Esta pesquisa analisa a Educação Sexual no Ensino Médio a partir dos discursos de
professores/as de Biologia, considerando suas percepções socioculturais, sociopolíticas e
didático-pedagógicas. A investigação partiu da constatação de que, no cotidiano escolar,
esses/as docentes frequentemente assumem a responsabilidade quase exclusiva de abordar a
temática da sexualidade, enfrentando o desafio de tratá-la de modo interdisciplinar e sensível
às demandas contemporâneas. O objetivo geral propôs-se a analisar os discursos de
professores/as de Biologia do Ensino Médio sobre Educação Sexual, tendo como centralidade
suas percepções didático-pedagógicas sobre o tema. Como objetivos específicos, buscou-se: (a)
identificar, por meio de pesquisa documental, produções bibliográficas relacionadas à
Educação Sexual no campo da Educação, mapeando abordagens teóricas sobre o tema; (b)
compreender o conhecimento dos/as docentes de Biologia acerca da Educação Sexual por meio
de entrevistas; (c) investigar as metodologias utilizadas na problematização da temática; e (d)
produzir um material pedagógico contendo orientações para o trabalho com Educação Sexual,
fundamentado nas necessidades identificadas nos discursos docentes. Metodologicamente,
trata-se de uma pesquisa de abordagem qualitativa, entendida como um processo dinâmico,
aberto e reconstruído ao longo da investigação. Utilizou-se a técnica da entrevista como
instrumento de produção de dados, envolvendo oito professores/as de Biologia do Ensino
Médio do município de Pinheiro – MA. Os dados obtidos permitiram identificar que, embora
reconheçam a relevância da temática, muitos(as) docentes evitam abordá-la em sala de aula,
relatando lacunas formativas relacionadas à discussão de gênero e sexualidade durante sua
formação inicial e continuada. As entrevistas também possibilitaram identificar metodologias
consideradas mais adequadas para o ensino de Educação Sexual na Educação Básica, visando
minimizar as dificuldades apontadas pelos(as) participantes. Os resultados contribuíram para a
compreensão dos discursos docentes e evidenciaram a necessidade de práticas pedagógicas que
valorizem a diversidade e promovam o respeito às diferenças. Com base nos achados da
pesquisa, elaborou-se um Produto Educacional como uma proposta pedagógica para trabalhar
a Educação Sexual no Ensino Médio, com foco na valorização da diversidade e no
enfrentamento das desigualdades de gênero e sexualidade no contexto escolar. Conclui-se que
medidas educacionais devem ser realizadas para a sensibilização sobre a temática de gênero e
sexualidade, especialmente dentro do ambiente escolar.

A pesquisa intitulada “O Sistema de Avaliação e Monitoramento das Aprendizagens de
Raposa – SAMAR e a participação dos gestores escolares na elevação dos indicadores de
qualidade”, desenvolvida no âmbito do Programa de Pós-Graduação em Educação (PPGE) –
Mestrado Profissional da Universidade Estadual do Maranhão (UEMA), tem como objetivo
geral analisar o SAMAR da rede municipal de ensino de Raposa/MA, bem como a
importância da gestão escolar na elevação dos indicadores de qualidade educacional. No
campo teórico, o estudo fundamenta-se em produções que discutem os sistemas de avaliação
educacional, ancorando-se em autores como Saviani (2008, 2010), Hoffmann (2012), Luckesi
(2021), Fonseca (2009), Szymanski (2018), Zakia; Lopes (2024), Mello e Bertagna (2016),

