DISSERTAÇÃO DE MESTRADO - PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
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Item Integração curricular no IFMA campus Pinheiro e São Luís - Centro Histórico: o pensado e o praticado(Universidade Federal do Maranhão, 2023-10-17) DOURADO, Dionísio Lindoso; SANTOS, Maria José Albuquerque; http://lattes.cnpq.br/7813056400960470; SANTOS, Maria José Albuquerque; http://lattes.cnpq.br/7813056400960470; MELO, José Carlos de; http://lattes.cnpq.br/1282285394690979; PEDROSA, Eliane Maria Pinto; http://lattes.cnpq.br/2211939453989786La investigación titulada “INTEGRACIÓN CURRICULAR EN IFMA CAMPUS PINHEIRO Y SÃO LUÍS - CENTRO HISTÓRICO: lo que se piensa y lo que se practica”, se desarrolló en el ámbito de la Maestría Profesional en Gestión Docente de la Educación Básica, a partir de la observación de dificultades en el ámbito curricular. integración en cursos de Educación Técnico Profesional de Nivel Secundario en IFMA Campus Pinheiro y São Luís – Centro Histórico. Buscó verificar este hecho empírico y tuvo como objetivo general: analizar las prácticas de integración curricular en los cursos de Educación Profesional Técnica Media de IFMA Campus Pinheiro y Centro Histórico, considerando los impactos de la formación docente en ese desarrollo. Sus objetivos específicos fueron: discutir los fundamentos que involucran la integración curricular en los cursos de Educación Profesional Técnica del Nivel Secundario en IFMA Campus Pinheiro y São Luís - Centro Histórico; relacionar la actividad práctica de integración curricular en los cursos de Educación Secundaria Técnico Profesional con la formación docente y los contextos laborales; Desarrollar el Cuaderno Pedagógico: posibilidades de integración curricular en la Educación Secundaria Técnico Profesional. Seguimos las premisas metodológicas: carácter aplicado, enfoque cualitativo, en cuanto a objetivos es descriptiva y en cuanto a procedimientos es investigación de intervención pedagógica. Utilización de instrumentos de recogida de datos: entrevistas e investigación documental. Nos basamos principalmente en los aportes de Fonseca (1961), Cordão y Moraes (2017), Cunha (2000; 2005), Goodson (2020), Lopes (2011), Manfredi (2017), Manacorda (2013), Ramos (2014), Sacristán (2014), Santomé (1998), Silva (1999) y Pereira (2019). Se demostró que: cuando los profesionales (Docentes, Pedagogos y Técnicos en Asuntos Educativos) ingresan al IFMA, no reciben una formación orientada a trabajar con la integración curricular en la Educación Técnico Profesional del Nivel Secundario. Los profesionales de los equipos pedagógicos no se sienten preparados para orientar el trabajo con integración curricular en la Educación Secundaria Técnico Profesional. Los docentes no se sienten preparados para trabajar con la integración curricular en la Educación Secundaria Técnico Profesional. Los Directores de Desarrollo Educativo consideran que los profesionales de los equipos pedagógicos y docentes no están preparados para trabajar con la integración curricular en la Educación Técnico Profesional del Nivel Secundario. Se destacaron los siguientes problemas que dificultan la integración curricular en los campus investigados, resumidos: la ausencia de una política de formación continua de los profesionales; falta de momentos específicos para debatir la integración de acciones didáctico-pedagógicas, dificultad para hacer planes colectivos para una mayor integración. Desarrollamos el CUADERNO DE SUGERENCIAS PEDAGÓGICAS con una adaptación de la sigla “5W2H”, con el objetivo de producir recomendaciones teórico-metodológicas que coadyuven al trabajo de docentes y equipos pedagógicos vinculados al locus de investigación en el trabajo con la integración curricular en la Educación Técnico Profesional de Nivel Secundario y fundada en Proyectos Integrativos.Item LEITURA SOB A PERSPECTIVA SOCIOINTERACIONISTA: um estudo no 6º ano do Ensino Fundamental na Unidade de Educação Básica Ministro Carlos Madeira, em São Luís-MA(Universidade Federal do Maranhão, 2023-01-20) GOMES, Iranilde do Rosário; ARANHA, Marize Barros Rocha; http://lattes.cnpq.br/9941662848304415; ARANHA, Marize Barros Rocha Aranha; http://lattes.cnpq.br/9941662848304415; SILVA, Ana Lúcia Rocha Silva; http://lattes.cnpq.br/3800306677912442; CAVALCANTE, Luciana Rocha; http://lattes.cnpq.br/2078796781691951; FERNANDES, Vanja Maria Dominices Coutinho; http://lattes.cnpq.br/8685001139434354; CUTRIM, Ilza do Socorro Galvão; http://lattes.cnpq.br/6628313480144303The act of reading implies a citizenship issue in that it reveals itself as a form of social inclusion and enables the subject to develop his ability to position himself/herself critically about the world in which he/she is inserted. Based on this proposition, the present research has the general objective of verifying how the Portuguese Language teachers of the 6th grade of Elementary School at Basic Education Unit (UEB) “Minister Carlos Madeira” develop the process of teaching reading, aiming at the construction of a booklet of pedagogical guidelines for the work with reading, under a socio interactionist perspective. Specifically, we aimed to: identify the theoretical conceptions that underlie the work of Portuguese Language teachers of the 6th grade of Elementary School at UEB Ministro Carlos Madeira, in the teaching reading; analyze the strategies developed by these teachers in the teaching of reading, in order to promote the reading formation of the students; and build a booklet of pedagogical guidelines, based on the social-interactionist perspective, for teaching reading and promoting reading training in the 6th grade of Elementary School. To achieve these goals, we took Bakhtin’s (2015) studies as a reference, in order to understand the concept of language and its possible implications on reading practice. In this way, we adopted the principle of language as dialogical practice and referenced contemporary authors who study reading and offer subsidies regarding socio-interactionism, such as Antunes (2009, 2014), Fiorin (2020), Kleiman (1989, 2004), Santaella (2019), Vygotsky (1991, 2001), among others. As for the methodology, we carried out a case study, of an applied nature, exploratory in scope, and qualitative in approach, by means of a bibliographic survey, interviews, transcription and analysis of the collected data, elaboration and availability of a booklet of pedagogical orientations. The data obtained in the interview indicate, in relation to the theoretical conceptions that underlie the teaching work, that there is a predominant vision of language as a system and of language as communication; the text is taken as a source of information; the notion of reader is associated with habit and proficiency; reading is worked on in line with official education documents; the social-interactionist perspective is tied to the context. These data also point, with respect to the strategies and activities developed in the teaching of reading. In the research product, we organized a reading proposal in three modules to sharpen greater interactivity in the classroom, through advertisements that circulate in social networks. Thus, we hope that the research will bring contributions to scholars and professionals in the field, especially to Elementary School teachers, in working with reading, to stimulate students’ participation, autonomy, and skills in the meaningful use of verbal and multimodal language.Item A filosofia e música: uma metodologia