https://repositorio.uema.br/jspui/handle/123456789/2239 2026-04-02T14:32:50Z 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 https://repositorio.uema.br/jspui/handle/123456789/4236 Título: Gestão de recursos públicos no âmbito da gestão escolar na perspectiva democrática: uma análise do Programa Dinheiro Direto na Escola (PDDE)em uma escola na rede municipal de Paço do Lumiar/MA Abstact: This Dissertation aimed to analyze, in the light of the principles of democratic management, the management of resources from the Dinheiro Direto na Escola Program (PDDE) in a school of the municipal public teaching network of Paço de Lumiar/MA in the period from 2016 to 2021, seeking to understand how the school community participates, through representatives of the School Board in the management of resources. They gave theoretical-conceptual support to the understanding and analysis of the phenomenon, Araújo (2010; 2013; 2018); Abrucio (2005, 2010); Golden (2007, 2010, 2014, 2016); Paro (2002, 2007, 2009, 2016); Fleury (2003); Lück (2009), in addition to others. The research adopted a dialectical look (KOSIK, 2007) and a qualitative approach, using observation, document analysis and semi-structured interviews as procedures, using content analysis for data analysis and systematization, based on Bardin (2016) and Franco (2008). The school manager, pedagogical coordinator, teachers, and members of the School Council, representative of the Secretary of Education of the Municipality SEMED, participated in the research. The study found the importance of democratic management of education and the public school, as bases that support participatory democracy, as well as the role of collegiate bodies representing the school community in the organization of the school management system, particularly in the management of financial resources of the PDDE. The evidence pointed out in the investigation leads to the conclusion that the principles of school management from a democratic perspective are still poorly understood by the community, particularly the instances represented in the School Council, which points to enormous challenges in the sense of guaranteeing the effective participation of the community, both in the organization of the school management system, as well as in the management of the PDDE Resources in the school. This confirms the need and importance of continuing education at school, with a view to fostering theoretical-practical and critical content for effective community participation, both in administrative and pedagogical management, and in the management of PDDE resources. As a contribution, a Technological Technical Product (PTT) was prepared, containing a proposal for a Training Plan for School Counselors to subsidize continuing education at school. It is a pedagogical notebook with theoretical/practical guidelines, drawn from the results of research in the field school, as well as the legal foundations of education and literature on the subject 2023-06-22T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4154 Título: Avaliação da aprendizagem na transformação social: uma análise das práticas avaliativas em uma escola, no município de Uruçuí – PI Abstact: The present study with a concentration area in management and teacher training in Basic Education, is linked to the line of research in educational and school management of the Graduate Program in Education at the State University of Maranhão (UEMA) and is constituted from the interest in knowing what are the conceptions of the manager, coordinator and teachers of the initial years of Elementary School, of a public school of Uruçui-PI, have on learning evaluation. It recognizes the importance of all types of assessment but focuses on the one that corroborates teaching-learning, bringing critical and conscientious reflections. For this, it sought to understand the most diverse conceptions that guide the pedagogical practice of these professionals in order to find mechanisms for improving the quality of learning assessment in accordance with the reality experienced in the school context. The research has as main objective to analyze the conceptions of the manager, coordinator and teachers, of a public school that offers the Initial Years of Fundamental Education, about the evaluation of learning. identifying possibilities and notes necessary for social transformation, with the purpose of contribute to knowledge through awareness-raising evaluative processes that promote quality learning assessment. For this, it has a theoretical and historical survey on the evaluation of learning. As a theoretical framework, it is drawn from the contributions of authors such as Hoffmann (2011; 2019), Luckesi (2009; 2011: 2014). Saul (2008; 2010; 2015; 2016), Freire (1976; 1997; 2014; 2018; 2019; 2021), Romão (1998; 2020), among others. It uses as methodology the field research defended by Gil (2008), from a qualitative approach conceptualized by Minayo (2007) and Teixeira (2013). As a data production technique, the semi-structured interview based on Minayo (2007). For data analysis and discussion, it relies on the principles of content analysis in Bardin (1979: 2016), with which we can trace the discussion of results into categories. The data produced indicate the importance of knowing what the conceptions of the manager, coordinator and teachers are of the researched school, and from them, to analyze, reflect and suggest new ways of perceiving the evaluation of learning. thus strengthening the debate on the researched theme. It also informs the relevance of a product that enables studies and guidance on social transformation from an emancipatory perspective through a notebook with guidelines, meeting the guidelines of the legislation 2023-06-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4111 Título: O Projeto Político Pedagógico e sua inter-relação com os princípios da gestão democrática: uma análise em uma escola pública municipal de São Luís - MA Abstact: This research is part of the Graduate Program in Education - PPGE of the State University of Maranhão - UEMA, and is entitled "THE POLITICAL PEDAGOGICAL PROJECT AND ITS INTER-RELATIONSHIP WITH THE PRINCIPLES OF DEMOCRATIC MANAGEMENT: an analysis in a municipal public school of São Luís – MA”. The research has as primary objective: to analyze the process of updating the Political Pedagogical Project of a municipal public school in São Luís - MA, identifying the established interrelation of this process with the principles of Democratic Management. In order to achieve this proposal, it is defined as secondary objectives: to present a historical clipping on the transition from school administration towards Democratic Management, in view of the historical, political and economic conditions that interfered in this process; to know the concepts of Democratic Management that underlie the materiality of Pedagogical Political Projects, having as criteria the principles of autonomy, participation and decentralization; discuss the pedagogical, political and methodological assumptions that guide the updating of the Political Pedagogical Project and produce a training proposal with the purpose of assisting in the construction or updating of the Political Pedagogical Project based on the principles of Democratic Management. By developing a State of Knowledge, it was possible to consolidate some authors that guided the research, such as: Alarcão (2001); Cury (2002; 2013 and 2015); Demo (1985; 1995; 1997 and 1999); Dourado (2004; 2006 and 2007); Drabach (2009; 2010 and 2013); Ferreira (2004 and 2009); Gadotti (1994; 1997 and 2000); Time (2012); Libâneo (2012; 2013 and 2015); Luck (1991; 1997; 2009; 2013a;2013b and 2017); Oliveira (2004; 2014 and 2015); Paro (1993; 1998; 2007; 2012 and 2016); Rosar (2001; 2012; 2015 and 2017); Veiga (2003; 2009; 2013 and 2019); Vasconcellos (2002 and 2019). The adopted methodology has a qualitative approach, with the dialectical analysis method, it also has a descriptive and explanatory analysis procedure and was carried out in the case study format. Regarding the construction of the research, a survey of bibliographic and documentary references was used. In the context of the field research, the data collection instruments were structured interviews, questionnaires and a focus group, and the target audience of these instruments was a group of teachers, management, the pedagogical monitoring technique of the network and parents. Regarding the definition of the researched institution, it was a school (more specifically an annex), which is part of the public education network of São Luís - MA, which works with students in the early years of elementary school. Regarding the data analysis, the content analysis procedure was used in order to seek the meanings of the speeches and responses obtained. The research had six sections, the first is the introduction, the second section deals with the modification of the paradigm of school administration towards Democratic Management and the context of redemocratization in Brazil, the third deals with an analysis of the theme of democratic management, the fourth deals with the aspects that make up the Political Pedagogical Project, the fifth focuses on the analysis of the results of the field research, the sixth brings the conclusions of the current study. The results obtained reveal that the PPP theme still faces fundamental difficulties for implementation in the school context. It is also noteworthy that the research has the construction of a Pedagogical Product, this is a proposal for training with the topics covered in the context of the research 2022-09-16T00:00:00Z