Ferrarotto (2021), Schneider e Nardi (2014) e Silva (2009), entre outros. Além disso, realiza-
se uma análise do itinerário das políticas de avaliação educacional, contemplando seu

panorama histórico, com ênfase nas avaliações em âmbito municipal. A avaliação educacional
é compreendida como um elemento relevância no que se refere ao domínio cognitivo dos
conteúdos, assumindo um papel determinante ao fornecer resultados para os sistemas de
ensino. Nessa perspectiva, pode ser descrita a partir da lógica dos gestores educacionais e
escolares, articulando-se às noções de excelência e regulação, uma vez que também exerce
função reguladora sobre o trabalho pedagógico desenvolvido em sala de aula.
Metodologicamente, a pesquisa fundamenta-se no materialismo histórico-dialético e adota
uma abordagem qualitativa. Como instrumentos de coleta de dados, utilizam-se roteiro de
observação e entrevistas semiestruturadas, realizadas com técnicos da Secretaria Municipal de
Educação e gestores escolares da rede municipal de Raposa. Diante desse contexto, emerge a
seguinte problemática: como os gestores das escolas da rede municipal de Raposa/MA
contribuem para a elevação dos indicadores de qualidade da política de avaliação – SAMAR?
A partir dos dados coletados, foi desenvolvido um Produto Técnico-Tecnológico que consiste,
inicialmente, na elaboração de um caderno de orientações, com a finalidade de auxiliar os
gestores escolares na compreensão e na aplicação dos resultados do SAMAR no contexto das
práticas de gestão educacional.

A presente pesquisa intitulada Recursos audiovisuais na Formação Continuada de Professores
no Bengo-Angola: proposta de um site no formato REA para Escola Magistério Kimamuenho
deriva das insuficiências da utilização dos recursos audiovisuais por parte dos professores na
escola supracitada. Estas insuficiências estão relacionadas à fraca aposta na formação integral
dos professores, apetrechamentos das escolas, condições de trabalho, baixa remuneração e
tantos outros aspetos. A pesquisa teve como objetivo geral compreender como o
desenvolvimento de um site, no formato REA, pode contribuir para o uso dos recursos
audiovisuais na formação continuada dos professores no Kimamuenho. Para o alcance deste,
adotou-se como metodologia a abordagem qualitativa numa pesquisa de natureza aplicada, de
caráter descritivo-interpretativo, assumindo o caráter diagnóstico com proposta de
intervenção, ao passo que, quanto aos procedimentos técnicos de coleta de dados, é
bibliográfica e pesquisa de intervenção. Com a aplicação de questionários online, os
resultados evidenciam que, na perspectiva dos gestores, há limitações estruturais
significativas, como insuficiência de equipamentos tecnológicos, acesso restrito à internet e
carência de políticas institucionais consistentes para a formação tecnológica. Já os professores
apontam dificuldades relacionadas à formação insuficiente no uso dos Audiovisuais e
predominância de práticas tradicionais centradas na teoria. Ambos os grupos reconhecem a
importância dos recursos audiovisuais para dinamizar o ensino e favorecer a aprendizagem
significativa. Diante desse cenário, a pesquisa resultou na proposta de um site no formato
REA para o desenvolvimento de saberes pedagógicos e tecnológicos no seio dos professores
para maior integração entre a teoria e a prática nas salas de aulas, o estímulo à inovação
pedagógica e mudanças nas práticas dos professores nas salas de aulas.