interdisciplinar no contexto de uma escola pública maranhense(Universidade Federal do Maranhão, 2021-12-27) PÁSCOA FILHO, João Ferreira da; VIANA, Raimundo Nonato Assunção; http://lattes.cnpq.br/2070306377562824; VIANA, Raimundo Nonato Assunção; http://lattes.cnpq.br/2070306377562824; QUADROS JUNIOR, João Fortunato Soares de; http://lattes.cnpq.br/3915193940262721; FONTENELLE, Plínio Santos; http://lattes.cnpq.br/7231046240258549; MOTA, Antônia da Silva; http://lattes.cnpq.br/3919574214701935; SILVA, Nadja Fonseca da; http://lattes.cnpq.br/9850574903473891The research refers to the challenges of teaching philosophy and also to the possibilities of developing an interdisciplinary methodology for teaching philosophy in the context of high school in Maranhão, at the interface with music. The research has as contextual perspective the place of the public school: C. E. Luís Augusto Barros, in the municipality of São Mateus do Maranhão. Its general objective is to develop new methods for teaching philosophy in public secondary education in a school in Maranhão, combining knowledge of philosophy with knowledge of art, especially music. This is a qualitative research in which we use the case study as a procedural method. The main research question was: what concrete contribution can music make to the construction of a methodology for teaching philosophy? It is important to stress that, given the pandemic moment, we decided not to hold face-to-face meetings with teachers and not even to use the product with students and teachers. In this sense, the product is presented as a methodological proposal. To achieve this goal, we have used theoretical contributions, data collection tools such as non participant and systematic observation and the questionnaire from a distance. The theoretical contributions that appear in the research include: Gainza (1988); Eisner (1991); Luckesi (1994); Millet (1997); Chauí (2000); Alves (2002); Gontijo and Valadão (2004); Aspis (2004); Fávero et al. (2004); Cauquelin (2005); Spider (2006); Rocha Jr. (2007); Noble and Earth (2007); Prendin (2009); Feitosa (2009); Rodrigo (2009); Gallo (2012); Silveira (2012); Neves (2013); and others. The final product of the research is an interdisciplinary methodological notebook entitled - Philosophizing with Music: Intebrdisciplinary Methodological Experience. It contains suggestions for topics that can help engage young people in philosophy. It counts for this with the contribution of music.Item Seguindo os passos dos griôs: a oralidade como instrumento metodológico para o ensino da História e cultura afro-brasileira e africana para crianças na Unidade de Educação Básica (UEB) Tancredo Neves – ISEMA(Universidade Federal do Maranhão, 2022-09-17) CAMPOS, Luanda Martins; NUNES, Antonio de Assis Cruz; http://lattes.cnpq.br/2108242146594455; NUNES, Antonio de Assis Cruz; http://lattes.cnpq.br/2108242146594455; VIANA, Raimundo Nonato Assunção; http://lattes.cnpq.br/2070306377562824; DURANS, Claudicéa Alves; http://lattes.cnpq.br/7019012228562045The research deals with orality as a methodological tool for teaching Afro-Brazilian and African History and Culture to children at the Basic Education Unit (UEB) Tancredo Neves - ISEMA. The objective of the research was to investigate griô orality, with a view to the elaboration of a Pedagogical Kit with didactic guidelines for the use of griô orality in the light of Law no 10.639/03. The study is organized into six sections. The first section describes the Introduction, in which we present the theoretical, methodological and organizational configuration of the essay text. The second section deals with the conceptual foundations of children's education. The third section addresses Law no. 10,639/03, its historical assumptions and the Teaching of Afro-Brazilian and African History and Culture from the perspective of interculturality. The fourth section discusses the methodological steps of griôs, referring to memory and history. In the fifth section, we discuss empirical research, which was divided into three subsections: The characterization of UEB Tancredo Neves - ISEMA; the Research Methodology; Analysis and interpretation of research data; and the educational product; In the sixth section we present the final considerations. The main bibliographic sources used were: Ariès (2006), Bâ (2003), Candau (2000), Duarte (1993), Gomes (2012), Fleuri (2003; 2005), Marchi and Sarmento (2017), Munanga (2005) , Hampâté Bâ (2010), Meihi (2002), Nunes (2019), Rizzini (2011) and Vansina (2010). The research procedure method adopted was the Instrumental Case Study. The research participants were four teachers from the Early Years of Elementary Education (1st and 2nd years), the school manager and the pedagogical coordinator. Our data collection instruments were: systematic observation, methodological workshops, interviews, the semi-open questionnaire and photographs. The interpretation of data from the empirical research was in the form of charts, graphs, photographs and images. The empirical research was developed in four moments: systematic observation; interviews; methodological workshops; and composition of the educational product. The research concluded that the use of African orality as a teaching methodology allowed working on Afro-Brazilian and African history and culture in the light of Law no. 10.639/2003 in (UEB) Tancredo Neves - ISEMA.Item O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental.(Universidade Federal do Maranhão, 2021-12-28) COSTA, Daniele de Jesus Moreira; FERNANDES, Vanja Maria Dominices Coutinho; http://lattes.cnpq.br/8685001139434354; FERNANDES, Vanja Maria Dominices Coutinho; http://lattes.cnpq.br/8685001139434354; FERREIRA, Heridan de Jesus Guterres Pavão; http://lattes.cnpq.br/3143175326460687; VITURIANO, Hercília Maria de Moura; http://lattes.cnpq.br/3111752076395554; CRUZ, Mônica da Silva; http://lattes.cnpq.br/8916571577411585; CAVALCANTE, Luciana Rocha; http://lattes.cnpq.br/2078796781691951The research entitled Teaching the act of reading: a discursive methodological approach for classes of the 4th and 5th years of elementary school, a work developed within the scope of the professional master's degree, aims to understand the process of mediation of teaching the act of reading, from the perspective of discursive language, for students of the 4th and 5th year of elementary school, from a Basic Education Unit of the municipal education network of São Luís, with a view to the elaboration of didactic-methodological recommendations, for the teaching of the act of reading, materialized in a Didactic Notebook. To achieve what we propose, we chose action research as a methodology, in the collaborative aspect, based on Ibiapina (2008). Due to the scenario of the pandemic caused by Covid19, since the beginning of 2020, interactions with collaborating teachers took place virtually, through digital tools and applications such as Google Forms, Whatsapp and E-mail; we also used as data generation instruments: pedagogical meetings, narrative interviews and questionnaires. The theoretical foundations that helped us in this investigative path came from authors such as Bajard (2014; 2021), Curto, Morillo and Teixidó (2000), Jolibert (1994), Jolibert and Jacob (2006), Solé (1998), Smith (2003). that helped us to think about reading concepts and strategies throughout this work. From Geraldi (2000), Smolka (1993), who contributed with indispensable theoretical support on reading, in an