DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
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Item 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/8137042356481507This 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.Item Saberes de professoras afrouniversitárias da LIESAFRO: memórias de práticas educativas afrocentradas intersubjetiva(Universidade Federal do Maranhão, 2023-04-20) PEREIRA, Walquíria Costa; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; REGIS, Kátia Evangelista; http://lattes.cnpq.br/6070006731217251; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099; BIANCHINI, Ângelo Rodrigo; http://lattes.cnpq.br/3543855549540163This research analyzes the knowledge of AfroUniversity teachers as possibilities for intersubjective Afrocentered educational practices, in particular, in the Licentiate Course in African and Afro-Brazilian Studies (LIESAFRO), at the Federal University of Maranhão (UFMA). It is part of the research “Afro-descendant teachers in the Teaching: epistemic voices, expanding their analyzes around the concepts of Afro descendancy and Afrocentricity. It is based on the epistemic references of José Castiano's (2010) intersubjectivation, problematizing how the knowledge of Afro University teachers in the aforementioned course contribute to the production of Afro centered educational practices, based on questions such as: Who are the Afro descendant teachers in this Course? What is the knowledge of these Afro-descendant teachers? Where does this knowledge come from? What's your location? What are the contributions of this knowledge in the production of Afro-centered educational practices? It highlights the need to expand the production of knowledge about Afro descendancy, Afrocentricity and Afro-centered knowledge, especially in the field of education. The results identify the knowledge of resistance, identity, militancy and pain, as potentializers of the Afro-centered knowledge built by the AfroUniversity professors, during their life trajectories (especially educational and teaching). In addition, it notes their contributions in creating conditions and possibilities for the production of intersubjective Afro-centered educational practices in the teaching practice of higher education.Item A reforma do ensino médio: análise crítica acerca da elaboração e implementação da Base Nacional Comum Curricular no Estado do Maranhão(Universidade Federal do Maranhão, 2021-12-16) RODRIGUES, Paula Roberta Coutinho; PORTELA, Edinólia Lima; http://lattes.cnpq.br/5507233104134545; PORTELA, Edinólia Lima; http://lattes.cnpq.br/5507233104134545; MORAES, Lélia Cristina Silveira de; http://lattes.cnpq.br/0326760034146239; MALANCHEN, Julia; http://lattes.cnpq.br/2966476119132597; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099The High School Reform through the Law and the reforms undertaken by the Common National Curriculum Base are the study objects of this paper. The motivation for this research was the possibility of reflecting on High School, considering the importance that this level of Basic School Education has in human development, in addition to the intrinsic relationship with the constantly changing world of work. The objective is critically reflect on the "new" High School curricular reform, highlighting the correlation of forces within the State and organized society, in the process of preparation, approval and execution of the Common National Curriculum Base, whose empirical reference for analysis is the Maranhão State Public Education System, through the actions of the State Department of Education - SEDUC, with a view to implementing this curriculum reference in public schools. The research reflections result, methodologically, from a theoretical foundation based on the historical materialist dialectic as a guide to a researcher's posture or worldview regarding the phenomenon to be studied; and chooses the theoretical aspect of Historical-Critical Pedagogy as a fundamental basis for the interpretation of this object of study. During this study, the following categories of analysis were chosen: Human Education, High School, Curriculum and Pedagogical Competences, with a view to revealing the foundations for the preparation and approval of the Common National Curriculum Base for the "new" High School and to seek the necessary mediations to answer the questions that instigate us. This path contributed to clarifying the conceptions of training contained within the scope of the corresponding legislation and the investigation into the process of implementing the Common National Curriculum Base for High Schools in the Maranhense Public Network, which is limited due to the worldwide context of the covid-19 pandemic. For this purpose, the consultation of official bibliographic and documental sources, including Law No. 13.415/2017 and the document of the Common National Curriculum Base (BRASIL, 