A pesquisa intitulada “práticas de gestão aplicadas na educação integral em tempo integral
nos Centro Educa Mais da rede pública estadual maranhense” insere-se na linha de pesquisa
Gestão Educacional e Escolar, do Programa de Pós-Graduação em Educação (PPGE). A
questão central da pesquisa é: A Tecnologia de Gestão Educacional (TGE) implantada nos
Centros Educa Mais, está articulada, em nível de práticas de gestão, às dimensões da
educação integral e gestão democrática? A pesquisa tem como objetivo principal analisar, no
âmbito das práticas de gestão e à luz das dimensões da educação integral e da gestão
democrática, o modelo de Tecnologia de Gestão Educacional implantado nos Centros Educa
Mais Os objetivos específicos que fundamentam este estudo são voltados a: descrever e
analisar as práticas de gestão regulamentadas nos orientativos de gestão da Secretaria de
Educação do Maranhão, à luz dos conceitos de educação integral e gestão democrática;
conhecer a percepção da comunidade escolar acerca das práticas de gestão implantadas e suas
implicações para o desenvolvimento de uma educação integral; conhecer a satisfação escolar
em relação ao ambiente escolar, principalmente no que tange às ações da gestão e criar um
produto técnico-tecnológico relacionado à gestão escolar e educacional, de acordo com as
demandas das comunidades escolares. O referencial teórico da pesquisa é sustentado por
autores como: Adrião (2016), Laval (2019), Dourado (2002), Saviani (2003) Minayo (2010),
Soares (2014), Peroni (2016), Frigotto (2018), Freitas (2021), Paro (2022), Teixeira (2007),
entre outros. Para a investigação, adota-se a perspectiva do método do materialismo histórico-
dialético, buscando compreender o objeto de estudo na sua totalidade, historicidade,
contradições e a mediação, conforme Tozzoni (2020), a abordagem de pesquisa quanti-
qualitativa, técnica de entrevista com roteiro semiestruturado e análise de conteúdo. O lócus
de realização do levantamento de dados ocorreu em um Centro Educa Mais, escola da rede
pública, da região metropolitana de São Luís - MA, tendo como participantes dois gestores
escolares, três professores e três estudantes da escola selecionada. Como resultado foi
possível perceber que TGE fortalece aspectos organizacionais no ambiente escolar, e que os
Centros Educa Mais possuem uma boa avaliação da comunidade escolar, no que tange o
modelo. Contudo, a formação omnilateral não é totalmente contemplada nas práticas de
gestão, o que mantém o padrão tradicional da educação, sendo evidenciado uma gestão
gerencial com necessidade de ampliação de aspectos democráticos de gestão e participação.

This work is linked to the Postgraduate Program in Education at the State University of
Maranhão (PPGE/UEMA) and proposes to investigate the following scientific problem: what
classic contents are important in the literacy curriculum in terms of human formation from a
historical-critical perspective? To this end, we have set the following general objective: to
analyze, from the perspective of historical-critical pedagogy, which classic school contents for
the literacy curriculum are essential to human formation. Our specific objectives are: to
identify the theoretical conception of literacy in light of historical-critical pedagogy; to
characterize the classic contents in relation to the learning of written language, in light of
historical-critical pedagogy; to analyze the contributions of classic contents to the process of
human formation in the context of literacy; and to produce teaching materials with classic
contents for the teaching of written language, in light of Historical-Critical Pedagogy. We
justify conducting this study with a view to contributing theoretical and methodological
aspects to the organization of literacy teaching work from the perspective of historical-critical
pedagogy, based on school content that promotes human development. This is a bibliographic
research based on the assumptions of historical-dialectical materialism. The study is also
based on the following theoretical categories: classical content (Saviani, 2003), (Galvão;
Lavoura; Martins, 2019), literacy (Martins, 2013; Dangió, Martins, 2018; Mazzeu, Francioli
(2018), Carvalho (2019, 2024), curriculum (Duarte, 2016; Malanchen, 2016), Historical-
Critical Pedagogy (Saviani, 2008). Historical-Critical Pedagogy advocates the teaching of
classical content (scientific, artistic, and philosophical), differentiating it from the common
understanding that considers it old and outdated and instead seeing it as essential, something
that cannot be lacking for human development through school education in light of historical-
critical assumptions. Thus, the function of the school presupposes an education that promotes
human development in its totality, transforming the individual through the meaningful
appropriation of human objectifications, such as reading and writing. In this context, we
propose as a Technical Technological Product (PTT) the production of a literacy teaching
workbook with content and proposed activities from a historical-critical perspective of school
education, since literacy is an essential condition for human life and goes beyond the
technique of encoding and decoding graphic symbols, as it enhances the development of the
psyche through the appropriation of written language as one of the requirements for insertion
into literate culture. The main findings of the research highlight the importance of classic
school literacy content, such as: the concept of letter, phoneme, syllable, word, literary text
genres, nouns, verbs, among others, as a system of concepts that allows us to understand the
meaning and significance of written language for human development, beyond the skills and
abilities proposed by the work axes with the Portuguese Language, for Elementary Education,
established in the BNCC (National Common Core Curriculum).