interactive, discursive perspective of written language. Bakhtin (2016) and Bakhtin/Volóchinov (2006) that address the conception of language and the dialogic process in teaching, among other authors, which in the course of the process, became necessary. From the diagnosis with the teachers, we elaborated a didactic methodological proposal, materialized in a Didactic Notebook called: “The discursive perspective in teaching the act of reading, for teachers of the 4th and 5th year of elementary school: didactic-methodological recommendations The conclusions pointed out that the process of mediation of the teaching of reading, developed by the teachersof the 4th and 5th year of elementary school, in the researched school,have weaknesses andmistakes and do not adequately meet the proposal, for the formation of critical readers autonomous, which led us to the elaboration of the Didactic Notebook, containing theoretical recommendations and suggestions for activities, from the discursive perspective of language, aiming to advise teachers todeepen and broaden concepts and practices,towards the formation of student readers. It was also clear thatthe teachers managed to initiate a critical reflection on their classroom practice, based on the reading of the presented elements, in the proposed methodological didactic recommendations. Keywords:Item A CONSTRUÇÃO DO CONHECIMENTO FILOSÓFICO: um estudo da proposta de Matthew Lipman nos Anos Iniciais do Ensino Fundamental na Escola Unidade de Educação Básica Monsenhor Frederico Chaves em São Luís - MA(Universidade Federal do Maranhão, 2020-03-10) MATOS, Otainan da Silva; MELO, José Carlos de; http://lattes.cnpq.br/1282285394690979; MELO, José Carlos de; http://lattes.cnpq.br/1282285394690979; NUNES, Antônio de Assis Cruz; http://lattes.cnpq.br/2108242146594455; SOLVA JÚNIOR, Almir Ferreira da; http://lattes.cnpq.br/6839139546415569This investigation, transformed into a dissertation, aims to investigate how the Philosophy for Children program can contribute to Basic Education. Therefore, we aim to present the importance of its implementation in early childhood education institutions. Thus, this study talks about the application of the program created by Matthew Lipman, in the Monsenhor Frederico Chaves Basic Education School, to students of the 4th (fourth) year of the Initial Years. In order to achieve our purpose, we present theoretical and methodological discussions to assist in the construction and analysis of the results obtained in the field research, as well as the following question: the Philosophy for Children in public schools in Brazil, has some positive effect on the education of children. small children? Therefore, we resort to studies by authors such as Ariès (1978), Kuhlmann Jr. (1998), Plato (2010), Rousseau (2004), Silveira (2003), Brocanelli (2010), Sharp (1995), Passos, Kastrup and Escóssia (2015), among others. Philosophy for Children, which is the main theme of our work, has the prerogative of dialogue through the Research Community. With this proposal, the development of skills such as critical thinking, communication, cooperation and creativity is encouraged in children. In addition, we emphasize that the Research Community promotes higher order thinking, which in Lipman's conception is understood as thinking systematically. In this way, we seek to analyze how the application of this program helps in the development of children, in order to build a new teaching-learning perspective. In the methodological path, we used several steps, among them the method of cartographic procedure, which aims to go into the field to remove the theoretical part of the experience. Our data collection took place through photographic records, semi-structured interviews and questionnaires. Finally, we emphasize that this study demonstrates that this pedagogical proposal can be inserted in the school environment and in the curriculum as an integral part of Basic Education.Item Educação para a igualdade de gênero: desafios e perspectivas da ação docente na UEB Moranguinho(Universidade Federal do Maranhão, 2021-12-10) SOUZA , Letícia Régia Gomes; AMORIM, Elisângela Santos de; http://lattes.cnpq.br/3306324046955974; AMORIM, Elisângela Santos de; http://lattes.cnpq.br/3306324046955974; VALLE, Mariana Guelero do; http://lattes.cnpq.br/3306324046955974; MOTTA, Diomar das Graças; http://lattes.cnpq.br/2116765981459981; MARTINS, Marilda da Conceição; http://lattes.cnpq.br/8494018598780342; ANJOS, Elisa Maria dos; http://lattes.cnpq.br/4070742029237223This dissertation talk about Education for gender equality in the teaching action of male and female teachers. It aims to investigate the challenges and perspectives that male and female teachers and teachers face to develop an education in a perspective of gender equality between boys and girls, with a view to building a Book of Pedagogical Guidelines on the subject. It is a qualitative research of the action research type in interface with the critical-dialectical framework. As research participants we have a manager, a pedagogical coordinator and three teachers of the 1st year of Elementary School. We use the seminar as a research technique, for the mobilization and engagement of collaborators; and as data collection instruments we used semi-structured interviews. We used Content Analysis as a technique for interpreting the collected data. We found, with the support of the research collaborators, that the lack of inclusion of Gender and Diversity studies in Teacher Education; the conception of the parents; Cultural issues and Prejudice against Women are the main challenges that teachers and teachers face to develop an Education for Gender Equality. As well, dialogue and continuing education are the pedagogical strategies that will help teachers to face prejudice, discrimination and gender violence between girls and boys. The results of this investigation present indications for the urgency of the inclusion of the theme in the initial training courses of Pedagogy and the licentiates, as well as in the continuing education courses. It is worth mentioning that the findings perceived in the interviews were decisive for the construction of the themes discussed in the seminars held, because, in addition to valuing the listening that the data revealed, we also prioritized focusing on propositions that broke with the fear of working with gender relations, due to the lack of specific training. In view of the findings, we collaboratively build a Book of Pedagogical Guidelines in order to contribute to the inclusion of gender relations in teaching activities, in the fight against prejudice and gender inequality in the school context.Item Relações de gênero: discursos e práticas docentes em anos iniciais na UEB Dom Delgado(Universidade Federal do Maranhão, 2021-12-22) Sônia Giselly Karolczyk CORREIA; VALLE, Mariana Guelero do; http://lattes.cnpq.br/8516501386841758; VALLE, Mariana Guelero do; http://lattes.cnpq.br/8516501386841758; AMORIM, Elisangela Santos de; http://lattes.cnpq.br/3306324046955974; SILVA, Sirlene Mota Pinheiro da; http://lattes.cnpq.br/5068371548791071; NUNES, Antonio de Assis Cruz; http://lattes.cnpq.br/2108242146594455; MACHADO, Raimunda Nonata da Silva; http://lattes.cnpq.br/5162649800057919This research focuses on discourses and teaching practices about gender relations in the early years of elementary school. Its general objective was to collaborate in expanding and/or updating the knowledge of teachers from UEB Dom Delgado