2018), the complementary documents related to the Training Itineraries (BRASIL, 2018) and the Implementation Guide for the Common National Curriculum Base: guidelines for the Common National Curriculum Base – 2018 implementation process; New Secondary Education Implementation Guide – 2019, published by the MEC in partnership with the National Council of Secretaries of Education (CONSED) and the National Union of Municipal Education Directors (UNDIME) were essential to unveil the content of the current reforms. Within the scope of civil society, the publications of class representations (motions, letters, manifestos) and texts on the analysis of the Common National Curriculum Base that contributed to the identification of resistance stand out. These references were confronted by the production of literature about High School and the Curriculum by Competences established by the Common National Curriculum Base, thus, the studies by Nereide Saviani (1994) Malanchen (2013; 2014; 2016); Ramos (2001; 2004), Frigotto (2004; 2017); Kuenzer (1989; 1997; 2002; 2010; 2011; 2016; 2017), Ciavatta (2004), Saviani (2003; 2004; 2007; 2008; 2010), Duarte (2017) and others contributed to identifying the multiple determinations of the object of study. From an empirical point of view, this was manifested as a concrete reality in the implementing reform process in Maranhão. Thus, there was an uncritical adhesion by the Educational State Department, under the advice of think tanks in service of capitalist interests, to the Common National Curriculum Base. It is understood that the possibilities for analyzing this object have not been exhausted, since the adoption of this curricular model by schools is in progress, requiring further studies and new research questions. It is hoped that this study can contribute to problematize the process of implementing the High School reform in the context of education networks and support the action of teachers, contrary to business pedagogies.Item 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/3275591203804166This 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.Item 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/8700709425629023This 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.Item A reforma do ensino médio: análise crítica acerca da elaboração e implementação da Base Nacional Comum Curricular no Estado do Maranhão(Universidade Federal do Maranhão, 2021-12-16) RODRIGUES, Paula Roberta Coutinho; PORTELA, Edinólia Lima; http://lattes.cnpq.br/5507233104134545; PORTELA, Edinólia Lima; http://lattes.cnpq.br/5507233104134545; MORAES, Lélia Cristina Silveira de; http://lattes.cnpq.br/0326760034146239; MALANCHEN, Julia; http://lattes.cnpq.br/2966476119132597; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099The High School Reform through the Law and the reforms undertaken by the Common National Curriculum Base are the study objects of this paper. The motivation for this research was the possibility of reflecting on High School, considering the importance that this level of Basic School Education has in human development, in addition to the intrinsic relationship with the constantly changing world of work. The objective is critically reflect on the "new" High School curricular reform, highlighting the correlation of forces within the State and organized society, in the process of preparation, approval and execution of the Common National Curriculum Base, whose empirical reference for analysis is the Maranhão State Public Education System, through the actions of the State Department of Education - SEDUC, with a view to implementing this curriculum reference in public schools. The research reflections result, methodologically, from a theoretical foundation based on the historical materialist dialectic as a guide to a researcher's posture or worldview regarding the phenomenon to be studied; and chooses the theoretical aspect of Historical-Critical Pedagogy as a fundamental basis for the interpretation of this object of study. During this study, the following categories of analysis were chosen: Human Education, High School, Curriculum and Pedagogical Competences, with a view to revealing the foundations for the preparation and approval of the Common National Curriculum Base for the "new" High School and to seek the necessary mediations to answer the questions that instigate us. This path contributed to clarifying the conceptions of training contained within the scope of the corresponding legislation and the investigation into the process of implementing the Common National Curriculum Base for High Schools in the Maranhense Public Network, which is limited due to the worldwide context of the covid-19 pandemic. For this purpose, the consultation of official bibliographic and documental sources, including Law No. 13.415/2017 and the document of the Common National Curriculum Base (BRASIL, 2018), the complementary