Esta dissertação, vinculada à linha de pesquisa Gestão Educacional e Escolar do Programa de Pós- Graduação em Educação da Universidade Estadual do Maranhão (PPGE/UEMA), tem como
objetivo analisar a participação social nos processos de elaboração, monitoramento e avaliação do
Plano Municipal de Educação (PME) de Paço do Lumiar/MA, referente ao decênio 2014-2023. O
estudo fundamenta-se nos princípios da gestão democrática e do controle social, investigando as
contradições entre o arcabouço legal e a prática política local. A pesquisa adota uma abordagem
qualitativa, ancorada na perspectiva dialética e utiliza como procedimentos de investigação a
análise documental e entrevistas semiestruturadas com sujeitos que representam instituições
colegiadas, como Conselho Municipal de Educação (CME), Fórum Municipal de Educação
(FME), os segmentos de Professores, Especialistas em Educação Básica, Pai/Mãe/Responsável,
Estudante e Sindicato dos Profissionais da Educação, além da Secretaria Municipal de Educação
(SEMED). A análise dos dados foi realizada à luz da análise de conteúdo, segundo Bardin (2015),
permitindo a triangulação entre fontes empíricas, documentos oficiais e referencial teórico, à luz
de autores como Gohn (2016), Saviani (1986, 2006, 2011), Dourado (2010, 2017, 2020), Gandin
(2001), dentre outros. A análise do fenômeno apoiou-se nas seguintes categorias: participação;
gestão democrática; e planejamento educacional, numa perspectiva dialética permeada pela
contradição e pela visão de totalidade. A análise acurada dos dados trouxe como principais
evidências que, embora o PME esteja alinhado ao Plano Nacional de Educação, considerando as
metas e estratégias voltadas para o enfrentamento dos desafios da educação municipal, bem como
para a elevação dos indicadores de qualidade da educação, enfrentou, por outro lado, entraves no
âmbito da participação social principalmente nas fases de monitoramento e de avaliação,
impactada pela estrutura burocrática institucionalizada, marcada pela centralização do Poder
Executivo, bem como, pela ausência de autonomia dos órgãos colegiados. A principal
contribuição do estudo reside na identificação da contradição como elemento definidor da gestão,
resultando na proposição de uma Cartilha sobre a Participação Social na Construção da Educação
Municipal, como Produto Técnico Tecnológia (PTT), cujo objetivo é subsidiar, por meio de
elementos teórico-críticos, a participação da sociedade na política educacional local.

O presente estudo aborda a efetivação da gestão democrática em uma escola
municipal de São José de Ribamar/MA, destacando os desafios e possibilidades, para
sua efetivação. O estudo tem como objetivo geral analisar como a gestão escolar vem
efetivando as dimensões da autonomia, da descentralização e da participação,
identificando seus reflexos na qualidade da educação, tomando como referência uma
escola da rede municipal de ensino de São José de Ribamar–MA. Trata-se de uma
pesquisa de abordagem qualitativa, com enfoque dialético, que utiliza a análise de
conteúdo como procedimento interpretação dos dados. O percurso investigativo
contempla levantamento bibliográfico, fundamentado em autores como Oliveira
(2019), Libâneo (2021), Gadotti (2004), Paro (2016), Bordignon (2002), Peroni (2012),
Saviani (2008), análise documental e pesquisa de campo. Como instrumentos de
coleta de dados, foram utilizadas entrevistas semiestruturadas com a gestão,
coordenação e com professores da escola pesquisada. Os resultados evidenciam
desafios relacionados à efetivação da gestão democrática na escola pesquisada, vista
como referência no município de São José de Ribamar. Embora os avanços na
implementação desse modelo de gestão sejam visíveis, ainda existem desafios a
serem superados, como a baixa adesão de algumas famílias e a resistência de alguns
profissionais em se engajar plenamente nas práticas democráticas. A resistência à
participação, muitas vezes vinculada a questões estruturais, como condições de
trabalho e sobrecarga de funções, evidencia a fragilidade da materialidade da
concepção de gestão numa perspectiva democrática. Concluímos que o estudo
contribui para o aprofundamento dos debates sobre a prática da gestão escolar
democrática, destacando seus limites, possibilidades e implicações para a melhoria
da qualidade social da educação.

