https://repositorio.uema.br/jspui/handle/123456789/2238 2026-07-09T04:14:47Z 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 https://repositorio.uema.br/jspui/handle/123456789/6258 Título: (Re)significação do saber e do fazer-se professor na Educação Infantil a partir da autoformação docente Abstact: The main objective of this study was to analyze the self-training of early childhood education teachers through educational, social, and cultural dimensions, focusing on formative experiences constructed in the everyday context of teaching practices. Additionally, it aimed to develop a technical-technological product in the form of a Study Guide for the Self-Training of Early Childhood Education Teachers, based on the research findings, in order to contribute to emancipatory and reflective formative processes directed at teaching practice. The research followed a qualitative approach, with an interpretive nature, and was characterized as field research, based on Minayo (2010), André (1995), Triviños (2009), and Gil (2008). Semi-structured interviews were conducted with nine teachers from Unidade de Educação Básica (UEB) Cecília Meireles, in São Luís – MA. Data analysis was carried out using the content analysis technique, as proposed by Bardin (2016), enabling the identification of thematic categories based on the teachers' experiences. The results showed that self-training is configured as a plural, continuous, and situated process, nourished by experience, critical reflection, and interpersonal relationships within the school context. Grounded in authors such as Josso (2007), Loss and Caetano (2017), Loss (2021), Demo (2002), Ferreira (2013), Nóvoa (1999), Pineau (2006), and Freire (2019), among others who address the theme of self-training, the research reaffirms the importance of recognizing the teacher as an active subject in her own formative journey. The participants demonstrated that they rely on daily practices, peer exchanges, and experiential knowledge as legitimate sources of learning. As an outcome of the research, the Study Guide for the Self-Training of Early Childhood Education Teachers was developed, bringing together texts, formative proposals, multimedia resources, and spaces for self-reflection, structured around the teachers’ narratives and aimed at promoting meaningful and emancipatory practices. It is concluded that self-training processes, when recognized, valued, and encouraged, strengthen professional identity, promote the re-signification of pedagogical practice,and contribute to building a more humanized, critical, and socially committed early childhood education. 2025-06-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4957 Título: Discursos sobre o corpo humano nos livros didáticos de educação física dos anos iniciais do ensino fundamental Abstact: A research entitled <Discourses on the human body in didactic books of Physical Education two years of Fundamental Education= aims to analyze, from a theoretical-methodological perspective, the Cultural Studies in Education, the discourses on the human body present in didactic books of Physical Education two initial years of Fundamental Education provided in the municipal education network of São Luís, Maranhão, Brazil. Therefore, it is problematic that the knowledge about the human body presented to teachers and teachers will develop classrooms like students and students in the beginning years of Fundamental Education should go beyond biological knowledge, contemplating social, cultural and psychological knowledge, thus raising these students' knowledge. Our own body is bettering and caring for and positioning itself in the society in which we live, respecting its differences and the people in its own right. This is a documentary research, of a qualitative nature, that works with discourses and representations that need to be understood, analyzed and problematized, concerned with understanding relationships, values, attitudes, beliefs, habits and representations and from this set of human phenomena socially generated. As methodological procedures of the aforementioned documentary research, foram analyzed two manuals of the curricular component of Physical Education of the school More Buriti by author Marisa Martins Sanchez, editor Moderna, in the year 2021, two years initiating the Fundamental Education of the municipality of São Luís, Maranhão, Brazil. The study was based on the cultural curriculum of Physical Education, understood as a collective manufacturing, for collectiveness, cooperation and participation with current events and relevance for debates in the field of Physical Education. We conclude that a lesson that is proposed to be constructed as another, in the daily relations of school Physical Education, in which there are diverse, plural meanings and reconfirmation of differences. Thus, it will be important to expand the discussion of the topic of the human body in school, seeking to understand the body as historical, sociocultural, political and economic that transcends biological dimensions 2024-04-15T00:00:00Z