documents related to the Training Itineraries (BRASIL, 2018) and the Implementation Guide for the Common National Curriculum Base: guidelines for the Common National Curriculum Base – 2018 implementation process; New Secondary Education Implementation Guide – 2019, published by the MEC in partnership with the National Council of Secretaries of Education (CONSED) and the National Union of Municipal Education Directors (UNDIME) were essential to unveil the content of the current reforms. Within the scope of civil society, the publications of class representations (motions, letters, manifestos) and texts on the analysis of the Common National Curriculum Base that contributed to the identification of resistance stand out. These references were confronted by the production of literature about High School and the Curriculum by Competences established by the Common National Curriculum Base, thus, the studies by Nereide Saviani (1994) Malanchen (2013; 2014; 2016); Ramos (2001; 2004), Frigotto (2004; 2017); Kuenzer (1989; 1997; 2002; 2010; 2011; 2016; 2017), Ciavatta (2004), Saviani (2003; 2004; 2007; 2008; 2010), Duarte (2017) and others contributed to identifying the multiple determinations of the object of study. From an empirical point of view, this was manifested as a concrete reality in the implementing reform process in Maranhão. Thus, there was an uncritical adhesion by the Educational State Department, under the advice of think tanks in service of capitalist interests, to the Common National Curriculum Base. It is understood that the possibilities for analyzing this object have not been exhausted, since the adoption of this curricular model by schools is in progress, requiring further studies and new research questions. It is hoped that this study can contribute to problematize the process of implementing the High School reform in the context of education networks and support the action of teachers, contrary to business pedagogies.Item - Nós, VOZ, elas: mulheres professoras narrando suas vivências de desigualdade de gênero e raça no curso de Direito da Universidade Federal do Maranhão - UFMA(Universidade Federal do Maranhão, 2022-04-11) ALMEIDA, Ana Carla de Melo; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919; BOAKARI, Francis Musa; http://lattes.cnpq.br/8595766452722585; CARDOZO, Maria José Pires Barros; http://lattes.cnpq.br/8700709425629023; SILVA, Sirlene Mota Pinheiro da; http://lattes.cnpq.br/5068371548791071This research, based on the experience of Afro-descendant professors from the Law course at the Federal University of Maranhão (UFMA), on the Imperatriz and São Luís campuses, aims to understand how these professors experience gender and race inequalities in higher education, and what way these experiences are faced and overcome by them. The theoretical-methodological option was based on a set of decolonial and Afrocentric theorizations that value the subject subordinated by traditional historiography. It used narratives (BENJAMIN, 1985) as a theoretical methodological perspective of investigation, facilitating dialogue and greater approximation to the research subjects, aiming at the production of data as a craft communication tool, analyzed under the bias of Louro's teachings (2014) , Scott (1995), Oyěwùmí (2002) with regard to the Gender category; Almeida (2019), Machado (2019), Boakari (2013) and Gonzalez (1982) in relation to studies of Afro descendants and Race; and Akotirene (2019), Gonzalez (2011) and Crenshaw (2004) to discuss the intersectionality category. Still from the perspective of gender relations Louro (2018) and Saffiotti (2013) were important in understanding work situations and the feminization of the teaching profession that cross women's experiences. The results showed that the professors experience similar lives with regard to gender and race inequalities within the academy, an aspect that is also intrinsic to the Law course. The debates raised in this study are contributions for Law Course students to become professionals who value cultural, ethnic and gender diversities, decolonizing legal education, and making the Law course more fair and egalitarian, forming, thus, legal professionals more critical and consistent with the reality of Brazil, leading them to more questions and consequent changes in the legislative structures of Brazil.Item Professores que atuam na EJA: entre a formação e a prática docente(Universidade Federal do Maranhão, 2021-12-21) SILVA, Carla Ivana Amorim da; MORAES, Lélia Cristina Silveira de; http://lattes.cnpq.br/0326760034146239; MORAES, Lélia Cristina Silveira de; http://lattes.cnpq.br/0326760034146239; SANTIAGO, Alda Margarete Silva Farias; http://lattes.cnpq.br/8137042356481507; PORTELA, Edinólia Lima; http://lattes.cnpq.br/5507233104134545This research refers to the training of teachers who work in EJA and the implications of this training in the practice of these