This article is entitled NARRATIVAS DE PROFESSORAS DA EDUCAÇÃO INFANTIL: a
formação continuada do vivido ao legal, and is justified given the need to discuss the policies
of continuing education of teachers of Early Childhood Education from a perspective of
humanizing education, considering the specificities of teachers and children as historically
situated subjects. It aims to answer the following research problem: In what way are
continuing education policies present in the narratives of Early Childhood Education teachers
as a possibility for humanizing education? The general objective of this arcticle is to analyse
the narratives of early childhood education teachers in order to understand continuing
education policies from a humanizing perspective, as well as to identify the conceptions of
child/infancy present in the policies for continuing teacher training; to discuss Critical
Historical Pedagogy and Cultural Historical Theory as the foundations for understanding the
continuing training of Early Childhood Education teachers to describe the continuing
education policies offered by Early Childhood Education based on the teachers' narratives and
to elaborate, based on the analyses carried out, a proposal for continuing education for Early
Childhood Education teachers, which enable a humanizing education. We have used Saviani
(2020, 2018, 2017, 2013, 2007, 2005); Vygotsky (2018, 2010, 2003, 2000, 1995, 1991);
Duarte (2013, 1996); Malachen (2016), Martins (2018), among others, as well as others so as
to ensure laws that have guided teacher training since 2014. The teachers' narratives show that
they have advanced in their perception of children and Early Childhood Education compared
to the beginning of their careers. However, in formal educational practice, the naturalizing
perspective of development stands out. Therefore, continuing training for Early Childhood
Education teachers is a necessity in order to carry out humanizing practices that consider
children in their realities. To this end, Historical-Critical Pedagogy presents itself as a
pedagogical concept capable of confronting the hegemonic discourse, providing a critical
understanding of education, from its theoretical foundations to its final social practice, in a
conscious and intentional way involving the interrelationship between theory and practice.

The work seeks to analyze how the ongoing training of teachers in the early years of Elementary
Education, in Mathematics, has contributed to improving the quality of the teaching-learning
process in this area. The research field is the Integrated Unit Augusto Cury, in the municipality
of Alto Alegre do Maranhão. We analyzed ongoing training for the teaching of mathematics in
the early years of elementary education, taking as parameters for the study of the object the
conceptions of ongoing training, official policies of ongoing training for Mathematics
Education, and the theoretical-methodological and epistemological assumptions that guide the
pedagogical practice of the school's teachers. We began our study by addressing human
formation in general and how it has been configured over the years, bringing to the center of
the discussion the capitalist production model, neoliberal society, and its implications for this
formation. After this first discussion, we directed the writing towards the educational field,
addressing the training of the pedagogue and the entire historical process that marks pedagogy
as a university course, which trains teachers to work in the early years of Elementary Education.
We also discuss the educational business reforms that ultimately result in current educational
policies that increasingly attribute a commodity character to education. Still, in the theoretical
part, we discuss the formation of the teacher who teaches Mathematics in the early years of
Elementary Education, highlighting the policies of ongoing training for Mathematics
Education. In conducting the research, we found that there are no ongoing training courses
focused on teaching Mathematics in Alto Alegre do Maranhão, which constitutes a failure in
the municipality's educational system, given that this lack of training ultimately results in
difficulties in the teaching and learning process of Mathematics at this stage of Basic Education.
Throughout the text, we will discuss Mathematics Education as a field of knowledge essential
for the social formation of human beings, thus justifying the need to know the formative
processes that involve teaching practice for Mathematics teaching. The research will be based
on Historical Materialism, with a qualitative approach and an applied nature. As a technical
technological product, we present a face-to-face training course, structured in 40 hours,
distributed in 4 modules. The course is titled “Mathematics Education from the perspective of
Historical-Critical Pedagogy”.

This research was carried out under the Postgraduate Program in Education at the
State University of Maranhão (PPGE-UEMA), in the Educational and School
Management line of research. The general aim of the research was to analyze the
process and dynamics of participatory institutional evaluation based on the Quality
Indicators for Early Childhood Education (2009) in a public institution in a municipality
in the state of Maranhão. The investigation is based on the various debates in the
educational field about the implementation of institutional evaluations in Brazilian
nurseries and pre-schools to provide quality and understanding of the process of
democratic participation as an essential factor in guaranteeing the rights of children
enrolled in early childhood education institutions. For this purpose, we sought to
understand how the participatory institutional evaluations can promote actions and
policies based on the educational quality offered. In terms of methodology, the
research was characterized as qualitative, exploratory, and based on participant
research. For data collection, we used participant observation at the institutional
evaluation meeting and semi-structured interviews. In this way, the results of the
investigation point to the possibilities of participation and involvement in the various
subjects that make up the management of early childhood education and the process
of self-training that develops from the notes triggered in the institutional evaluation.

The continued training of teachers in all areas of education is of fundamental
importance, in view of the accelerated transformations of a complex society,
specifically in the area of Special Education from an Inclusive Perspective. Given this
current scenario, continued teacher training from an inclusive perspective becomes
necessary for their pedagogical practice, with the main focus on teaching for all, which
must be directed with equitable conditions. Thus, this dissertation work, presented to
the Postgraduate Program in Education, at the State University of Maranhão – UEMA,
(research line: Teacher Training and Educational Practices) follows post-structuralist
studies, as it aims to explain the social reality in which we live, with the guiding question
being: How can the continued training of teachers, specific to Special Education from
an inclusive perspective, contribute to changes in relation to their pedagogical
practices in teaching for all?; the general objective of the research: to understand the
contributions of continuing education for teachers from an inclusive perspective, in the
construction of a school for all. Regarding specific objectives, we list: understanding
teacher training from the perspective of an inclusive school; score in the continuing
teacher training assessment for Special Education students; understand the need to
overcome limitations and barriers through continuing teacher training, based on the
foundations of including students considered to have disabilities; structure a proposal
for a pedagogical course for teachers with Special Education students from an
inclusive perspective, with the aim of providing teaching guidance for an inclusive
practice, in which, in this context, exclusion due to the lack of knowledge of the
students' reality is, at least, minimized. The development of the research made it
possible to identify the need for constant study in continuing education by teachers,
not in relation to deficiencies, characteristics or differences, but to really get to know
the student. To this end, we recommend reading the book The school we want for
everyone. The research object of study was the analysis of teacher perceptions as a
result of their practice, in continuing education, specific to teaching Special Education
students from the perspective of Inclusive Education, which was analyzed through
categories that highlighted the relevance of this training, aimed at high school teachers,
through observations and records that highlighted the need for constant teacher
preparation when teaching all students with or without disabilities and special
educational needs. The study is therefore consolidated into narrative research, with a

qualitative approach, by obtaining data through the use of instruments such as semi-
structured interviews and participatory observation. following the theoretical foundation

of authors such as: Hoffmann (2001), Freire (2009), Lanuti (2022), Mantoan (2003,
2006, 2013), among others.

A pesquisa intitulada “Discursos sobre o corpo humano nos livros didáticos de Educação Física

dos anos iniciais do Ensino Fundamental” teve como objetivo analisar, a partir da perspectiva

teórico-metodológica dos Estudos Culturais em Educação, os discursos sobre o corpo humano

presentes em livros didáticos de Educação Física dos anos iniciais do Ensino Fundamental

adotados na rede municipal de ensino de São Luís, Maranhão, Brasil. Portanto, problematizou

que os conhecimentos sobre o corpo humano apresentado para os professores e as professoras desenvolverem aulas com os alunos nos anos iniciais do Ensino Fundamental devem ir além de saberes biológicos, contemplando saberes sociais, culturais e psicológicos. Levando desta maneira estes estudantes conhecerem seu próprio corpo melhorando o cuidado e posicionando- o na sociedade em que vivemos, respeitando suas diferenças e as das pessoas em sua volta. Trata-se de uma pesquisa documental, de cunho qualitativo, que trabalhou com discursos e representações que precisam ser compreendidos, analisados e problematizados, preocupando- se em compreender relações, valores, atitudes, crenças, hábitos e representações e a partir desse conjunto de fenômenos humanos gerados socialmente. Como procedimentos metodológicos da referida pesquisa documental, foram analisados dois manuais do componente curricular de Educação Física da coleção Mais Buriti da autora Marisa Martins Sanchez, editora Moderna, do ano de 2021, dos anos iniciais do Ensino Fundamental do município de São Luís, Maranhão, Brasil. O estudo foi pautado no currículo cultural da Educação Física, entendida como uma manufatura coletiva, pois a coletividade, a cooperação e a participação conferem atualidade e relevância para os debates do campo da Educação Física. Concluímos que um ensino que se propõe ser construído com o outro, nas relações cotidianas da Educação Física escolar, em que pesem significados diversos, plurais e de reconhecimento de diferença. Sendo assim, seráimportante ampliar a discussão do  tema corpo humano na escola, trazendo a busca pela compreensão desse corpo enquanto histórico, sociocultural, político e econômico que perpassa as dimensões biológicas.

