution about the work of the public school teacher in Brazil.

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