https://repositorio.uema.br/jspui/handle/123456789/1887 2026-07-09T02:20:41Z https://repositorio.uema.br/jspui/handle/123456789/6281 Título: Uso do hábitat e padrão de estruturação das assembléias de aves Charadriiformes (Charadriidae, Scolopacidae e Laridae) na Ilha de São Luís, zona costeira maranhense Abstact: The coastal ecosystem of São Luís Island harbors a diverse array of habitats utilized by Charadriiform birds during parts of their life cycle. These habitats are selected during the overwintering period based on food availability, refuge from predators, and suitability as stopover sites during migration. This study investigated the structure, diversity, and habitat preferences of Charadriiform bird assemblages in the coastal zone of São Luís Island across four distinct areas—Porto do Itaqui, Praia do Cajueiro, Ferry Boat, and Canal da Raposa—using 500-meter transects surveyed on foot and by boat between March 2023 and July 2025. Direct counting and bioacoustic methods were employed for species identification, and comprehensive statistical analysis was conducted using Generalized Linear Mixed Models (GLMMs). A total of 31 species were recorded, eight of which are classified as threatened at the national level. The Raposa area exhibited the highest species richness (31), followed by Porto do Itaqui (22), Cajueiro (19), and Ferry (18). Regarding maximum abundance across the areas, *C. pusilla* showed the highest count (8,000) at Cajueiro, while *Calidris minutilla* showed the lowest count (2) at Raposa. Of the 36 models generated, the GLMM accounting for the interaction between area and habitat—including time as a factor and a zero-inflated component—was identified as the most competitive model for explaining bird diversity. Porto do Itaqui stood out in pairwise comparisons of diversity indices among the areas, demonstrating greater evenness between diversity and abundance. Regarding habitat preference, *C. pusilla* was primarily associated with "Lavado" (LAV) and mangrove (MAN) habitats, while *C. semipalmatus* and *A. interpres* preferred dune habitats with temporary lagoons (DLT). *C. cirrocephalus* in Sea and River (MR) and Sandy Intertidal Zone (ZIA) habitats; *P. simplex* in Beach (PRA) habitat; *L. atricilla*, *G. nilotica*, *S. superciliaris*, and *S. antillarum* in Sea and River (MR) habitats; *C. canutus*, *T. acuflavidus*, *S. hirundo*, and *R. niger* in Beach (PRA) and Sandy Intertidal Zone (ZIA) habitats. The results underscore the importance of coastal environments in Maranhão in the face of anthropogenic threats to habitat quality at migratory bird wintering and stopover sites, contributing relevant information to conservation policies for the study areas—such as the National Coastal Management Plan (PNGC) and the Coastal Management Law (Law No. 7.661/1988)—given that these habitats are crucial for population continuity during migration, particularly for species experiencing population declines, such as *C. pusilla*, *S. antillarum*, and *C. wilsonia*; the study also supports monitoring efforts for the National Action Plan (PAN) for the Conservation of Migratory Birds. 2026-02-02T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6275 Título: A RETIRADA OU A MANUTENÇÃO DO THE: reflexões sobre a democratização do ensino musical dentro dos paradigmas neoliberal e da colonialidade do saber a partir de um estudo das Licenciaturas em Música presenciais da cidade de São Luís/MA Abstact: The Specific Skills Test (THE) in music is a theoretical and practical exam used to assess whether candidates possess sufficient basic musical knowledge to successfully complete the Music Education degree program. This research is justified by the need to analyze how retaining or eliminating the THE affects student enrollment and the democratization of access to music education. The study employs a qualitative, exploratory methodology based on questionnaires and interviews with professors from UEMA and UFMA, seeking to understand their perceptions of the test. It examined the views of music professors at UEMA and UFMA regarding the THE as a selection tool for music education degree programs. Data collection was conducted via an online questionnaire emailed to program coordinators. Participants argue that the test evaluates prior musical knowledge essential for mastering technical courses, ensuring alignment between the program's profile and that of incoming students. The THE can serve as a diagnostic tool and foster technical maturity. Some participants advocate for the complete elimination of the THE to democratize access. Others propose hybrid models that combine traditional criteria with the assessment of diverse experiences, popular repertoires, and broad cultural expressions 2026-01-05T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6274 Título: Colégio de Aplicação e Escola Técnica da Universidade Federal do Maranhão (COLUN/UFMA): a práxis da gestão escolar Abstact: This study is titled “University Laboratory and Technical School of the Federal University of Maranhão (Colun/UFMA): the praxis of school management” It aims to analyze the management praxis developed at Colun from 2022 to 2025. The study is guided by the following research