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.

The present study is linked to the Educational and School Management research line of the
Postgraduate Program in Education at the State University of Maranhão (PPGE/UEMA) and
its general objective is to analyze the consolidation of the principles and concepts of
Educational Management Technology (TGE), identifying the impacts experienced within the
educational management process of IEMA – State Institute of Education, Science and
Technology of Maranhão. IEMA, created in 2015, is a Comprehensive High School linked to
Professional Education. The work initially provides an approach to the various management
concepts, changes and evolutions that have gone through over the years and that the school
institution ends up absorbing the consequences of these social changes. Highlighting the
school management model sought by everyone, which is democratic management. Regulated
by the Federal Constitution of 1988, the Law of Basic Guidelines for National Education
(LDBEN) and the National Education Plan (PNE) 2014-2024. The research, with a qualitative
approach, was carried out through documentary analysis, observation and online interviews,
aimed at managers and teachers at IEMA Pleno. The research showed positively that the
management model – TGE – contributes favorably to teaching work, to the teaching and
learning process; and consequently for the quality of the educational process offered at the
Unit. It also clarifies that IEMA Pleno follows the principles of the TGE and that the
management model strengthens democratic management in the institution. As a requirement
of the Professional Master's Degree, a Teaching Material is proposed as a Technological
Technical Product (PTT), which consists of a booklet prepared in a concise manner, which
can be used as support, containing essential information for didactic purposes, in an
enlightening manner and that comes to contribute to the management process experienced at
IEMA Pleno, focusing on the integral education of students.

The presente study, linked to the Postgraduate Program in Education (PPGE) of the State
University of Maranhão (UEMA), in the Research Line "Educational and School
Management", aims to present the results achieved by the research, whose objective is to
analyze the quality indicators and the actions of the school managers of the municipal public
network of Vila Nova dos Martírios - MA, in view of the quality of education offered in the
municipality's public network, in an attempt to understand the possible contributions to the
quality of education within the scope of actions at school, taking into account the principles of
democratic management, defined in the 1988 constitution and in LDBEN 9. 394/96. The
theoretical and conceptual contributions that corroborate the theme of this work are: Dourado
and Oliveira (2007, 2009), Hora (2007), Libâneo (2008, 2012), Luck (2012, 2013), Nóvoa
(2019, 2022), Paro (2010), among others. The research is in line with the qualitative approach
(GOLDENBERG, 2013), and the empirical investigation was carried out using semi-
structured interviews. It had the collaboration of nine managers and eighteen teachers from
nine schools belonging to the municipal network of Vila Nova dos Martírios-MA. The study
used content analysis (BARDIN, 2002) as a data analysis procedure, inferring propositions
about the object of study, which sought to answer the following question: is the quality of
education related to the professional profile of school managers in the municipal public
network of Vila Nova dos Martírios - MA? Among the main impressions, we highlight the
following: most of the schools surveyed had their managers chosen by political appointment,
failing to comply with target 19 of the National Education Plan and target 18 of the Municipal
Plan 2014-2024; all the school managers had been in post for less than three years, their first
experience in the position, and had not undergone any training before taking up the job. In
short, the results presented in this study do not allow us to say whether the profile of school
managers in Vila Nova dos Martírios-Ma is related to the quality of education, taking into
account, in addition to the evidence already reported, the IDEB results obtained by the
schools against the targets set by the MEC, considering other factors that contribute to the
quality of education, such as: the work and training of teachers, human and material
resources, facilities and structures, etc. As a contribution to this study, we propose the
creation of a permanent training center to train school managers as a technical and
technological product.

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. Para lograr los objetivos de la investigación, se optó por la
investigación-acción 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 "Cuaderno de Directrices para
el uso de la Metodología Design Thinking en la Elaboración del TCC en IEMA" 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).

This research, linked to the Educational and School Management Research Line of the Graduate
Program in Education at the State University of Maranhão (UEMA), presents a reflection on
DEMOCRATIC SCHOOL MANAGEMENT. The general objective of the study is to analyze
the existing distortions between the discourses and actions of democratic management in the
Cecília Meireles Basic School Unit, which includes the stage of the initial years of Elementary
School of the Municipal Network of Paço do Lumiar - MA, for the identification of elements
that need to be reflected by the school community on the guarantee of the constitutional right
to education. It unfolds in the following specific objectives: a) to understand the concepts of
school management in the historical context of the Brazilian public school, from the
theoreticians of the new school; b) identify, for analysis, the conceptions of democratic
management and the legislation that guide it; c) analyze in order to apprehend how the exercise
of democratic management in the public elementary school in Luminense takes place; d)
elaborate a Course Pedagogical Project (PPC) of continued formation in the online modality
accompanied by certification, with the purpose of directing and improving the development of
the educational work of the school community of the researched public institution. It uses
observation, semi-structured interviews and content analysis guided by Bardin (2015), for the
organization and exploration of data obtained by legal provisions to observe existing distortions
between democratization mechanisms and everyday school practices; the management profile
of the school in the early years of elementary school in the municipality of Paço do Lumiar -
MA; how the school community participates in administrative and didactic-pedagogical
decisions to guarantee education as a constitutional right; which educational product can be
used to strengthen the concept of democratic management for the school community researched
in that municipality. In the methodological processes, this research project is anchored in the
dialectical method, considering the social and historical aspects, having a descriptive character
and with the use of bibliographical, documental, and field study. It is based on theoretical
references, such as: Cury (2002); Gadotti (1994); Libâneo (2010, 2014, 2017, 2021); Lück
(2000, 2005, 2009, 2010a, 2010b, 2012, 2013, 2017); Paro (2003, 2014, 2016, 2018a, 2018b);
among others, to point out concepts and distortions between the discourse and actions related
to democratic management in schools that contemplate the initial years of Elementary
Education. From the analysis of the testimonies, we found that the school community surveyed
feels little participative in school decisions, due to the absence of dialogue, lack of knowledge
in the area and lack of time/space for exchange and reflections on educational issues. In this
way, the theme is considered relevant, and inspires thinking about democratic management in
addition to providing opportunities for dialogue with members of the school community, but as
a need to put discourses into action, considering the sociocultural, economic and technological
transformations through which society has experienced historically, in the sense of
guaranteeing the constitutional right to quality school education for citizens.

The research brings elements for discussion about the teacher training process and the teaching knowledge necessary for the teacher's pedagogical practice. The guiding question is focused on how teacher training takes place and what teaching knowledge is mobilized to carry out the teaching-learning process in the Educação-PI Channel. To this end, we set out with a general objective to analyze the relationship between teacher training and the teaching knowledge mobilized to carry out the teaching and learning process. We defined the following as specific objectives: a) identify in the documents guiding the educational work of Educação-PI Channel the concepts, objectives and actions aimed at teacher training; b) map the pedagogical practices that contribute to or impede the promotion of teaching and learning in Educação-PI Channel; c) Understand the concept of teacher training and the knowledge mobilized in the teaching and learning process; d) propose the collaborative construction of the Guidebook on teaching knowledge in the Educação-PI Channel. This is qualitative research and its methodological path has theoretical support from authors such as Gil (2002), Goldenberg (2004), Minayo (2007), Marconi and Lakatos (2005), Bardin (1979). The research participants are studio teachers from Educação-PI Channel. The concepts of teacher training and teaching knowledge presented have theoretical support in studies by authors such as Freire (1996), Pimenta (2005), Gauthier (1998), Imbernón (2011), Nóvoa (2019, 2022) Tardif (2002) Shulman (1986) among others. Official documents from Educação-PI Channel were analyzed, such as the Pedagogical Proposal (2012) and the Strategic Plan for Education with Technological Mediation of Piauí (2019). As a result, we present the conceptions about the teacher training process as being the moment of construction and acquisition of the teaching knowledge necessary for the development of pedagogical work. As for knowledge, participants recognize that they are acquired during the processes of initial training, continuing training and in the daily practice of being a teacher. We conclude that, although the training moments aim to acquire and build knowledge necessary for teaching practice, there is still a gap in terms of mastering all the knowledge that must be mobilized by teachers during their pedagogical work, but which is It is possible to develop them within the training path that shows moments of continued training that are based on critical reflection on one's own practice and coexistence with one's professional peers.