about the approach of gender relations with their students in the teaching/learning interactions, developing a product that seeks to help them in this process. This is a qualitative research of the participant type and is based on the post-structuralist conception, in dialogue with Peters (2000), Lopes (2013) and Silva (2015). The theoretical framework is based on gender relations with Nicholson (2000), Scott (1995; 1994), Louro (1997) Auad (2005), Lauretis (1987) and Tiburi (2019). About teacher training, support was sought in Tardif (2000), Imbernón (2011), Pimenta (1997) among others. As participants of the research we counted with the teachers of the 5th grade of elementary school, their respective students and the school manager. Observation, a mixed questionnaire and a semi-structured interview were used as instruments of data collection. Discourse Analysis (DA) was used as a technique to interpret the data collected. The research found that there is a scarcity of research on the subject in the Initial Years of Elementary School; that the speeches of most participants about gender relations with their students are related to situations of prejudice and discrimination regarding sexuality traits observed in the behavior of certain students; that most participants conceive gender relations as restricted to sexual identity and/or sexual orientation of people and do not recognize the other social aspects of existing gender relations. It is hoped that the product can help and encourage teachers to discuss the issues that permeate gender relations in the context of the early years.Item O coordenador pedagógico e a proposta curricular da rede municipal de educação de São Luís no contexto dos espaços formativos da escola(Universidade Federal do Maranhão, 2021-12-27) HABIBE, Cristiane Dutra Ribeiro; SANTOS, Maria José Albuquerque; http://lattes.cnpq.br/7813056400960470; SANTOS, Maria José Albuquerque; http://lattes.cnpq.br/7813056400960470; MELO, José Carlos de; http://lattes.cnpq.br/1282285394690979; OLIVEIRA, Márcia Betânia de; http://lattes.cnpq.br/7370309066861491; FERNANDES, Vanja Maria Dominices Coutinho; http://lattes.cnpq.br/8685001139434354; RODRIGUES, Sannya Fernanda Nunes; http://lattes.cnpq.br/5638131664583072The present search is a study about the pedagogical coordinator understood how to be former, articulator and transformer of the school´s actions. Shows like general objective: understand the action/acting of the pedagogical coordinators and the implement of the Curriculum Proposal of the Municipal Public Network of Education of São Luís with the Elementary School teachers in context of school´s formative spaces, aiming the construction of an educational product that can help them in your do pedagogical. This search lies anchored in theorists that dialogue in areas of pedagogical coordination, formation and resume: André (2003), André e Lüdke (2020), Apple (2005), Freire (2001, 2002, 2003), Imbernón (2009, 2010, 2011), Libâneo (2017), Placco (2003), Pimenta (2005), Sacristán (1999, 2013), Saviani et al. (2009), Saviani (2007, 2010a, 2010b, 2011), among others. The search subjects were ten pedagogical coordinators of the Elementary School. Is a search of qualitative approach, that has exploratory and descriptive character, being developed using digital tools and audio e video resources, in the face of Corona Virus Disease 2019 (Covid 19) pandemic. Therefore, the instruments of generation of data used were the questionnaire through Google Forms and interview by WhatsApp. The interpretation of data was realized through analysis of the answers of the participants willing through graphics, tables and description of your written and speeches. The systematization of data was realized through critical, reflective and interpretive analysis, reasoned in theorists contributions. The results found in the development of this search show the difficulties and challenges that has the pedagogical coordinator in the development of the actual Curriculum Proposal, since be a former teacher requires a continuous investigation process, study and search what the formative spaces can be enhancers reflection moments about teaching practice. The search was materialized by means of a Didactic-Methodological Propositions Notebook named: “The Pedagogical Coordinator’s Doing: from theory to formative action”, in which aimed give theorists and practical subsidies for the coordinator pedagogical action, aiming help him in your reflective e former action at school.Item O ENSINO-APRENDIZAGEM DE ESTUDANTES COM DUPLA EXCEPCIONALIDADE (TEA NÍVEL 1 /AHSD): uma intervenção pedagógica no Núcleo de Atividades de Altas Habilidades/Superdotação - NAAHS/MA.(Universidade Federal do Maranhão, 2021-12-03) CIPRIANO, Jailson Araujo; ZAQUEU, Lívia da Conceição Costa; http://lattes.cnpq.br/8327620256183656; ZAQUEU, Lívia da Conceição Costa; http://lattes.cnpq.br/8327620256183656; ROSA, Kaciana Nascimento da Silveira; http://lattes.cnpq.br/1938411783822467; DAMIANI, Magda Floriana; http://lattes.cnpq.br/9565345581329474; SILVEIRA, Francisca Moraes da; http://lattes.cnpq.br/0012238764045677; FERREIRA, Heridan de Jesus Guterres Pavão; http://lattes.cnpq.br/3143175326460687This dissertation aimed to develop a Notebook for Pedagogical Interventions in Socioemotional and Cognitive Skills, through educational interventions with the collaboration of NAAHS teachers, to assist in the teaching-learning process of students with dual exceptionality (TEA LEVEL 1 /AHSD). To that effect, this research is characterized as a pedagogical intervention. The research site was the Center for Activities for High Abilities/Giftness – Joãosinho Trinta – NAAHS. For our data collection we used instruments, observations, semi-structured interviews, semi structured questionnaires, focus groups and document analysis. Our research sample involved 03 (three) teachers, 01 (one) Pedagogical Coordinator and 01 (one) student with dual exceptionality (ASD level 1/High abilities and giftedness) enrolled in Basic Education, and who was necessarily attending the NAAHS. Qualitative data analysis was performed using Bardin's Content Analysis technique, and quantitative analysis was performed using graphs and frequency calculation, prepared using the Excel program. Interventions were collaboratively conducted in order to develop socio emotional and cognitive skills through applied research, which resulted in the Booklet for Pedagogical Interventions in Socio-emotional and Cognitive Skills. The research revealed that some socio-emotional skills are worked on by NAAHS teachers, and from the findings, it was obtained: 100% of teachers responded that they develop interventions to improve autonomy and self-confidence; 66.66% develop interventions to develop emotional stability and self-development. As for the student's needs concerning the psychosocial aspects demonstrated by the student, 100% of the teachers said that they have difficulty in social interaction; 100% said they have difficulty in making new friends; 66% expressed that they have a slight attachment to routines; 66.66% indicated that they have anxiety; 66.66% stated that the student has difficulty in showing affection; 66.66% stated that they have difficulty maintaining eye contact; and 66.66% stated that they have difficulty concentrating. From this investigation, it was found that the student with dual exceptionality needs interventions mainly to: strengthen conative and executive functions, anxiety, and self-esteem; to