teachers. It is linked to the research group “Escola, Currículo e Formação Docente” (“School, Curriculum and Teacher Training”) at the Federal University of Maranhão and its general objective is to analyze the training of teachers who work in EJA in the Municipal Education Network of São Luís and the implications for teaching practice. In carrying out the research, a qualitative approach was adopted, using instruments and techniques from bibliographic and documentary research, semi-structured interviews and a questionnaire. The qualitative approach makes it possible to work with the universe of meanings, motives, aspirations, beliefs, values and attitudes, which corresponds to a deeper space of relationships, processes and phenomena that cannot be reduced to the operationalization of variables. It favored the analysis and interpretation of the collected data, taking into account the categories dealt with in this research and the subcategories arising from the researched object itself. The research was carried out in a school in the municipal education network in São Luís and had four subjects: three teachers, and a pedagogical coordinator of the management team. Among the authors who supported us, the following stand out: Paulo Freire(1987, 1995, 1996, 2006 ); Vanilda Paiva(1987 ); Bernadette Gatti (2019); Demerval Saviani (2008, 2009); Claudia Borges Costa and Maria Margarida Machado (2010); Miguel G. Arroyo(2006); Júlio Diniz-Pereira(2001); Maurice Tardif(2005); Selma Garrido Pimenta(1997, 2017); Silvio Sánchez Gamboa (1998 ) Minayo (1994), among others. The research results pointed out the need to offer specific training on EJA for teachers who work in this type of teaching, as well as the need for the Municipal Department of Education to establish criteria for the admission of teachers into the teaching network, which take into account the training of teachers, supported by theoretical and practical foundations, in order to ensure a coherent performance with a human training project aimed at this segment. As for the professors who are already working at EJA, the continuing education actions must be guided by the needs presented by the professors, in a way that significantly contributes to the teaching practice.Item 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/1233582014620052This 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.Item Professores que atuam na Educação Profissional e Tecnológica: transitando entre a exigência legal e a formativa(Universidade Federal do Maranhão, 2020-10-13) DIAS, Ana Paula Mondêgo; MORAES, Lélia Cristina Silveira de; 288.460.523-15; http://lattes.cnpq.br/0326760034146239; MORAES, Lélia Cristina Silveira de; 288.460.523-15; http://lattes.cnpq.br/0326760034146239; NASCIMENTO, Ilma Vieira do; OLIVEIRA, Elenice Gomes deThis research is linked to the research group "School, Curriculum and Teacher Training of the Federal University of Maranhão and aims to analyze the demand for pedagogical training for graduate teachers, not graduates, in effective exercise in the teaching profession who work in the technical courses of Technical Professional Education at the Middle Level in the integrated form and its repercussions on pedagogical practice. For this purpose, the theoretical-methodological contribution adopted is that of a critical nature, whose origin and nature of the researched phenomena are revealed without fragmentation of reality. To understand this object, in a process that goes from the known to the unknown and vice-versa, we use in this research "the paradigmatic scheme" of Gamboa, an instrument used for the analysis of scientific production. In this scheme, the research can be organized into different levels (technical, instrumental, methodological, theoretical and epistemological), together with groups of assumptions (gnoseological and epistemological). The development of this research was initially at the methodological level with the analysis of resolutions, decrees, ordinances, legislation and federal constitutions, then at the theoretical level, where it is verified how the TPE is presented in the academic literature and the concepts of teacher training that work in Professional and Technological Education (PTE) based on the following theoretical references: Romanelli (2009), Ferretti (2010), Manfredi (2002), Cunha (2000, 2005), Fonseca (2009), Caires e Oliveira(2016), Kuenzer(2008), Ramos (2011), Ciavatta e Ramos (2011), Oliveira(2006), Gauthier (2013), Gamboa (1998) Gramsci (2010) Tardif (2002, 2014), Gatti (1997), Pena (2014), Saviani (2009), Peréz Gomez (1995), Machado (1998, 2008, 2011), Ghedin (2002), Veiga (2008), Freire(2002) among others. The research is from a qualitative approach, with bibliographic, documental and field analysis. The sample was composed by 11 subjects, being 09 teachers, one pedagogue and the general director of the researched institution, Federal Institute