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

This study presented to the Professional Master’s Program in Education of the Graduate
Program in Education – PPGE, of the State University of Maranhão – UEMA, within the
Research Line “Teacher Training and Education Practices”, with the Research Theme
“Training Continuing and Development of Teachers in School Contexts”, starts from the
following central problem: How has violence at school been treated by schools and by the
professionals who work in them? Faced with the need to discuss the subject and aiming to
contribute significantly to studies in education, the general objective of the research is “to
analyze the pedagogical practices in the face of the phenomenon of violence at school, in
view of collaborative actions included in the continuing education of teachers that culminate
in a more peaceful culture, improving the quality of education processes in the school
context”. It presents the following specific objectives: To identify what the continuing
education policy of the municipal public network of São Luís contemplates about preventing
and combating the phenomenon of violence in schools; Perceive resolution strategies in
everyday schools life to minimize violent behavior in the school community; Present Non-
Violent Communication as a tool to minimize violence in the school context; Propose
continued training to the school based on Non-Violent Communication for the
implementation of a culture of Peace; and to elaborate a Pedagogical Guide in a collaborative
way with didactic-methodological guidelines for Non-Violent Communication and a Culture
of Peace, aimed at the Elementary School community – Early Years. For the preparation of
this study, we chose four central categories of analysis, namely: Violence at school, Non-
Violent Communication and Culture of Peace, Pedagogical Practices and Teacher Training.
For the construction of Knowledge, the research is based on authors such as Freire
(2002;2006), Nóvoa (2019), Rosenberg (2006), Spósito (1998; 2001; 2002), Abramovay
(2003), Galtung (1990; 1996), among others, in addition to official normative documents
about education. The research is characterized as a study of qualitative approach with
empirical basis, of exploratory character through the historical-dialectical materialist method,
being contextualized through the case study. The place selected to carry out the research was
the municipal school of São Luís – MA, UEB Henrique de La Roque Almeida – União dos
Moradores annex, a school located on the outskirts of the Great Island of São Luís. The
research universe comprises 5 teachers of the 2nd year of Elementary Education at this
school. To collect and generate the necessary data for this research, the following instruments
were used: semi-structured interview, field diaries, participant observation and analysis of the
official documents. We used Bardin’s method of analysis (2011) to organize and analyze
collected data. According to the research carried out, we were able to infer that violence at
school is a real, growing and urgent phenomenon, which requires interference from the public
authorities, as well as through new pedagogical practices aimed at a Culture of Peace. In view
of this, it is necessary that in-service training be carried out according to the demand that
arises in schools, with the intention of collectively encouraging reflections on violence, and
thus, thinking about new practices that will contribute to the extinction or mitigation of this
phenomenon.

The trajectory of this research sought to answer its central objective, which was based on
analyzing the repercussions of continuing education in the context of remote teaching, in the
Municipal Public Network of São Luís do Maranhão, from the narratives of four teachers of the
elementar school of a Basic Education Unit. The theoretical foundation is based on the writings
of Ludke and André (1986), Minayo (2013), Severino (2019), Marx (1845), Vásquez (2007),
Stephen Ball (2011), Nóvoa (2020, 2021), Imbernón (2010), Gatti (2020), Tardif (2007), Tarlau
and Moeller (2020), Souza (2021), Miranda (2020), Marqueti and Antunes (2021), Freire
(1996), Freitas (2022), Saviani (2011), Anfope (2020), Marinho (2014), Wenger (2007), Kenski
(2020), among others. As for the methodological approach, this work is a qualitative research
that assumed methodological strategies of participante research. As a data generation
instruments, it used the questionnaire, the interview and group interactions. The study is aligned
with the thinking of historical-dialectical materialism, whose analyzes and discussions during
its development were submitted to Bardin's Content Analysis. The path taken to find answers
to this goal led to discussions that resulted in notes on the various challenges faced by teachers
in the context of their training in order to respond to an unprecedented educational context
caused by the devastating health circumstance of the pandemic. Among the several issues that
permeated this scenario, the teachers' speeches revealed the fragility of the trainings prescribed
by Semed during this period. It also appears in the research findings that remote teaching
accelerated the articulation between technological knowledge and teaching knowledge, which
resulted in the inference that teaching knowledge is in movement, situated and (re)situated
according to the needs of the teacher's daily work, just as it is constructed and reconstructed by
changes in the historical, social and cultural reality in which it is allocated. However, although
the training in remote teaching has contributed to the integration of this knowledge, it should
be noted that this mediation was largely disconnected from the real possibilities of teachers'
work in the materialization of virtual teaching environments for the students' context. However,
this limitation drove other actions that led the teachers to seek in different formative spaces
(formal and informal) new alternatives to improve their practice through communication and
sharing of experience among their peers. In this sense, these results show the relevance of
understanding and analyzing the impact of social contexts on teacher education, which is an
opportunity to evaluate which training practices are fruitful for the professional development
of teachers and which practices and training models need to be reevaluated. Following the
perspective of these findings, we elaborated together with the teachers who participated in the
study a technical and technological product that resulted in a community blog conceived as an
interactive and formative space that allowed teachers to be a space for reflection and debate
about the directions that their training should take based on their needs and context. It is also a
place to promote the exchange of knowledge that took into consideration the relationships
among teachers, their practices, their emotions, their difficulties, their self-training, as well as
the public policies that affect their continuing education and, consequently, their work.

The human body, through the efforts of various sectors and social institutions, is historically named, described, analyzed, privileged or marginalized. When we focus on the male body, we notice discourses based on the maxims of medical and biological science, as well as on the pedagogy of living in society. The male body reflects the period and space in which it is inserted, the existence and the practices of this body construct discourses, and vice versa. The school and the textbooks are spaces that discuss the male body and, therefore, can contribute to the perception of the subjects regarding their body and the construction of masculinity from discourses that guide the power relations involved in gender issues. Among the documents that govern national education, the Common National Curriculum Base (BNCC) stands out, which in 2017, due to conservative pressures, had the mentions of "gender" removed from its original text. From a qualitative documentary research, I analyze here five collections of science textbooks for the Elementary School Final Years (6th to 9th grade) provided by municipal and state public schools in the district of Cidade Operária, São Luís - MA. In these collections I search for the discourses about the male body and aim to problematize them based on Cultural Studies in Education, taking the Foucauldian notion of discourse where objects are also produced by discourses. From the processes of floating reading and in-depth reading I built categories and subcategories for the discussion of the results. What was observed in the analysis is that the textbooks are still based on a binary notion that correlates sex and gender, where the biological perspective of the body focuses on the reproductive capacity of men, and that they almost never discuss intersex or transgender bodies, but that the books bring some discourses that guide the contestation of body standards, the social role of men, and patriarchal privileges. This research generated as a Technical and Technological Product a book in e-book format with pedagogical proposals for working the male body in school.

This dissertation deals with work developed by managers of Early Childhood Education
institutions of the municipal public network of São Luís, Maranhão, from the analysis
of their performance, with a view to implementing the theoretical and legal frameworks
for this stage. Assuming that the school manager plays an extremely relevant
leadership role with the school in this implementation and, consequently, for ensuring
the quality of Early Childhood Education, which can have an impact on reducing
educational inequalities in the later stages of schooling. To this end, it follows the
theoretical line based on dialectical materialism in order to highlight the importance of
social practice for the transformation of reality, as Kosik (2002) points out. In this sense,
it presents as a product of the research an e-book, aimed at managers of early
childhood education institutions in order to contribute to the quality of educational
processes with children from zero to five years of age. It discusses the conceptions of
Childhood and Child as central categories in this stage of basic education based on
authors among which stands out Hewyood (2004), Ariès (2006), Oliveira (2011) and
Sarmento (2005, 2013). It explains the legal frameworks of Early Childhood Education
and the perception of theorists about this legal support, highlighting the following
authors: Kuhlmann Jr. (2001), Kramer (2006), Campos and Rosemberg (2009),
Abuchaim (2018). It brings in its bulge discussions on the importance of the quality of
early childhood education for the reduction of educational inequalities from the
contributions of Coleman (1966), Crahay (2002, 2013), Campos (2011, 2013, 2020)
Heckman (2006, 2012), Campos et al. (2011) as well as presents a brief history of
education management from authors such as Sander (2007), Souza (2009), Lück
(2015) and addresses the dimensions of school management in the light of Lück's
contributions (2009, 2013, 2014), Paro (2011), Libâneo, Oliveira and Toshi (2012),
Libâneo (2015) and Souza (2021). The theoretical-methodological course of this
investigation is anchored in a qualitative approach, of descriptive nature. The data
collected through a questionnaire elaborated through the Google Forms executive tool
and through semi-structured interviews conducted with two managers were analyzed
and categorized in order to allow a better visualization of the results. The research
showed that the manager can contribute to ensure the right of children to a quality
education with certain limitations imposed by the challenges faced in the face of the
failures of the public authorities.