improve social interaction; to better understand and improve emotions; maintain eye contact; and to better understand figurative and non-verbal language. Our main results point to the need for adequate training and in-service training and for public policies that will be materialized in continuing education programs. Our study also revealed the absence of specific instruments to identify double exceptionality with Autistic Spectrum Disorder level 1 and high abilities/giftedness, confirming that these students need a correct diagnosis in order to implement specific interventions.Item Delineando os saberes da geografia escolar no curso técnico em meio ambiente do IFMA - Campus Buriticupu: projeto de trabalho uma proposta integradora(Universidade Federal do Maranhão, 2020-11-26) SILVA, Jucileide Melonio Pereira; SANTOS, Maria José Albuquerque; 040.566.803-10; http://lattes.cnpq.br/7813056400960470; SANTOS, Maria José Albuquerque; http://lattes.cnpq.br/7813056400960470; MELO, José Carlos de; http://lattes.cnpq.br/1282285394690979; MARQUES, Ana Rosa; http://lattes.cnpq.br/3043867865024680This study is originated from reflections on School Geography and its contributions to professional training. The research had as general objective to build a work project as an integrative practice from the teaching of Geography in the technical course in Environment of the Federal Institute of Education, Science and Technology of Maranhão. The specific objectives were: to identify the implications of School Geography for technical training in the Environment; to ascertain which geographic and environmental themes can be developed in a qualitative way contributing to the training of students and helping teaching practice; elaborate a work project as an integrative practice that allows the articulation of geographic, environmental and other areas. The methodology used was a qualitative approach, which constituted as an instrumental case study based on André (2005), Martins (2008) and Mazzotti (2006). The bibliographic research addresses School Geography based on Cavalcanti (2012), Callai (2000), Vlach (2004) and Vesentini (2004). About integrated curriculum, interdisciplinarity and work project, this research was based on Santomé (1998), Fazenda (2008), Hernández; Ventura (1998), and to substantiate the discussions on Professional Education, Ramos (2019), Cunha (2000; 2005) and Manfredi (2002) were the bases. The instruments used in the data production were observations held on the buildings of the studied institution and during the other research activities; interviews addressed to teachers and educators; and questionnaires applied to senior students of the course under study. To assess the data produced, we used the interpretative descriptive analysis, through which we describe the participants' reports and interpret them in the light of the theorists selected for such study. The research showed that Geography in collaboration with other disciplines can promote meaningful and articulated learning with reality, in addition to demonstrating the relevance of the collective work of teachers for the integrated curriculum, highlighting interdisciplinary activities as a way to promote more significant teaching, capable of awakening in students different perspectives of knowledge appropriation. The production of the data helped in the elaboration of the work project proposal for the Technical Course in Environment of IFMA/Buriticupu.Item A metodologia Webquest no ensino de biologia e perspectivas de aprendizagem: um estudo no 2º ano do Ensino Médio do IFMA Monte Castelo(Universidade Federal do Maranhão, 2020-08-06) SILVA, Rachel Bonfim da; BOTTENTUIT JUNIOR, João Batista; 829688023-72; http://lattes.cnpq.br/4828197220419425; BOTTENTUIT JUNIOR, João Batista; http://lattes.cnpq.br/4828197220419425; VALLE, Mariana Guelero do; http://lattes.cnpq.br/8516501386841758; CANTO, Camila Gonçalves dos Santos do; http://lattes.cnpq.br/7637826244661176The present research refers to the reflection on the WebQuest Methodology in the process of teaching and learning in the teaching of Biology in basic education. Another yes, our general objective of the research is to investigate the efficacy of the WebQuest Methodology in the teaching and learning process of Biology, specifically with students of the second year of high school in a public school in. The research also presents specific objectives, among them we have: a) to verify how the contents on the theme Kingdom Plantae with focus on the healthy food are being worked in the IFMA; b) Understand what teaching methodologies in the discipline of Biology are materialized to develop the theme Kingdom Plantae with focus on healthy eating is being developed in the school that will be investigated; c) Build a primer as guidance material on how to develop a fanzine on Kingdom Plantae with a focus on healthy eating in the discipline of Biology through a WebQuest, as well as our product will be the fanzine of local recipes on healthy and alternative foods. In order to achieve these objectives, we adopted a cyclical methodological method based on the Research-participant research method, with a predominantly mixed approach, that is quantitative and qualitative, our instruments and techniques to collect the data used in our research, were: participant observation, preliminary questionnaire, individual self-assessment questionnaire, group selfassessment questionnaire, and focus group interview. The subjects participating in the research consist of the Biology teacher, in the students of 1 group of the second year of high school of the Federal Institute of Maranhão (IFMA) in Monte Castelo. The results obtained allow us to conclude that the WebQuest Methodology is a potential educational strategy that motivates the process of teaching and learning in the discipline of Biology through the interaction with the Internet and the resolution of challenging activities that stimulate the construction of the abilities of the superior cognitive domain as analyze , to evaluate, to create, as well as, the skills of the 21st century and the formation of an active, autonomous, conscious and active creative student in their learning process.Item O ensino de língua portuguesa como língua materna, os gêneros textuais e a produção escrita dos alunos do 5º ano do ensino fundamental(Universidade Federal do Maranhão, 2019-08-29) SANTOS, Francinete Braga; FERNANDES, Vanja Maria Dominices Coutinho; 250368663-04; http://lattes.cnpq.br/8685001139434354; Fernandes, Vanja Maria Dominices Coutinho; 250368663-04; http://lattes.cnpq.br/8685001139434354; CRUZ, Mônica da Silva; http://lattes.cnpq.br/8916571577411585; CORREIA, Joelma Reis; http://lattes.cnpq.br/5031852893254269This study, entitled "THE TEACHING OF the PORTUGUESE LANGUAGE AS A MOTHER TONGUE, AND THE WRITTEN PRODUCTION OF STUDENTS OF THE 5TH YEAR OF ELEMENTARY SCHOOL”, its general objective is to develop the teaching of the Portuguese Language in a way that it articulates with writing in class through intervention in collaboration with the teacher, and the students of the 5th year of elementary school, with a view to the production of methodological orientation for the teaching of text production to these students. It is sub-divided into the following specific goals: To identify what are the activities of writing done in the 5th year, and how they result in the production of a text by the students of the public school in question; To analyse the teaching articulations