question: How is school management developed at Colun/UFMA? Initially, it is assumed that this management develops within a context of contradiction, revealed by the conflict between the proclaimed rhetoric of democratic public education management and the praxis of the managerial model in education. The investigation adopts a critical-dialectical approach and uses document analysis and interviews as its main research techniques. The theoretical framework is grounded in authors such as Saviani (1984), Dourado (2007), Sander (2007), Russo (2004), Paro (2012) and Souza (2025), among others, as well as in legal regulations and official documents that regulate and guide school management practices. For data systematization, the study draws on the content analysis perspective proposed by Bardin (2016). As a Technological and Technical Product, the study includes the development of an instructional booklet entitled “Day-to-Day School Management”, aimed at guiding and promoting democratic management practices in schools. The booklet may be distributed in print or as a digital book. The findings indicate that, although official documents and the statements of research participants refer to dialogical and democratic principles and practices, school management at Colun/UFMA still retains deeply rooted practices associated with the managerial paradigm, characterized by hierarchical processes, limitations on decision-making autonomy, and fragmentation of school management actions. 2026-03-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6272 Título: A hanseníase em livros didáticos de biologia do município de Bacabal, Maranhão Abstact: The interface between the fields of Health and Education, particularly in the teaching of Biology, represents a challenge within the Brazilian educational system due to its complexity. Leprosy, as an infectious, contagious, and chronically evolving disease, remains a public health problem not only because of its magnitude, but also due to its disabling and stigmatizing potential. In this context, understanding how this topic is presented in Biology textbooks becomes fundamental for strengthening school-based health education actions. This study aimed to analyze how leprosy is addressed in six high school Biology textbooks used in nine public schools in the municipality of Bacabal, in the state of Maranhão, and, based on the results obtained, to construct a pedagogical proposal from a theoretical perspective aimed at encouraging Basic Education teachers to problematize leprosy in Biology classes. This is a qualitative study with a documentary theoretical-methodological perspective. Data analysis was guided by the Content Analysis technique. The results revealed the absence of information on leprosy in the analyzed textbooks, with only generic content related to microorganisms being identified. This gap indicates the invisibility of the topic in Biology classes, limiting school health education actions regarding neglected diseases such as leprosy. The study points to the need for revision and updating of textbook contents, aiming at articulating Biology teaching with the real demands of local public health. The Biology textbooks used in Basic Education and distributed in nine schools in the municipality of Bacabal, Maranhão, need to be revised so that they can address this disease carefully from both biological and sociocultural perspectives. Based on the documentary analysis carried out in this master’s dissertation in Education, it is argued that these textbooks present to Brazilian society, and more specifically to Maranhão society, a simplistic view filled with conceptual absences regarding infectious and parasitic diseases, and, most alarmingly, they present no information whatsoever about leprosy. Regarding the sociocultural content of leprosy, silence and absence are evident in the discussion of important aspects such as epidemiology, prejudice, stigma, and discrimination. Such content was not valued, and it is argued that this occurs because leprosy has historically been silenced due to socially, culturally, and politically produced prejudice and stigma. What became evident in the educational documentary research conducted is that the discursive reality inscribed in the six Biology textbooks constitutes an intentional action of total erasure of the theme “leprosy,” pointing to a conceptual negligence on the part of the textbook authors. This evidence further reinforces the need for updating and continuing education of these authors, since they were trained at the undergraduate teaching level. The educational product entitled “The discussion of leprosy in Biology teaching” is a discursive materiality constructed to minimize the absence of biological, social, and cultural information about leprosy detected in the analyzed textbooks. It is expected that this Technical and Technological Product will assist Basic Education teachers in the municipality of Bacabal, Maranhão—and, on a broader scale, teachers throughout Brazil—in implementing problematizing, reflective, critical, and citizenship-oriented discussions in their Biology classes about this complex collective health condition known as leprosy. 2025-12-30T00:00:00Z