The research that this dissertation derives from integrates the studies of the Research Line
Educational and School Management of the Graduation of the State University of Maranhão
(PPGE-UEMA) and aims at analyzing to analyze how the school manager implements the
pedagogical and administrative strategies of emergency teaching in the elementary school stage
between the years 2020 and 2022 in a public school in the municipal network of São Luís/MA.
This is an investigation with a qualitative methodological approach, developed through a case
study. For the construction of the state of knowledge, we sought the theoretical contribution of
Mészáros (2008), Lück (2000; 2009), Libâneo (2012), Behar (2020), Saviani and Galvão (2021)
Hora, Corrêa and Oliveira (2022), among others, in addition to documents that regulate
emergency teaching and research that allowed the description of the various socio-educational
pandemic realities in Brazil, with emphasis on the capital of Maranhão. The text has five
sections, the first of which is intended for the introduction, initial discussion on the topic,
problematization, objectives and methodology. The second section, School Management in the
Context of the Pandemic, deals with the panorama of the neoliberal crisis of social, health,
economic and political bias that caused impacts, challenges and serious consequences in the
school organization that underwent a process of (re)planning and (re) organization according to
the reconfigurations of emergency teaching. The third section, Municipal Public Education of
São Luís/MA in Times of Covid-19, presents the characterization of the municipal public
network and the directions assigned to the school management of the network, courted with the
empirical contribution of the participating managers, obtained in the semi-structured interviews
that point out which pedagogical and administrative actions and strategies of emergency
teaching were carried out in the researched school. This section also presents the researcher's
perspectives, experiences and contributions on the managers' school routine, obtained through
participant observation. In the fourth section, we present the Emergency Teaching Digital
Repository (RDEE), Educational Product, with the Guidelines for school managers,
complementary material, to be used as a source of research and subsidy for strengthening the
pedagogical and administrative practices of school managers in the face of scenarios in the
which emergency teaching is needed. The last section is intended for final considerations, with
emphasis on aspects pointed out in the investigation to achieve the proposed objectives.

This research, linked to the Graduate Program in Education of the State University of Maranhão,
(PPGE/UEMA) in the line of educational and school management, aims to analyze the relationship
of the Political Pedagogical Project (PPP) with the training of education professionals and school
community in a school of the state public network of Maranhão, from the construction, use and
evaluation of a repository of guidelines, which will consist as a research product. Thus, the study
will enable reflections on the debates that permeate the PPP in educational and school
management, and on its scope in the training of educational professionals and school community.
In this scope, the qualitative research approach is used, configuring it by means of a participant
research developed in five stages, which intend to meet the objectives of the study, counting on
the participation of representatives of the community of the state public school in question, which
were organized in: living in the school with participant observations; application of interviews and
semi-structured questionnaires; content analysis; construction of the guidelines repository; and
finally, use and evaluation of the repository. The research is developed with the construction of
the state of knowledge, and that is based on authors such as: Veiga (2013); Padilha (2017);
Vasconcellos (2019); Libâneo (2002, 2004, 2006, 2018), Luck (2000, 2011, 2013), among others.
The text presents seven sections aimed at the presentation of the intentionalities of the research,
beginning with introduction and ending with the final considerations, as well as the methodological
paths adopted, which result in the presentation and analysis of the empirical data in Technical
Technological Product with guidelines and references for the processes of PPPs. The construction
of the categories of analysis, from the interlocution of the empirical work and the theoretical
framework that grounded the research, allowed not only to indicate the existence of the relationship
between PPP and formation, but also to affirm for the public-school space the possibility of
building the PPP. It also suggests that the participants deepen their understanding of the still
complex relationships between school organization and participation mechanisms, based on the
practices carried out daily, such as the arrangement of collective work, which, when built, enables
the elaboration of collective proposals, such as the PPP. As for the repository, a product of the
research, it was configured as a collective instrument, which contributes to the decentralization of
power in the school and constitutes an opportunity for discussions about the formative dimensions
in the educational context. Therefore, the scarcity of scientific-academic productions about the
relationship between PPP processes in school management, and training for the school community
in education systems, ratifies the relevance of this research in its political, social, pedagogical and
academic dimensions.

This study aims to analyze the role of the school manager in the context of actions
carried out at the school, seeking to apprehend possible contributions to improving the
quality of education in the municipal public network of São Luís - MA. The analysis
took into account the principles of democratic management, defined in the 1988
Constitution and in the LDBEN 9.394/96. The analytical and discursive field considered
the historical context of educational and school management, but with emphasis on
the temporal record, from the 1990s, the initial moment of important reforms in Brazilian
education, driven by the State Reform and the current LDBEN. With the expansion of
educational services, in line with the principles of democratic management, since then,
the role of the school manager is expanded and starts to figure associated with the
quality of education that occurs in school. The understanding and analysis of the
phenomenon relied on the theoretical-conceptual support of Albuquerque (2013);
Bezerra (2009); Ferreira (2011); Fonseca and Oliveira (2011); Lück (2010); Paro
(2002, 2005, 2009, 2011); between others. The research fits within the qualitative
approach (BOGDAN and BIKLEN, 1994) and adopted, as research procedures,
documentary analysis, semi-structured interviews and observation of the empirical
field. The research included the participation of two school managers and nine
teachers from two schools in the municipal public education network of São Luís. The
study has sought to answer the following question: Does the work of the school
manager, in the context of the actions carried out at school, contribute to improving the
quality of school education in the municipal public network of São Luís/MA? Among
the main evidence, we highlight: the choice of managers of the researched schools is
made by political appointment, contrary to what is proposed by goal 19 of the PNE and
the PME of the municipality of São Luís; the organization of school management and
the work of the manager are performed by centralizing practices and, to some extent,
authoritarian. Although the managers and teachers interviewed demonstrated a certain
understanding of democratic management, they do not guarantee participatory spaces
to discuss and make decisions on issues that affect administrative and, especially,
pedagogical work. Finally, the results achieved by this study do not allow us to affirm
the contributions of the work of school managers to the quality of education, taking into
account, in addition to the evidences already pointed out, the results of the IDEB
achieved by schools in face of the goals set by the MEC, while recognising that other 

factors such as teaching work, structure and facilities, as well as material and human
resources need to be taken into account in educational services, aiming at the quality
of education. As a contribution of this study, and according to the modality of this
Dissertation, we propose, as a Technological Technical Product, a pedagogical booklet
for School Managers, with the objective of subsidizing the work of the school manager,
taking into account the role he/she plays, as well as the theoretical-practical and critical
foundations of democratic management, in order to guarantee an education of social
quality, focused on the integral formation of students.

The insertion of contents pertaining to the history and culture of the black, Africa-
descendant, and African populations is, without a doubt, a process that has been

discussed for a long time by the black and diligent movements of racial and
educational relations in Brazil. The articulation of the black population, through much
struggle and resistance, made it possible for measures to be taken by the State to
revert a situation of inequalities that had and still influence racial ethnic groups, in the
case of this study, the black population. Federal Law 10.639/2003 is a measure that
determines the mandatory teaching of Afro-Brazilian and African History and Culture
in formal educational spaces in public and private institutions throughout the Brazilian
territory. In this direction, the National Council of Education approved in 2004 the
Opinion CNE/CP 03/2004 and the Resolution CNE/CP 01/2004 which establish and
regulate the National Curricular Guidelines for the Education of Ethnic-Racial
Relations and for the teaching of Afro-Brazilian and African History and Culture. In
view of the above, we determined in this dissertation to investigate whether the
educational management develops a curricular work that includes the content on
Afro-Brazilian and African history and culture, in compliance with the implementation
of the Law, which aims to implement a proposal for racial-ethnic diversity in the
school space. The theoretical contribution is based on an extensive literature review
with authors who are allied to the racial theme and corroborate for an antiracist and
liberating education. The methodological approach is qualitative aligned with the

bibliographic and documental research and the research techniques were semi-
structured interviews applied with (02) two managers and (04) four teachers at a

public high school located in the Liberdade neighborhood in São Luís - MA. The
results obtained, presented, and analyzed are separated in 11 (eleven) thematic
units and revealed a process of inclusion in the school of the racial theme, related to
the black population, we verified that the teachers understand the importance of the
Law and we observed that practices are developed to overcome racism and racial
prejudice.