of Education, Science and Technology of Maranhão - Campus Barreirinhas. The data collection was performed through semi-structured interview and participant observation. The results of the survey pointed out the need for the institution in its institutional actions to have a greater follow-up and control over the entry of teachers who work in the institution without pedagogical training. Thus, the training actions should be based on the needs presented by the teachers and thus the graduated teachers, not graduated in effective exercise, in the teaching profession, and already with training, may have relevant contribution to the teaching practice.Item Ser professor no ensino médio público: um estudo à luz da teoria das representações sociais(Universidade Federal do Maranhão, 2019-03-29) ARAUJO, Fábia Elina dos Santos; BONFIM, Maria Núbia Barbosa; 074566623-04; http://lattes.cnpq.br/1343958564608936; BONFIM, Maria Núbia Barbosa; http://lattes.cnpq.br/1343958564608936; JESUS, Dourivan Câmara Silva de; http://lattes.cnpq.br/4549453641616000; NASCIMENTO, Ilma Vieira do; http://lattes.cnpq.br/3656084853145099This study aims to analyze, in the light of the Theory of Social Representations (TRS), the conceptions of being a teacher of high school teachers at the São Cristóvão Teaching Center, a public school located in the metropolitan region of São Luís. The notion of social representation proposed by Moscovici (1978) corresponds to the search for the elaboration of a truly psychosocial concept, since it seeks to overcome the dichotomous relationship between individual and society, and also by favoring the comprehension of the researched object in its entirety. About the SRT, it is a common sense theory that presents itself as a pertinent option to the study because the relevance in the field of research in education lacks a more focused look on psychosocial phenomena. The bibliographic contribution chosen for this study is based on Freire (1975, 2018), Nóvoa (1995a, 1995b, 1995c), Libiliar, Oliveira and Toschi (2012), Saviani (2013). Subsidizing the research, with regard to Social Representations, we used the studies of Moscovici (1978, 2003, 2012), Alves-Mazzotti (1994), Abric (1994, 1998), Gilly (2001), Jesuíno (2001), Jodelet, (2001), Sá (2002) and Machado (2008). Data analysis was performed from the perspective of the Central Nucleus Theory, theory proposed by Jean Claude Abric, belonging to one of the aspects of the TRS. According to the author, a social representation consists of two subsystems - the central and the peripheral - that function exactly as an entity, where each part has a specific and complementary role. Procedurally, the qualitative approach was chosen. I applied a profile questionnaire and the Free Word Association Test (TALP), used as data collection instruments, and to aid in the measurement of the data obtained, the Iramutec software. The analyzes carried out point to a change in the conception of being a teacher, since the central core of the evoked social representations, professional, differs from a previously rooted conception, in which the teaching profession was considered a priesthood. It is also noticed that the subjects' representations suggest a change in the boundary between wanting to be and not being a teacher, revealing doubts about teaching. There was a certain lack in the pedagogical environment of a thorough knowledge about the theories and conceptions that constitute the corpus of knowledge about being a teacher.Item 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/7825456970088645This 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.Item Programa Institucional de Bolsas de Iniciação à Docência (PIBID): contribuições na formação de bolsistas licenciandos em Química(Universidade Federal do Maranhão, 2017-10-31) BEZERRA, Ana Carolina Balbino; LIMA, Lucinete Marques; 044945203-49; http://lattes.cnpq.br/0018671506508933; LIMA, Lucinete Marques; 044945203-49; http://lattes.cnpq.br/0018671506508933; LIMA, Francisca das Chagas Silva; http://lattes.cnpq.br/1233582014620052; BIANCHINI, Ângelo Rodrigo; http://lattes.cnpq.br/3543855549540163The research deals with the Institutional Program of Initiatives for Teaching (PIBID), with emphasis on its conception in the normative basis and its meanings, in the articulation of specific / pedagogical knowledge and in the relations undergraduate / basic education, and theory and practice in the process of teacher training in an institutional experience, seizing contributions and limits. This work is linked to the research line entitled "State and Educational Management" and to the research group "Basic and Higher Education Policy" of the Graduate Program in Education, Federal University of Maranhão. In the methodological course, a bibliographic, documentary and empirical descriptive and analytical study was carried out. Among the authors referenced are: