https://repositorio.uema.br/jspui/handle/123456789/2217 Thu, 07 May 2026 08:39:19 GMT 2026-05-07T08:39:19Z http://repositorio.uema.br:80/jspui/retrieve/1182f3ce-763a-4104-babe-2873cafd6bed/Captura de tela 2024-06-17 114427.png https://repositorio.uema.br/jspui/handle/123456789/2217 https://repositorio.uema.br/jspui/handle/123456789/6066 Título: Terreiros de mina de São Luís - MA: lugar sagrado, espaços de cultura e resistência Abstact: Tambor de Mina is an Afro-Brazilian religious manifestation typical of Maranhão, which emerged in São Luís during the period of slavery, by Africans and their descendants, where voduns, orixás and caboclos are worshipped. The arrival of these new residents in the capital changed the way of life of the people who identified with the tradition, as they brought with them habits and traditions from their homeland, such as customs, culture and religion. However, the terreiros de Mina have established themselves not only as a sacred space, but also as a space of resistance. In this context, according to historical accounts, its origins lie in the memory of various fathers and sons of saints, who have a religious background and were spiritually prepared by their ancestors. It is worth noting that this religion has a direct link with Catholicism, since its festivals always refer to the Catholic Church's calendar, in which rituals such as the litany are present at the opening of services. The terreiros are made up of a cultural plurality, since the knowledge of religiosity represents their identity and their life trajectories, based on the sacred place and the way they resist. In view of this, the study of Mina terreiros, in all their aspects and cultural productions, serves to combat the practices of religious intolerance experienced by axé practitioners, through constant struggles against years of distorted stories about their manifestations of faith. In this work, we have tried to offer an overview of the Mina terreiros of São Luís as sacred places, presenting the Tambor de Mina in all its diversity Mon, 11 Mar 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6066 2024-03-11T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6064 Título: Educação Quilombola e Geografia Escolar: um estudo na Escola Rosa Paixão Garcez, Juçatuba-MA Abstact: Education plays a fundamental role in the formation of an individual's identity. Through the educational process, students acquire knowledge that influences and shapes their identity, as well as their beliefs, values, and behaviors throughout their lives. In general, this educational role is performed by disciplines that we call human sciences. These disciplines aim to provide students with the ability to interpret the world and understand the cultural, social, and historical processes and phenomena that make up society. Geography is a science in the area of human sciences with a great capacity for positive collaboration in the ethnic and racial issues of society, and is therefore a school discipline of great relevance for the formation of students' social identity. When we relate the teaching of Geography in schools to the issues of constructing the cultural identity of children and adolescents within a school located in a remaining quilombo community, it is necessary to study the contributions of geography teaching to quilombola school education, seen as an element that strengthens identity. The present study aimed to verify whether the contributions of Geography teaching at the Rosa Raimunda Paixão School, located in the quilombola community of Juçatuba - MA, to the formation of the quilombola cultural identity. The research was of a qualitative and quantitative exploratory nature, for this purpose, bibliographical research, visits to the school and interviews with students and teachers were carried out. The difficulties encountered demonstrate challenges that need to be overcome, for example, the lack of teachers specialized in the subject of Geography and a pedagogical practice that explores culture and history composes Thu, 19 Dec 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6064 2024-12-19T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6063 Título: Uso de dados Meteorológicos de São Luís (MA) como subsídios à educação ambiental no Campus Paulo VI Abstact: This study investigates the interactions between human activities and urban climate dimensions in São Luís, MA, using Monteiro's Urban Climate System (UCS) as an analytical model. The research is conducted in two main stages: a literature review and the collection and analysis of meteorological data for the period from January 2019 to December 2023, obtained from the INMET portal. This data is processed and presented in tables using Office 365 software. In the second stage, the research includes the application of questionnaires, tabulation and processing of responses, with the aim of assessing the impact of weather forecasts on the daily lives of the population. The analysis of historical temperature data between 2019 and 2023 is carried out using the AVERAGE function in Microsoft Excel, allowing the calculation of annual temperature averages and a detailed assessment of climate variations over the years. The study emphasizes the importance of precise methods for climate analysis and highlights how these methods can be adapted to different parameters and environmental contexts, contributing to the understanding of climate trends in São Luís Tue, 17 Dec 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6063 2024-12-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6059 Título: A ausência da geografia do Maranhão no currículo escolar: um estudo de caso nos anos finais da escola UEB Santa Clara, São Luís/MA Abstact: This study investigates the presence and/or absence of the Geography of Maranhão in the curriculum of the final years of Elementary Education, using UEB Santa Clara, in São Luís/MA, as a case study. The central objective was to understand the reasons and implications behind this curricular presence or absence, observing its effects on students’ geographical formation and on the construction of a Maranhão-based identity. This qualitative research employed document analysis, interviews, questionnaires, and classroom observation, articulating the prescribed curriculum with the practices actually implemented. The results showed that, although documents such as the National Common Curricular Base (BNCC), the Curricular Document of the Territory of Maranhão (DCTMA), and municipal guidelines acknowledge the importance of the local territory, the presence of Maranhão’s geography remains minimal, fragmented, or nonexistent in lesson plans, textbooks, and teaching practices. The study also found that students demonstrate low familiarity with regional content, reinforcing the gap between school and lived reality. It is concluded that this invisibility is structural, resulting from the combination of homogeneous curricular policies, lack of state-level teaching materials, and insufficient teacher training regarding local content. The study points to the urgent need for curricular reorganization that considers the territory of Maranhão as an essential component of learning, contributing to contextualized pedagogical practices and to the strengthening of local identity and sense of belonging. Tue, 09 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6059 2025-12-09T00:00:00Z