The dissertation deals with the continuing education of the school manager of the municipal education network of Codó, addresses a current and relevant theme to the social and local context, an exploratory and intervention research, using as an instrument a questionnaire and data collection applied with school managers of the Municipality of Codó, MA. It seeks to analyze the reality of managers through an applied questionnaire, and from this context, produce a site for continuing education, as a technical and technological product of the research. It uses applied research of the action-research type for intervention in the reality in question and the qualitative approach, insofar as it works with values, beliefs and non-quantifiable aspects. The finalized research was divided into five stages, namely: 1) literature review on the subject in question; 2) Application of the questionnaire 3) website creation; 4) availability on the internet; 5) analysis of the site by means of comparison with others, in order to verify similarities and explain divergences. Theoretical references were selected in the area of technologies and school management to dialogue with the information of the research subjects. The bibliographic research was guided by the following themes that cross the theme: Continuing Education of Teachers in Brazil; School management in Brazil; the pandemic and digital information and communication technologies-TDICs. The research uses as instruments for data collection, application of a questionnaire and semi-structured interview with eight school managers from the Municipal Department of Education, Science, Technology and Innovation of Codó. It uses Bardin's Content Analysis as a technique for interpreting and analyzing the manager's statements at different times of the research. As for the website, the home page was developed using programming tools that allow collaborative and interactive web resources. With the study, it was possible to point out that from the research developed, the website gestoescolarcodo.com.br constitutes a very broad universe according to the location and historical evolution of knowledge on the subject, in addition, the possibility of verifying how it is inserted in the context of the new digital technologies of information and communication. Based on the result of the study, it becomes relevant to carry out new studies, capable of deepening knowledge about management and technologies, in view of the different possibilities of action of a website in learning and later customization of it, improving its content and programming tools. The results indicate that the research participants consider the site pleasant and its content satisfactory for school management in Codó-MA.

The present study "Social participation as a principle of democratic management: an analysis
of the performance of school councils in the municipality of Capitão de Campos - PI" is part
of the following research problem: How can the principle of social participation, via the
School Council, contribute to the democratization of school management? Thisstudy aims to
analyze, from the performance of the school board of two elementary schools of the
municipal network of Capitão de Campos/PI, how the principle of social participation can
contribute to effect democratic management. The research is based on the perspective of a
qualitative approach and was developed in the municipality of Capitão de Campos, located
approximately 118 km from the capital Teresina of the state of Piauí. To this end, the text is
part of the concept and role of the school board. It also addresses the theoretical field of
democracy and participation in classical and contemporary ideas, based on the following
authors: (BOBBIO, 1982, 1987, 1998), (MONTAÑO E DURIGUETTO, 2011), (COUTINHO,
2008), (OSÓRIO, 2019), (BORDENAVE, 1994), (HELD, 1991), (NETO CABRAL, 1997);
(PARO, 2000, 2016, 2018), (SANDER, 2007, 2009), (NETO; CASTRO, 2011), (SANTOS,
2004, 2008), (HORA, 2007a, 2007b), (ANTUNES, 2008), (ADRIÃO; CAMARGO, 2001) and
others that contributed to a better understanding of the theme in evidence. We identified in
the theoretical body of this work that the School Councils represent the higher instance in the
scope of schools, not only for autonomy in the decision-making process, but for the power
that has to stimulate the critical and reflective capacity of the social subjects that compose
this collegiate body. Based on the analysis of the subjects' statements, we diagnosed that
the School Councils still represent with fragility, the interests of the community in the school
space, among the main reasons, we found the lack of knowledge, and especially time for the
subjects to be involved in school issues. In addition to these preliminary conclusions, we
highlight that social participation contributes to the democratization of school management,
as collective interests within the school, strengthening the teaching and learning process,
and expanding the understanding of educational subjects. In this sense, it is urgent that the
community understands that it is not enough to know that a collegiate body is important for
school, but that it is necessary to know its functions and attributions, developing critical and
reflective self-awareness of itself, so that they understand the impact of their actions on their
reality and that of those who are involved with the same cause.

Este projeto se desenvolve a partir da concepção de gestão democrática, assegurada na
Constituição Federal (CF) de 1988, na Lei de Diretrizes e Bases da Educação Nacional
(LDBEN) de 1996 e no Plano Nacional de Educação (PNE) da Lei n.º 13.005, de junho de
2014. Neste escopo legal, entende-se o Projeto Político Pedagógico (PPP) como um
instrumento que possibilita a gestão democrática na escola. Dessa forma, a pesquisa “Projeto
Político Pedagógico nas escolas Municipais de Porto Rico do Maranhão: implementação e
avaliação”, tem como objetivo fortalecer os princípios da gestão democrática das escolas
municipais, com a elaboração de um curso de formação continuada desenvolvido com a
comunidade escolar sobre implementação e avaliação de PPP. Busca-se, também, perquirir o
entendimento dos profissionais de educação (gestor escolar, professor, coordenador
pedagógico e técnico da Secretaria Municipal de Educação – SEMED) sobre a relevância do
PPP para a gestão escolar democrática, que viabilize um planejamento contextualizado com a
realidade social e local em que a escola está inserida. Para isso, desenvolveu-se instrumento
metodológico que se apoiam em compreender a relação dos sujeitos com o objeto de estudo,
neste caso o PPP. O caminho pesquisado é de natureza qualitativa, pesquisa bibliográfica,
documental e de campo. Para a produção de dados, desenvolveu-se o questionário via
formulário do google forms como instrumento de abordagem qualitativa, que apontaram os
principais desafios e limites elencados pelas escolas no processo implementação e avaliação
do PPP. As considerações finais apontam que o PPP é um instrumento que norteia a gestão
escolar no trabalho pedagógico, com orientações que organizam e conduzem o cotidiano
escolar, baseado no princípio democrático com a participação coletiva. Portanto, se reafirma a
importância de um curso de formação continuada desenvolvido com a comunidade escolar
sobre elaboração, implementação e avaliação de PPP. O aporte teórico com alguns autores,
Pimenta (1995), Paro (2011, 2016), Libâneo (2012, 2009), Veiga (2013), Luck (2011), Cury
(2002).

The present dissertation, linked to the Research Line Teacher Training and Educational Practices, of the Graduate Program in Education (PPGE) – Professional Master's in Education, from the State University of Maranhão (UEMA), entitled Literacy and Literacy in the Intervention Plan Pedagogical of the Municipal Education Network of São Luís: With the word, the teachers! aimed to analyze the literacy and literacy processes in the early years of elementary school, within the scope of the implementation of the Pedagogical Intervention Plan (PIP). The historical and temporal cut adopted was the period of implementation of the Program “Educar mais Juntos no Direito de Aprendiz” (2017 to 2020), whose main goal was to improve the learning indicators of students in the municipal public school system of São Luís, more specifically in the literacy cycle (1st to 3rd year of elementary school). In carrying out the studies, it was found that official data on public basic education attest that Brazil still lives with a harsh reality to be faced, particularly with regard to proficiency in the early years of elementary school. Maranhão presents itself as one of the states of the federation, with one of the lowest literacy rates and the city of São Luís is no exception to this reality. In order to achieve the proposed objectives, a qualitative approach was established as a methodology, based on the empirical-analytical nature of the data, a semi-structured interview with the teachers of the literacy cycle of two schools in the municipal network and the analysis of official documents that have on policies, plans and actions aimed at literacy at national and local levels, with particular attention to the PIP. This work took as conceptual and analytical support for the analysis of the phenomenon authors such as: Alarcão (2011), Albuquerque (2013), Carvalho (2019), Ferreiro and Teberosky (1999), Freire (2002), Fonseca (2009), Gatti (2010), Giroux (1997), Imbernón (2006, 2009, 2010), Kleiman (2008), Lerner (2002), Mortatti (2010, 2011), Oliveira, Duarte and Rodrigues (2019), Paro (2014), Pimenta (1999), Saviani (2008, 2009, 2013), Shiroma, Morae and Evangelista (2007), Soares (2019, 2020a, 2020b), Tfouni (2010), Weisz (2009), among others. In the analysis of the phenomenon, we present a historical review of the trajectory of education in Brazil with a focus on literacy, identifying the temporal markers of the insertion and evolution of the term literacy in Brazilian education, the legal and political bases of education as a constitutional right, the formation and the teaching work. The empirical section, the result of the research, addresses the issue of literacy and literacy from the implementation of the PIP, from the perspective of individuals who worked directly on the materiality of the Plan, comparing them with the documents analyzed. In this section, we also present the contributions, obstacles, results and developments of this for the education of the children of the Network, in the literacy cycle, which unfolded in the Technical-Technological Product: e-book on literacy and literacy, based on the critical-reflective-emancipatory perspective of theorists who defend this bias, substantiated by normative documents, with the contribution of the professors involved in the research.