Canan, Garnica, Saviani, Tanuri, Lima, Silva, Gomes, Tancredi, Pires, Medeiros, Farias, Rocha, Manfredi, Freitas, Nacarato, Fiorentini, Gatti, Candau, Manrique, Furkotter, Morelatti, Vásquez, Tardif, Zeichner, Fagundes, Santos, among others. In the exposition of the dissertation text, besides the introduction and conclusion, three sessions were developed. In the introduction we present the theme, the thematic clipping, the research problem, the objectives, the methodological design of the research and the synthesis of the form of exposition of the text. In the second session, we discuss the policies of teacher education for basic education in Brazil, valuing the advances of the normative base from a perspective of what education is right. In the third session, the focus of discussion will be the PIBID, with an emphasis on its historical origin, program design and development. And, in the fourth session, the PIBID is located in UFMA and the participation of the degree in Chemistry and its meanings in teacher training is analyzed. The results of our study demonstrated the potential of PIBID as a transformative program in relation to the contributions in the formation of students in the undergraduate course analyzed. However, despite the transformation that the program brings, it does not reach the totality of the graduates and emphasizes the importance, as well as the necessity of a national policy of valorization of the teachers, since this is configured as a transitional program.Item 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 BarrosThis 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.Item Microfísica das práticas pedagógicas: deslocamentos no discurso pedagógico e na prática docente(Universidade Federal do Maranhão, 2016-06-28) Oliveira, José Eduardo Fonseca; NASCIMENTO, Ilma Vieira do; 012.392.873-72It is largely observed that the discipline and subjective processes are given at school by the devices present in this institution conciliated with time, it is in this environment that the individual remains the most of his formative years, considering that this period of development is increased, thereby enhancing the scope, the creation and improvement of political technologies of the body and subjectivity practices. This theoretical and empirical objective research deterritorialize / defamiliarize the analysis of these important subjectification devices which are the "educational practices", from the microphysics formulated by Foucault. It offers a reading power in terms of multiple relationships, which runs through the micro scale structuring activities of individuals in society and institutions. Power is present in all institutions, relationships and situations, so it is also present in the construction of scientific knowledge, in their statements, their applications, which expand and branch, reaching the sphere of education and scientific knowledge produced in this area. Thus, it was decided to move from the concept of microphysics to think about the pedagogical practice, watching their assemblages, truth games, lines of forces poured into the subjectivity of student and teacher. We have indeed come a long way throughout arch genealogical method path of UNESCO's official texts on education, as well as an epistemological way, noting that the pedagogical practice, although it is responsible for the collective production of knowledge has become a knowledge subjected. With regard to the field research a perspective was aimed, on one hand to the understanding which teachers have about teaching practice in the particular universe area of knowledge of each, and on the other one, unveiling pedagogical resistance, where there is power considering from Foucault, there must be a resistance to it, that is inventive, mobile and productive. From there, shifted these power resistance characteristics, to think pedagogical practices that can counteract the power structures that feed the focus of theory and practice and consolidate a pedagogical practice merely of instruction, detaching from a broader formation. Finally, it was observed as a result, the teaching practice has become a knowledge subjected responsible for teaching and student subjectivity and feeds the rift between theory and practice.Item 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; 044.945.203-49The 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.Item 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/8175989249772475This 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 .Item 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/3656084853145099Étude 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.Item 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:04691124845Il 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.Item 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/3656084853145099In 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.