https://repositorio.uema.br/jspui/handle/123456789/2238 2026-08-18T21:01:05Z https://repositorio.uema.br/jspui/handle/123456789/6377 Título: A valorização do trabalho docente na educação infantil: reflexos na prática pedagógica do professor em Timon-MA no período de 2014-2022 Abstact: This study delves into the "Valuation of teacher work in Early Childhood Education in the municipality of Timon/MA", between 2014 and 2022, emphasizing the goals related to the valuation of teachers, accordingly to the new National Education Plan (PNE), Act 13.005/2014. This research aimed to address the following question: How does the valorization of teacher work manifest itself in pedagogical practice in Early Childhood Education in Timon, MA? The study then sought to investigate the valorization of teacher work and its impacts on pedagogical practice in Early Childhood Education in Timon, MA, during the period of 2014-2022. As specific objectives, there were: Identify the effects of teacher valorization on pedagogical practice in Early Childhood Education; Describe actions related to the professional valorization of Early Childhood Education teachers in Timon, MA, as outlined in the Career, Positions, and Salary Plan (PCCS); Analyze public policies related to the professional valorization of teachers, taking into consideration the proposals put forth in official documents at the national, state, and municipal levels from 2014 to 2022; Develop and implement a teacher training program for Early Childhood Education, focusing on the policy of teacher work valorization. Based on a qualitative research with an exploratory approach conducted in five Early Childhood Education preschools in Timon, MA. In addition to that, semi-structured interviews were conducted with seven Early Childhood Education teachers, the Secretary of Education, and the President of the Teachers' Union in Timon. The interview data were processed through content analysis, a technique used to code and categorize the statements of the interviewees, enabling an analysis of the valorization of teacher work in Early Childhood Education, as well as the analysis and processing of empirical and documentary material. Based on the analysis provided by the research participants and authors who address the valorization of Early Childhood Education teachers, as well as official documents such as the 1988 Constitution, the LDBEN No. 9.394/1996, and the PNE (2014-2024), PME of Timon Maranhão (2015-2025), among others, it was found that teacher valorization in the municipality of Timon advanced in some aspects: (i) salary remuneration, which includes compliance with the teacher Minimum Wage policy and the creation of a Career, Positions, and Salary Plan; (ii) investment in ongoing professional development for Early Childhood Education teachers. However, it was noted, based on the teachers' statements, that there is precarity regarding (i) physical infrastructure conditions and (ii) pedagogical resources, which hinder the quality of pedagogical practice and affect the children's development and learning rights. (iii) It was also observed that excessive demands and the lack of physical working conditions for Early Childhood Education teachers lead to health problems. Regarding to the description of actions in the (PCCS), it was noted that there was a restructuring of the document, which expanded improvements for the teaching career, such as creating classes, leave for ongoing professional development, gratifications based on qualifications, and compliance with the minimum wage, among others. As for documents related to national, state, and municipal teacher valorization goals, some progress was observed regarding remuneration and ongoing professional development, while others remained stagnant. Thus, it can be concluded that teacher valorization policies in the municipality of Timon, MA, have made partial progress in terms of remuneration compliance and the provision of ongoing training for Early Childhood Education teachers. However, without the necessary working conditions, pedagogical teaching practices are limited, leading to repercussions on children's learning. In this regard, full infrastructure, pedagogical, and material conditions, as well as special attention to the mental and physical health of teachers, are necessary to provide quality education to children. 2024-03-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6372 Título: O uso de metodologia Design Thinking na orientação do TCC no IEMA: contribuições para a formação do professor Abstact: La presente investigación tuvo como objetivo general analizar la metodología Design Thinking y la formación de docentes para la orientación del TCC en IEMA. La motivación nació del contexto profesional en el que trabajo. El Instituto Estatal de Educación, Ciencia y Tecnología de Maranhão (IEMA) y requiere el Trabajo de Conclusión del Curso (TCC) que involucra emprendimiento, innovación, el Objetivo de Desarrollo Sostenible (ODS) y Design Thinking. Con este fin, IEMA promovió un curso de capacitación sobre esta metodología y una tutoría para maestros sobre la metodología. La presente investigación tuvo como objetivo indagar en este proceso formativo y sus aportes a la formación docente y desarrollar un producto técnico y tecnológico a través de dicho análisis. Para lograr este objetivo, se optó por una investigación implícita con un enfoque cualitativo. En la recolección de datos, se utilizó un cuestionario a través de formularios de google y entrevistas individuales con los participantes. Para analizar los resultados, se utilizó el análisis de contenido, que originó tres categorías: 1) Comprensión sobre la formación docente y la metodología Design Thinking; 2) Percepción de los profesores del IEMA sobre la Metodología Design Thinking; 3) Contribución de la Metodología Design Thinking al proceso de formación docente en la orientación del TCC. La comprensión de estas categorías fue teóricamente apoyada con el diálogo con los autores: Pischetola y Miranda (2021), y Bacich y Moran (2018), Adorno y Horkheimer (1985), Ciavatta y Ramos (2011), Charlot (2013), Manacorda (2013), Saviani (2007), Godotti (2009), Cunha (2000), Manfredi (2000), Paulo Freire (1985), Demo (2014), Candau (2014), Gatti (2018), Maseto (2010), Barbieri (2020), Kronemberger (2019), Rock (2018), Brown (2020), Zeichner (2010), Garrido Pimenta (2005), Mizukami (2003), Ghedin (2006) e Tadhei (2018). Los resultados revelaron que la formación en Design Thinking (curso y mentoring) necesita ser ampliada, llevando a su marco un marco teórico y no restringido al dominio técnico de la metodología en cuestión. Otro aspecto revelado es que la institución cuenta con un cuadro de docentes en el que la mayoría son profesores becados, lo que impacta en el proceso de formación a mediano y largo plazo, ya que el docente no tiene un vínculo efectivo. Fue posible percibir que el proceso de construcción del TCC (cursos y mentoría) contribuyó para la educación continua de los docentes, cuando indican un rediseño en sus prácticas en el aula. A través de este resultado, se elaboró el producto educativo titulado Metodología “Design Thinking en el TCC del IEMA: Aportes de la Formación del Profesorado” y tiene como objetivo contribuir a la formación de profesores en el proceso de orientación del Trabajo de Conclusión del Curso (TCC) de estudiantes del Instituto Estatal de Educación, Ciencia y Tecnología de Maranhão (IEMA). 2023-01-01T00:00:00Z 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