The research entitled Inclusive Practices of Educational Interpreters of Libras: implications of professional practice for the teaching of deaf students, linked to the Graduate Program in Education, Professional Master's in Education, of the State University of Maranhão (PPGE/UEMA) focuses on a study on the educational interpreter of Libras. In this sense, it aimed to analyze the inclusive practices of the educational interpreter of Libras in supporting the teaching of deaf students in ordinary schools. As well as, to recognize in the history of Special Education the place of the educational interpreter of Libras, identifying his dialogic relationship with the regent teacher of the discipline in the context of the common classroom. The method used in the research was the Dialectical-Historical method to promote discussions aimed at the formation, performance and attributions of the interpreter in the common room of regular education. As for the objectives, it is an Exploratory research, as for the data collection procedure, it is of the Survey type and, in relation to the Researcher/participants, it is a Qualitative research, in the perspective of promoting investigation directed to the daily life of the classroom with the purpose of apprehend the challenges, skills and procedures of the interpreter in the school context. The questionnaire was used as an instrument for data collection, consisting of open and closed questions, applied online through the Google Forms platform. The content analysis technique used in this research was thematic analysis according to the conception of Bardin (2016). The research participants were 07 (seven) interpreters of Libras who work in the educational context in the public school system, 6 (six) teachers who have deaf students in their respective classrooms and 1 (one) monitoring technique of the ILS. The studies were theoretically based on Brito (2016), Quadros (2004), Veiga (2018), Minayo (2009), Gil (2008), Bardin (2016), Alarcão (2001) among other researchers in the field of Special Education and inclusive. The documents consulted were: LDBEN Law nº. 9,394/96, Libras Law nº 10,436/2002, Law 12,319/10 that regulated the profession of Libras translator and interpreter, Decree nº 5,626/05, among others. The research findings demonstrate that, in the school environment, the interpreter is involved with teaching practices and generally faced with the educational weaknesses of the deaf student; he feels co-responsible for the teaching of the deaf student, contributing to a pedagogical performance, which makes him in contact with educational strategies. It is concluded that the practice developed by the Libras interpreter corresponds to a technical and pedagogical practice, since in the educational context, the performance of the ILS, the technical knowledge will support the pedagogical choices regarding teaching strategies for the student to develop the desired skills. In this sense, an educational product was built.

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.

This dissertation is the result of a qualitative documentary research developed with the objective of analyzing the mathematical texts in High School Mathematics textbooks, understanding the context in which they usually appear. Thus, this study is developed around the discussions about Mathematics Education, the Mathematics textbook of High School and reading and writing as tools for Scientific Literacy. Thus, the main epistemic logic that leads this study is D'Ambrosiana, as it is anchored in episteme D'Ambrósio’s ideas to understand reading, writing and Scientific Literacy as actions in the light of post-critical teaching practices. Content Analysis is also adopted for the identification, cataloging and organization of texts taken from textbooks, being adopted, according to the National Common Curricular Base, three categories, a) history of mathematics, b) applications of mathematics, and c) informative texts. The books used for the research are those approved by the National Book and Teaching Material Program - PNLD, from Decree No. 9,099, of July 18, 2017. As a result, the texts of the books have significant potential to raise discussions in the classroom, being mechanisms for the contextualization of mathematical contents that stimulate reasoning, critical thinking and the learning of socially relevant scientific knowledge. The texts are found at the beginning and end of each chapter or thematic unit, and are in specific sections, in which the authors use various textual, visual and linguistic elements to contextualize the contents presented. The Technical-Technological Product is a theoretical pedagogical proposal that was elaborated from the discussions raised about texts, textbooks and the practice of reading in Mathematics classes, and the texts analyzed during the research were incorporated, forming a collection of mathematical texts for use in High School Mathematics classes. Thus, the product seeks to contextualize the research findings with the possibility of reading and writing, valuing Scientific Literacy through criticality and meaningful learning.

This research had as theoretical contribution the Cultural Studies in Education, in the poststructuralist perspective and, as main methodological tool, the documental research, in which fifteen paradidactic books, belonging to the collection of the school libraries: Teaching Center “Liceu Maranhense, Centro Benedito Leite “Escola Modelo” and Centro Integrado do Rio Anil - CINTRA, were analyzed, resulting in the construction of six categories, thus illustrating that the speeches about homosexuality in these books are identified within a socio-cultural, biomedical vision and psychological. I also noticed, in these books, different views on what we mean by homophobia and homophobic / sexist education. And some of these analyzed books presented a discourse that promotes education for diversity, a factor that has helped us in the construction of a final product that can pedagogically assist teachers and teachers from public and private education networks, in discussions about sexuality and sexual education

Currently, the discussion of environmental issues has become one of the main concerns of contemporary society. As this situation worsened, society has been discussing and reflecting on the impact of its activities, thus developing a series of initiatives, such as Environmental Education. Educational Institutions are important spaces for the realization of this practice, the link between University-School allows the implementation of pedagogical proposals aimed at the formation of more aware, informed, sensitized and active citizens, concerned not only with the discussion, but also with the looking for solutions to environmental issues. This dissertation aims to analyze the context of Environmental Education at the Educa Mais Teaching Center “Paulo VI”, School of Application of the State University of Maranhão, for the elaboration of a pedagogical proposal that expresses the interaction between the University and the schools of high school in search of realizing this practice permanently and continuously. In order to answer what is the place of Environmental Education in the school and under what conditions it will be possible to develop an interdisciplinary project to implement this practice permanently in school spaces, we are developing a qualitative research based on the hypothetical-deductive method, of the exploratory type. As the main instrument of data collection, we use bibliographic research (seeking information about the object of study in official documents - international, national and state legislation) and documentary analysis (from the Political Pedagogical Project of the School and possible Didactic Projects already developed or in progress). development). The content analysis technique used to analyze the documents collected consists of three stages: pre-analysis (selection of the material to be analyzed following a superficial reading of it), the analysis of the material (the analysis itself consisted of coding, categorization and quantification of information) and the treatment and interpretation of results to present the product, which will be an educational material aimed at carrying out environmental actions in the school environment to be presented at the end of the dissertation. As partial results of the study, we present the theoretical chapter of the dissertation, which was divided into two articles, in order to contextualize the object of study, thus presenting the main theorists and concepts used to support the research. The first chapter is a bibliographic survey on Environmental Education in the school space that has allowed us to draw an overview of the possibilities and needs for environmental actions in formal education, especially in high school. To deal with Environmental Education, in a critical perspective, we rely on the studies of Marcos Reigota, Marília Tozoni Reis, Antonio Fernando Silveira Guerra, Carlos Frederico Bernardo Loureiro, Marília Torales Campos and Vanessa Andreoli with a view to choosing the approach to be followed for the design of the pedagogical proposal. In the second article, we bring the concepts with which we discussed throughout the essay text, for that we are based on the ideas of Michel de Certeau and Edgar Morin to present the concept of Place; Milton Santos bringing his contributions about Space; Paulo Freire and Maurice Tardif to discuss the importance of the theme in teacher training, showing the relationship of these concepts with the environmental theme. Finally, we emphasize the importance of deepening these concepts for the execution of the study and inform that the concluding stages of this master's research will contemplate an overview of the history of Environmental Education, analyzing the legal frameworks and their consequences, as well as presented in teaching medium from Maranhão, highlighting the path taken by UEMA in this context; in addition to providing details of the pedagogical proposal for the construction of the product to be presented; considering the main existing gaps, advances and recommendations for the implementation of environmental education practices in the school space.