of the teacher, noticing how they result in strategies for the teaching of the Portuguese language, by means of the analysis of the Portuguese Language text-book of the 5th year; To describe the way in which the sharing of the pedagogical work of the teacher encouraged the pupils to create texts in classroom, resulting in an improvement in the writing skills of the students of 5th year B of the school in question; Evaluate how their practices of day-to-day writing, taking into account the processes of planning, writing drafts, rewriting and correction of the text in classroom, resulted in the improvement of the students' writing skills. The theoretical methodological reference framework of the research for the achievement of the proposed objectives considers the studies of Flick (2009); Marconi, Lakatos (2017); Denzin, Lincoln (2006); Thiollent (1994); Ibiapina (2016). The authors who were the mainstay of the analysis, providing basis for the theoretical and methodological ground were Antunes (2003, 2010, 2014, 2017); Bajard (2014); Bakhtin (2010); Jolibert, (1994); Soares (2002, 2003, 2017); Koch (2012; 2015); Luft (2207); Geraldi (1981; 2011); Fayol (2014); Marcuschi, (2008), and Gregolin (2007), among others. The results highlighted the improvement in the learning of writing in the class of 5th year B, taking as reference the intervention process that had as main approach Action Research and as secondary approach Collaborative Research. The final conclusions show that Portuguese language teaching was focused on learning normative grammar, as a mother tongue, through textual genres. The written production practices of the 5th year students manifested during the intervention were presented by means of photographic records, pointing to autonomy in writing in daily school life, or putting the ideas expressed verbally on paper, or questioning the meaning of the words, punctuation and accentuation and other aspects. The students became more critical and responsible for improving their writing skills. The assistant professor has changed her posture, following up with the correction of the text by the student, with no markings in the text, from the search for regularities in the contructions that are registered by the students, considering the use of different text genres, including aspects of the study of the language and the aesthetics of the text, however, without focusing too much on correction.Item Música popular maranhense no ensino médio: um estudo pré-experimental com estudantes de Arte do Centro de Ensino Manoel Beckman em São Luís/MA(Universidade Federal do Maranhão, 2019-08-26) NASCIMENTO, Francisca Maria Lopes Menezes; QUADROS JÚNIOR, João Fortunato Soares de; 055709276-03; http://lattes.cnpq.br/3915193940262721; QUADROS JÚNIOR, João Fortunato Soares de; 055709276-03; http://lattes.cnpq.br/3915193940262721; ARANHA, Marize Barros Rocha; http://lattes.cnpq.br/9941662848304415; PADILHA, Antônio Francisco de Sales; http://lattes.cnpq.br/0984475664212794This paper aims to study the teaching of Música Popular Maranhense (MPM), or Popular Music from Maranhão, as a phenomenon of cultural identity and an important tool for human development in the teaching and learning process. With a great degree of aesthetic, poetic, and melodic symbology of regional popular culture, MPM possesses a rich and workable content in the classroom, in the Music component, one of the four artistic languages of the Art curriculum. The goal of the research is to comprehend how the pedagogic and didactic proposal, based on MPM, might influence the teaching and the Art students’ learning in the first year of Centro de Ensino Manoel Beckman, a Brazilian high school (Ensino Médio) in São Luís – MA. In order to do so, a pedagogic and didactic proposal was made, which was materialized in a Didactic Booklet, the object of didactic intervention in the subject. The theoretical framework included a discussion between Curriculum, Music, and Culture, emphasizing the new curriculum tendencies, from a historical, critical, and cultural perspective and reproduction field and symbolic creation, which were substantiated by Goodson (2001), Lopes and Macedo (2002), Moreira and Tadeu (2011), Libâneo (2014), among others. Subsequently, a reading concerning the historical context of the evolution of music teaching was made, using legal documents that oriented music education in Brazil. Regarding methodology, the study presents mixed approach, combining quantitative and qualitative emphases. Moreover, its nature and purpose are characterized as applied research (TAMAYO, 2004); whilst in the method, pre-experimental drawing was applied, with one natural group only, since it adapts the most to the model of the research (SAMPIERE, CALLADO, BAPTISTA, 2013). Results reveal influence in the process of teaching and learning, not only concerning the acquisition of knowledge about MPM, but also the evaluation of the Art as a school subject. It was possible to observe that regional music is not in the music repertoire of young people; however, it generated important benefits for their formation: sensibility, creativity, and integration in their school environment. The DVD highlighted that the experimental proposal based on MPM made the development of students’ abilities regarding music composition possible, thus broadening their investigation field.Item A Coordenação Pedagógica como Agente de Formação Continuada na Implementação da Lei nº 10.639/03 numa Unidade de Educação Básica do Município de Paço do Lumiar-MA.(Universidade Federal do Maranhão, 2019-08-15) LIRA, Ana Paula Bacelar de; NUNES, Antonio de Assis Cruz; 487.983.633-87; http://lattes.cnpq.br/2108242146594455; NUNES, Antonio de Assis Cruz; 487.983.633-87; http://lattes.cnpq.br/2108242146594455; SEGADILHA, Delcineide Maria Ferreira; http://lattes.cnpq.br/4517242437763711; SILVA, Marileia Santos Cruz da; http://lattes.cnpq.br/7265625064123652The research deals with the Pedagogical Coordination as an agent of continuous formation in the implementation of the Law 10.639 / 03. The general objective of the research was to build a Guide for Pedagogical Guidelines to support continuing education at the Olavo Melo Basic Education Unit in light of Law No. 10,639 / 03. The textual organization of the research was structured in five sections, including the introduction and the final considerations. The study begins by discussing the historical course of Law No. 10.639 / 03. Then, a dissertative description was made about the comprehension of continuing formation in the historical, epistemic and axiological perspectives. After the sections, considered more bibliographic, the research discussed the empirical part. This was materialized by a section, which was subdivided into four subsections. In the first subsection we gave a description of the research scenario. In the second subsection we describe about the research methodology. In the third subsection we discuss our analyzes and interpretations of the answers of the research subjects. In the fourth subsection we discuss the intervention, which was materialized through the Pedagogical Guidance Guide, which was the product of the research. To develop the research, we start from the following question: How can continuing education contribute to the implementation or implementation of Law No. 10,639 / 03 in the Olavo Melo Basic Education Unit? The main bibliographic sources used were: Candau (1996; 2001); Schön (1992); Costa (2004); Tanuri (2000); Demailly (1992); Oliveira (2016); Munanga (2006) and Gomes (2003, 2005). The research was constituted through an instrumental case study. The research subjects were the general and assistant managers, a pedagogical coordinator and three teachers. The data collection instruments were non-participant observation and structured interview. The representative forms of data analysis and interpretation were response tables and graphs. The research concluded that pedagogical coordination is a fundamental part in the development of continuing education based on the assumptions of ethno-racial relations is urgent, given that several teachers did not receive adequate training for its realization, thus requiring a professional articulator of such formations.Item O currículo de Filosofia na educação básica do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão: desafios e perspectivas da prática docente(Universidade Federal do Maranhão, 2019-08-06) HOMEM, George Ribeiro Costa; ANJOS, Elisa Maria dos; 006601387-94; http://lattes.cnpq.br/4070742029237223; ANJOS, Elisa Maria dos; 006601387-94; http://lattes.cnpq.br/4070742029237223; SEGADILHA, Delcineide Maria Ferreira; http://lattes.cnpq.br/4517242437763711; MENEZES, Marly Cutrim de; http://lattes.cnpq.br/0638846136714735This study deals with THE CURRICULUM OF PHILOSOPHY IN BASIC EDUCATION OF THE FEDERAL EDUCATION, SCIENCE AND TECHNOLOGY INSTITUTE OF MARANHÃO: challenges and perspectives of teaching practice. One research had as its general objective the proportion of curriculum resizing, through a product from curricular analyzes for the teaching of Philosophy in High School at IFMA - Santa Inês campus, based on the post-critical philosophical perspective. Therefore, beginning in the introduction, we situate a research. The following section discusses how the curriculum can be started as an instrument of power, based on Foucault's thinking about power relations, and how different modes of power are characterized. In the third section, consider the curriculum as a space for reflection, discussing the traditional Critical and Post-critical curriculum theories. Throughout the text, we present a discussion on the National Common Base Curriculum (BNCC), addressing the advances and challenges for curricular discussions in Brazil. In the fourth section, select an instance of the curriculum in IFMA, taking an approach to Vocational Education and the integrated curriculum within the Federal Institutes of Education, Science and Technology. In the last section, analyze and discuss the data collected throughout the research, pondering a classroom and ethos / philosophy issue, analyzing the perspectives and challenges of teaching from the post-critical analysis of the curriculum. To achieve this goal we have made a way for the teaching of philosophy. At this moment, the work proposal on a post-critical perspective is explained as an expedited instrument for teaching practice. Then, point to the process of reflection, analyze and discuss the dialogues experienced at the IFMA campus in Santa Inês, dialoguing about the research site. With the subjects and a classroom, we consider the place of intervention and the post-critical perspectives that can be experienced in the research. The research is quality, based on some steps of action research. To support this research, look for several sources that address the theme, especially as works by Foucault, Michael Apple, Jose Augusto Pacheco, Tomaz Tadeu da Silva, among others. To collect data, study official documents and semi-structured interviews with the research subjects. How were two classes of the 3rd year of high school. During a survey, the need to construct an educational model that could be able to create an attitude of change towards a saber and to train students able to break with the disciplinary power skills imposed by the engaged curriculum and adopt an posture of invention in the face of knowledge. Thus, based on these reflections, education is expected to be able to instruct much more disciplinary students, requiring remuneration or curriculum in these relationships.Item O ensino de ciências naturais e a organização do currículo escolar: um estudo sobre a prática docente de professores dos anos iniciais do ensino fundamental(Universidade Federal do Maranhão, 2019-04-01) OLIVEIRA, Ana Júlia Viégas Gomes; SANTOS, Maria José Albuquerque; 040566803-10; http://lattes.cnpq.br/7813056400960470; SANTOS, Maria José Albuquerque; 040566803-10; http://lattes.cnpq.br/7813056400960470; MARQUES, Clara Virgínia V. C. Oliveira; http://lattes.cnpq.br/0504326528660511; RODRIGUES, Sannya Fernanda Nunes; http://lattes.cnpq.br/5638131664583072The present master of dissertation has as its theme the study of Natural Sciences teaching in Elementary Years and the curricular organization and aims to investigate which teaching practices can be established for a curricular proposal, in which the teaching of sciences is an articulating component of theories and scientific practices that broaden world views favoring the formation of active and critical citizens. To base this work were brought the contributions of some authors of the area of Natural Sciences as Krasilchik (2000); (2002), Sacristán (2000), Didactics of the Natural Sciences, Geraldo (2009), and Educational Practice, the considerations of Zabala (1998). The field of study was a school in the city of Paço do Lumiar, Maranhão and the methodology was of the type of participant research, because during the research process there was interaction between the subjects surveyed teachers and students of the 5th grade elementary school. As the nature of the research is applied, because there was employment of knowledge in the course of the research. The approach of the study was qualitative and in relation to the specific objectives was exploratory. As a data collection technique, classroom observation, interview with teachers and focus groups with students were used. For data analysis and interpretation, categorization was used, in which it was possible to organize the answers in three categories of analysis for the interpretation of the data in light of the theoretical contributions used, field observations and responses of the interviews were organized in tables to highlight the similarities of the responses. It was noticed during the classes of Natural Sciences that there is predominance of an expositive teaching, in which there is not a concern in the diversification of the activities for the teaching of Sciences, in addition to which the curriculum of Natural Sciences is based predominantly in didactic book. Faced with this reality, in order to contribute to the development of new teaching practices in the teaching of Natural Sciences, the didactic Situation Book was elaborated with themes Natural Sciences for the 5th Elementary School, bringing didactic situations, with objects of knowledge related to the interests of the research subjects, in addition to being aligned with the National Common Base Curricular- BNCC. It is intended to enable the development of students with critical and reflexive postures.Item A metodologia webquest como estratégia de ensino motivadora da aprendizagem da leitura e da escrita no 5º ano do ensino fundamental(Universidade Federal do Maranhão, 2018-07-26) MENDES, Débora Suzane Gomes; BOTTENTUIT JUNIOR, João Batista; 829688023-72; http://lattes.cnpq.br/4828197220419425; BOTTENTUIT JUNIOR, João Batista; 829688023-72; http://lattes.cnpq.br/4828197220419425; MARQUES, Clara