This study deals with a notebook of methodological guidelines for integrated planning between the teacher and the Libras Interpreter, which helps in the teaching and learning of Deaf students included in the regular classroom. The general objective of the research was to identify the initial training of teachers of Deaf students, included in the common room of regular education, at the Maria José Aragão Teaching Center. As for the specific objectives, they were: to identify the conceptions of deafness through the clinical and socio-anthropological bias; to analyze the main legal milestones between 2001 to 2010 that permeated the education of the deaf; analyze the planning experienced by teachers, who have a Deaf student included in the regular classroom; in addition to raising the pedagogical needs of Deaf students and the collaboration regime for Libras teacher / interpreter planning; as well as building a notebook of methodological orientations aimed at an integrated planning of teacher / interpreter of Libras, which helps in teaching the Deaf student included in the regular classroom. Through systematic literature review and using qualitative methodology, whose analysis system is quantitative-descriptive, the research used the application of online questionnaires, for data collection, to Deaf students, Teachers and Interpreters of Libras, 3rd grade of high school. The study is configured as field research and this application is one of the phases of bibliographic and documentary research. The research analysis system fits into the quantitative-descriptive, which supported the construction of the research product. The relevance of conducting this research is justified by considering that the technical-technological product can assist teachers in the elaboration of an integrated planning, for inclusion of the Deaf student in the regular classroom. In this research it was possible to raise the pedagogical needs of the Deaf student, based on their specificities, how the planning of the teacher is experienced along with the performance of the Libras’ Interpreter, generating the didactic material for the teachers. It was found that there are still weaknesses in the initial training of teachers and that it is considered unsafe to plan and teach classes for Deaf students. The research pointed out that the teacher's planning has some gaps, which can compromise the accessibility and learning conditions of the Deaf student, which only do not occur, in fact, due to the presence of the Libras’ Interpreter, causing him an overload in the exercise their function. The technical-technological product of this research, a notebook with methodological guidelines, is a recommendation for integrated planning, for teachers from all areas of knowledge: Human Sciences and their technologies, Natural Sciences and their technologies, Languages, codes and their technologies , Mathematics and its technologies. In an attempt to contribute and minimize gaps in the initial teacher training, it is recommended to use this didactic material, on the school's own floor, through pedagogical training and / or workshops, thus making it possible to guarantee conditions of accessibility, inclusion and learning to the student. Deaf student included in regular school.

This study, carried out with the Graduate Program in Education (PPGE) - Professional Master's
Degree in Education at the State University of Maranhão (UEMA), is linked to the concentration
area in Management and Teacher Training in Basic Education and the line of research in
Educational and School Management. The objective was to analyze the implementation of the
National Policy for Special Education from the Perspective of Inclusive Eucation (PNEEPEI) in
the municipal public education networks of Central do Maranhão and Apicum-Açu, seeking to
apprehend under what conditions this policy is materialized within the regular classroom and
specialized educational service in schools in these educational networks. In its specificity, the study
brings to light the results achieved by the research that investigated the aforementioned policy, in
the process of being implemented in Brazil since 2008, taking as research field the two
municipalities, both located in the Western Coast Region of Maranhão. . To understand the theme
and analyze the phenomenon, the study was supported by Silva (1987), Carvalho (1997), Montoan
(2003), Mazzotta (2005), Beyer and Mora (2006), Gomes and Silva (2006) and Rua (2014), among
other authors who deal with the subject at hand, through theoretical and empirical studies. The
research, which fits into the qualitative approach supported by the assumptions of Bogdan and

Biklen (1994), Minayo (2016), Manzini (1995), Vergara (2012) and Triviños (2008), used semi-
structured interviews, systematic observation and document analysis. In the analysis and

interpretation of the data, the content analysis of Bardin (2009) was adopted, and as for the method,
the study printed a dialectical look as adduced by Mark (1974), for the apprehension of the
phenomenon in its entirety, considering the historical nature, political, economic and social. The
accurate analysis of the phenomenon allowed us to conclude that in the two cities surveyed, to
materialize special education from the perspective of inclusive education, there is still a long way
to go, as what has been done in practice is still far from reaching what is foreseen. to PNEEPEI.
Although it was not possible to observe educational practices within the scope of Specialized
Educational Service in the Perspective of Inclusive Education, considering the suspension of the
school calendar in both cities imposed by the Covid-19 Pandemic, the testimonies of the
participants, in both cities, they present evidence that there is no continuous and responsible
planning of the actions of the municipal education secretariats, which hinders the process of
implementing PNEEPEI. Likewise, the two educational networks did not present a plan that
integrates continuing education actions for teachers that allow them to understand the act of
teaching and learning in the context of serving people with disabilities or special educational needs,
which represents a setback in implementing the policy in education systems. It was also found that
the two municipalities do not have the structure, facilities and pedagogical material necessary for
educational work in this area, which explain the emerging challenges faced by the municipalities
in achieving the policy objectives.

The recommendations of the National Guidelines for the provision of education in penal institutions are aimed at “promoting the social reintegration of the person deprived of liberty through education. The Criminal Execution Law No. 7,210 of June 11, 1984, provides, in Article 10, about the State's duty to provide assistance to persons deprived of their liberty. LDBEN n. 9394/96 defines in its article 37 the Youth and Adult Education (EJA) modality as that destined to people who did not have access to or continue their studies in elementary and high school at their own age. Thus, the work presented here aims to analyze the challenges of education management in the Prison System from the institutions responsible for the process of (re) education of inmates at the Pedrinhas Penitentiary Complex in São Luís / MA, highlighting their conceptions, possibilities and challenges, as well as the reflexes on the re-socialization of people deprived of their liberty. To this end, the historical perspectives of education in prisons in the Brazilian context stand out, as well as the legislation in the different periods, in addition to highlighting education as a social reintegration program and analyzing the competencies of SEDUC and SEAP, how they are articulated and whether educational assistance is being achieved in its purpose in the Prison Units for Resocialization of São Luís / MA. Education in prisons requires mechanisms and actions that guarantee management, conditions associated with technical criteria of school administration, which make feasible and enhance educational practices that foster respect and come to curb prejudice and discrimination and act to correct attitudes disrespectful, and that favor and potentiate significant learnings of access to basic knowledge, fundamental for life integrated to society. The methodological proposal is based on apprehending the dialogical process of debate between opposing positions, emphasizing the permanent investigation of the contradictions of reality. The investigative path for the construction of this work is of a qualitative nature, which involves bibliographic, documentary and field research. The research subjects will be professionals from SEDUC who work in prison education (pedagogical coordinators, teachers and manager), from SEAP (managers, agents and technicians from the penitentiary system) and young people and adults enrolled in school. For the collection of empirical data the option is the questionnaire, which was prepared containing open and closed questions. Partial data presented show that there is, in fact, no effective educational policy for the re-socialization of young people and adults deprived of their liberty. However, there is an urgent need to develop a humanized work of professionals who work directly with the re-socialization of these people who believe in offering education as a privilege and not as a right provided for and guaranteed by law. To this end, the importance of providing continuing education for those who work with education in prisons is stated. According to the issues raised, it is considered that school management can be held responsible for the inmates' learning by promoting actions based on the articulation between Secretaries involved, in order to seek ways to reduce the rate of recidivism and, consequently, the prevention of crime inside and outside the prison.

The present study with concentration area in management and teacher training in Basic
Education, is linked to research line in educational and school management of
PostGraduate Program at the State University of Maranhão and is constituited from the
interest in knowing what the UEMA, São Luís campus, Pedagogy course graduates are
doing profissionally. For this, it sought to know the most varied fields of professional
activity of the pedagogue in contemporary society, especially, of the UEMA, São Luís
campus, Pedagogy course graduates, as the Resolution n.1 of 2015, that regulates and
establishes guidelines to Pedagogy Course, (BRASIL, 2015) requires monitoring of
inicial training graduates in their professional environments. In order to find mechanisms
to improve training quality according to these graduates acting field demands. In the
atempt to answer the problem question that guides this study, the research has as the main
objective to identify the professional profile of the State University of Maranhão, São
Luís campus, Pedagogy course graduates of the period from 2015 to 2019, with the goal
of contribuiting in curriculum organization, in the academic management process and in
professional insertion. For this, it counts with data that indicate who are, where and how
are inserted profissionally the graduates of the UEMA ́s graduates. For this, it counts
with a theorical and historical survey about the Pedagogy course in the relation with
research field and the study object. As theoretical reference, it is supported by Luzuriaga
(1984), Gauthier (1998), Cambi (1999), Nóvoa (1999), Libâneo (2006), Pimenta (2006),
Silvestre; Pinto (2007) Franco (2008), Saviani (2012), among others. It utilizes
qualitative, exploratory, field approach methodology. The data produced indicate the
importance of knowing where are acting the UEMA ́s Pedagogy course graduates,
stregthening the debate about the training of pedagogues and their multivariate fields of
professional acting. They also inform the relevance of a product that enables forward
courses graduates, through an app, attending to legislation guidelines.

This study, conducted under the Graduate Program in Education (PPGE) - UEMA, aimed to analyze the policies of continuing education of school managers implemented in the municipalities of Alto Alegre do Pindaré and Miranda do Norte, in the period from 2009 to 2019, seeking to apprehend the effectiveness in the organization of school spaces and times, in the organization of pedagogical work and management and in the quality of school education. The research brings up the historical construction about the educational policies and reforms in Brazil, from the 1930s, and is based on: Chiavenato (1983), Frigotto (1999), Paro (1996, 2016), Luck (2000, 2013), Machado (2000), Oliveira (2002), Gentili (2005), Andreotti (2006); Fonseca (2009), Oliveira (2011), Libâneo, Oliveira and Toschi (2011), Aguiar (2011), Saviani (2013), Peroni (2015), Souza (2018), Silva (2018); Hora (2012), Toschi (2011); among others. The analysis of the phenomenon takes into account the main legal documents instituted as of the 1988 Constitution, giving visibility to the Education Development Plan (PDE, BRASIL, 2007) and the National Education Plan (PNE 2014-2024). The methodology was supported by Bogdan; Biklen (1994), Marconi and Lakatos (2003), Yin (2010), Gil (2010), Minayo (1994), among others. The research fits the qualitative approach and adopted as research procedures the document analysis and the semi-structured interview. The data were analyzed based on content analysis (BARDIN, 2009), based on the following categorical axes: axis I - continuing education, school management and quality; axis II - processes of continuing education of school managers and policies, programs and space/time of the training meetings; axis III - democratic management, training and Municipal Education Plans. The dialectic view (KOSIK, 1976) in the analysis of the phenomenon in question allows us to state that only from the 1988 Constitution and the LDBEN (9394/1996) school management started to be guided by the principles of democratic management, whose assumptions are autonomy and participation of school subjects. However, these principles hide the character of accountability for the results achieved by the school in the IDEB, in accordance with the guidelines of international organizations, with emphasis on the efficiency and effectiveness of school management. The study identified, within the scope of the municipalities researched, two programs for the continuing education of school managers, which were carried out through a public-private relationship. What they all have in common is the managerialist conception of educational policies and practices that demarcated the actions aimed at the training of school managers. As for the contents discussed in the training courses and the mechanisms implemented to ensure their effectiveness, the research revealed that the policy of educational and school management, implemented in the municipalities participating in the research, whose fulcrum is the elevation of the IDEB of municipal public schools. As a Technological Techinical Product, the study leaves as a contribution a pedagogical Project of course and e-book, both to subsidize the school management system and particular, the work of the manager.

The search for educational quality, socially referenced, has become a flag of struggle in recent times. From this perspective, school management is one of the elements that can contribute to achieving this goal. This dissertation deals with school management and the Basic Education Development Index (IDEB) in a dialogic perspective. Thus, the general objective was to analyze the management actions in two public schools in Floriano - PI, and the quality indicators of the goals established by the Basic Education Development Index (IDEB), based on the Prova Brasil, in the period between 2013 to 2017. The research is a case study type developed in two public schools in Floriano, Piauí, Brazil, both located in the urban area of the city. In the study, we chose to approach the historical-dialectical materialism as a method that implies going beyond the mere appearance of phenomena, providing a greater knowledge of the essence of the studied object. In contact with the empiricist, we carried out semi-structured interviews with principals, teachers, representatives of parents of students and administrative representatives of the two schools in the field of research. We use content analysis as a technique for analyzing and interpreting data, for this we follow the guidelines of Bardin (2011) in organizing the analysis steps. For theoretical support of the work we used authors such as Davies (2006), Dourado (1998), Duarte (2013), Fonseca (2001), Freitas (2020), Frigotto (1999), Gamboa (2008), Gatti (2020), Oliveira (2020), Padua (2012), among others. In the process of fulfilling the general objective and the specific objectives, we reached conclusions such as that the management actions in the two schools surveyed, in the period corresponding to the time frame of the research, influenced the results of the IDEB. This influence can be directly or indirectly, for example, we have the reinforcement class, which is frequently mentioned in the interviewees' reports, this can be an example of an action that directly influences the results from the training of students to take the Saeb. The search also conclude that actions such as the bonus policy influence the work of teachers from the perspective of reward. We also identified that the use of these results in many cases took place only from the perspective of aggrandizing those schools that have good grades and blaming those that, for various reasons, did not achieve positive results. The search also regard to its use as an instrument to assist in the construction of educational public policies, the IDEB is still very little explored.

This research focused on investigating how teachers in the early years of elementary school are treating the Common Base National Curriculum (BNCC) in its implementation process in school pedagogical work. In this sense, it aimed to analyze the guidelines prescribed in the BNCC and its effects on the pedagogical work of these teachers in a municipal school in the rural area of São Luís. More specifically, it was proposed to analyze the actions of continuous training, offered to teachers of the years elementary school, in relation to the BNCC proposals; to identify the perceptions developed by the teachers, the school manager and coordinator about the BNCC regarding the pedagogical work they do at school. Finally, in compliance with the proposed objectives, an educational blog of collaborative writing with teachers was built, understood as a means of communication and sharing of materials and tools that enable the implementation of the BNCC. The search for answers to these objectives allowed us to understand how teachers in the rural area of São Luís, an empirical field of research, conceptualize, treat, reinvent, resist and improve the guidelines of the National Common Curricular Base. The methodological guidelines follow a qualitative approach, of documentary and bibliographic analytical nature, using a professional profile identification form (open) and semi-structured interview. The theoretical perspective adopted was based on a dialectical view, locating the Curriculum in the field of studies and research in the critical and post-critical conception, also placing in this theoretical perspective the school planning and the continuing education of teachers. As for the theoretical-methodological approach, the curriculum is located in the field of Educational Policy, a field where there is the possibility of revealing the possibilities and challenges of professional teaching action. Through research, the analysis of the actions of continuous training offered to teachers in relation to the BNCC's proposals revealed that the discussions in the initial moments of implementation were not sufficient for an effective appropriation of these guidelines and to relate them to their pedagogical practice. However, teachers' perceptions of the curriculum revealed elements of criticality regarding the construction and implementation process of the BNCC, identified in the interviews and in the writing of the blog. Finally, the blog's research and construction work demonstrates that this space is a favorable and fertile environment to approach the dialogue on the implementation of BNCC in schools. As well as, it has been a means of accessing the various materials and tools available on the network for pedagogical assistance to schools.

This Dissertation is about the continuing education of the Specialized Educational Assistance (SEA) teacher of the municipal education network of São Luís, focusing on the work developed for the student with Intellectual Disability in the Multifunctional Resource Room. It analyzes the reality of this training in the respective education network, and from this context, produces a pedagogic support booklet for the use of this teacher, as a product of the research. It uses applied research of the researchaction type for the intervention in the reality in reference and the qualitative approach, as it works with values, beliefs and non-quantifiable aspects. It arrives at the State of the Art through a bibliographic survey in the categories listed in the research: Continuing Education of Teachers in Brazil, Specialized Educational Assistance and Intellectual Disability. The research is guided by the Historical-Dialetic method, in the understanding that there is a history that accompanies the trajectory of this formation and attendance, as well as many contradictions between what is proposed in public policies and what is lived in the school context. It employs as instruments for data collection, a semi-structured interview with the manager of the Superintendence of Special Education Area (SSEA) of the Municipal Department of Education of São Luís and with eighteen teachers of the SEA of the respective educational network. It also applies a questionnaire for the evaluation of the pedagogical support booklet only with the teachers. It makes use of Content Analysis as a technique for interpreting and analyzing the statements of the SSEA manager and the teachers of the specialized service. Based on the data obtained, it shows that continuing education in the municipal education network is planned, but still follows the same context in which it was historically conceived in the brazilian educational scenary, i.e., of an emergency crankcase and propeller of a possible pedagogical remake with models, resources and watertight planning. It highlights that the pedagogical support booklet built relied on the collaboration of SEA teachers during the application of the research and was later evaluated by them. This, the material was composed with pedagogical guidelines and suggestions for practical activities for a systemized specialized service and, at the same time, adaptable for students with Intellectual Disabilities. It concludes that it is necessary to re-signify the continuing education in order to have a dialogue with the pedagogical practice in the SEA This action must start from the understanding of the teaching needs, in the foreground, so that this reflection focuses on the procedural development of the student with Intellectual Disability.