Virginia Vieira Carvalho Oliveira; http://lattes.cnpq.br/0504326528660511; MERCADO, Luís Paulo Leopoldo; http://lattes.cnpq.br/5780536667755396The present research refers to the analysis of the WebQuest Methodology in the teaching and learning process of reading and writing in Basic Education. Thus, the general purpose of this study is to investigate the efficacy of the WebQuest Methodology in the teaching and learning process of reading and writing, specifically with students of the 5th grade of a public school in São Luís – MA. The research also presents specific objectives: a) to verify students and teachers’ interests, motivations and difficulties related to the use of ICT in education; b) to develop a WQ in benefits of the teaching and learning practices of reading and writing for the 5th year of elementary school; d) to evaluate the contributions of the tasks proposed in WebQuest produced as motivating strategies in the teaching and learning process of reading and writing. In order to reach these objectives, we took a cyclical and methodological route based on the research method of Research-Strategic Action, with a qualitative approach, predominantly. The instruments and data collection techniques used in this research were: non-participant observation, participant observation, preliminary questionnaire, individual self-assessment questionnaire, group self-assessment questionnaire and focus group interview. The subjects participating in the research consist of a Portuguese teacher, a Computer Science teacher and sixty-six students from 3 classes of the fifth year of elementary school at the School of Application of the Federal University of Maranhão (COLUN/UFMA). The obtained results allow us to conclude that the WebQuest Methodology is a potential educational strategy, because it motivates the process of reading and writing through internet browsing and the resolution of challenging activities that stimulate abilities construction of the superior cognitive domain, such as analyzing, evaluating, creating, as well as, the skills of the 21st century and the formation of an active, autonomous, cognitive and active reader/writer in his/her reading and writing learning process.Item O ensino do ato de ler e escrever e o seu diálogo com as áreas do conhecimento no ciclo de alfabetização: uma experiência de intervenção(Universidade Federal do Maranhão, 2018-08-07) SILVA, Claudileude de Jesus; CORREIA, Joelma Reis; 619771873-15; http://lattes.cnpq.br/5031852893254269; CORREIA, Joelma Reis; 619771873-15; http://lattes.cnpq.br/5031852893254269; BRITO, Antonia Edna; http://lattes.cnpq.br/6330565088532183; COUTINHO, Vanja Maria Dominices; http://lattes.cnpq.br/8685001139434354ABSTRACT The research entitled "THE TEACHING OF THE ACT OF READING AND WRITING AND ITS DIALOGUE WITH THE AREAS OF KNOWLEDGE IN THE LITERACY CYCLE: AN INTERVENTION EXPERIENCE" has the general objective of developing a process of intervention in a group of the 3rd year of the Literacy Cycle, so that the teaching of the act of reading and writing are explored in areas of knowledge, contemplating the formation of readers and producers of texts. And of more specific character: to approach the theoretical-methodological conceptions on the teaching of the act of reading and writing so that this teaching is contemplated in the areas of knowledge; to identify the conceptions of reading and writing that base the literacy practices in the UEB Professor Rubem Almeida; to analyze the intervention process developed in a class of the 3rd year of UEB Elementary School Professor Rubem Almeida; to produce a Notebook with methodological proposals developed with students of the Literacy Cycle, in a class of the 3rd year of UEB Elementary School Professor Rubem Almeida. The research is an intervention type, based on the presuppositions of action research. As instruments of data generation, we used the semi-structured interview, the participant observation in the field diary. The subjects of the research were the literacy teacher, the children of the 3rd year of the Literacy Cycle and the researcher, who, due to the teacher's withdrawal in the third phase of the research, assumed the intervention process. As main interlocutors in writing this research we have Bakhtin / Volóchinov (2009) and Bakhtin (2003). It was also necessary in the dialogue for the reasoning and analysis of data Damiani (2012), Bogdan and Biklen (1994), Bardin (2010), Santomé (1998), Macedo (2004), Yunes (2003), Bajard (2014), Vygotski (1984), Tardif (2010), Curto, Murillo and Teixidó (2000), Colomer (2002), Fazenda (2013, 2014) We define as a locus of research the UEB "Professor Rubem Almeida" Luis, located in the neighborhood of Coroadinho. The results show that the teaching of reading and writing in the Literacy Cycle, more specifically in the third stage of this Cycle (3rd year), with a view to the formation of readers and text producers, can not develop from activities with a focus on signaling (emphasis on sound, letter and loose word) and with the responsibility of only one area of knowledge. It is possible to rethink the proposals of teaching and learning of reading and writing to be to form readers and producers of texts, recognizing that the child in the process of literacy learns by dialoguing and interacting among themselves and with others through of the diverse social and cultural interlocutions that are established in the process of appropriation of reading and writing.Item Uma doce melodia: uma proposta de educação musical através da flauta doce no Centro de Ensino Integral Professora Joana Batista Santos Silva em São Luís - Maranhão(Universidade Federal do Maranhão, 2018-07-10) BOGÉA, Diego Ted Rodrigues; ROCHA, Viviane Moura da; 232172940-68; http://lattes.cnpq.br/3891904380121711; ROCHA, Viviane Moura da; 965157083-00; http://lattes.cnpq.br/3891904380121711; NUNES, Antonio de Assis Cruz; http://lattes.cnpq.br/2108242146594455; PASCUCCI, Maria Verônica; http://lattes.cnpq.br/3080352531121653ABSTRACT This work deals with musical education through the teaching of sweet flute for young people of the Integral Teaching Center Prof.ª Joana Batista Santos Silva. In general, the text describes, historically, the construction of the flute instrument, its structural, mechanical and sound characteristics as well as the first initiatives of the instrument teaching in Brazil and indicates its applicability in the classroom. The flute was analyzed as a pedagogical instrument as well as peculiar characteristics such as its low cost, its simple handling and a repertoire that goes through several periods of the history of music which comes to potentialize the work of the musical educator with its students. Thus, for these and other aspects highlighted in the body of work, the flute is a viable possibility for the teaching of music and corresponds to a consistent work proposal for the Full Time Teaching Centers of the state public network of Maranhão. For this work to focus on musical learning through the collective teaching of flute in the school space, is based on the researches of Junior, Lorenzo and Tourinho (2009), Tourinho (2007); Cruvinel (2005), Galindo (2000) Oliveira (2011) and Taets (2012). The results of this initiative were weighted through participant observation, field diary and audiovisual record. In this way, we hope that this research will promote new perspectives for music education and also contribute to the democratization of music teaching in Brazilian schools.