O estudo intitulado “Programa de Valorização do Mérito: implicações para o
resultado do IDEB nos anos de 2015 a 2019 no âmbito das escolas públicas
municipais de Teresina-PI”, insere-se na linha de pesquisa Gestão Educacional e
Escolar, do Programa de Pós-Graduação em Educação (PPGE/UEMA). A questão
central da pesquisa é: quais as implicações do Programa de Valorização do Mérito,
no âmbito das escolas públicas municipais de Teresina-PI, para os resultados do
IDEB de 2015 a 2019? A pesquisa tem como objetivo principal analisar de que forma
o Programa de Valorização do Mérito, no âmbito das escolas públicas municipais de
Teresina-PI, implicou nos resultados do IDEB nos anos de 2015 a 2019. E como
objetivos específicos: descrever as ações vinculadas ao Programa de Valorização
do Mérito desenvolvidas no contexto escolar das unidades de ensino municipais
selecionadas; caracterizar as ações do Programa de Valorização do Mérito,
relacionando-as aos impactos nos resultados do IDEB; identificar os limites e as
possibilidades do Programa de Valorização do Mérito para a qualidade social do
ensino e por fim desenvolver um minicurso para professores e gestores escolares
tomando como base os resultados da pesquisa. O enquadramento teórico da
pesquisa é sustentado por autores como: Freitas (2018), Gonçalves, Guerra e Deitos
(2020), Costa (2019), Soares (2013), Villas Boas (1993), Ravitch (2011), Vianna
(2024), Demo (1996), entre outros. Para atingir o objetivo proposto, foram aplicados
os fundamentos do materialismo histórico-dialético, buscando compreender o objeto
de estudo na sua totalidade, historicidade, contradições e a mediação, conforme
Tozoni (2020). Para a construção da pesquisa realizamos levantamento do
referencial teórico, análise documental e aplicação de um questionário aos
participantes da pesquisa. O estudo foi conduzido em duas escolas da rede pública
municipal de Teresina-PI, tendo como participantes professores, pedagogos e
diretores das escolas municipais: E. M. Planalto Ininga e E. M. Teodoro Machado
Coelho, totalizando nove participantes. O produto técnico tecnológico desse estudo
foi concretizado por meio da elaboração e aplicação do minicurso intitulado “Análise
e interpretação pedagógica dos resultados do Saeb”. A análise dos dados da
pesquisa permite constatar que a política de bonificação instituída pelo Programa de
Valorização do Mérito e as ações a ela associadas contribuíram para o crescimento

da nota do IDEB das escolas investigadas. Contudo, o crescimento quantitativo
observado nas notas do IDEB das escolas municipais de Teresina-PI, no período de
2015 a 2019, por si só, não é suficiente para afirmar a oferta de uma educação com
qualidade social, comprometida com a formação cidadã, crítica e emancipatória dos
estudantes e com a transformação social.

A presente pesquisa tem como temática a Educação Ambiental no contexto do
sistema socioeducativo, com foco nas práticas pedagógicas desenvolvidas por
professores dos anos iniciais do Ensino Fundamental em uma unidade de internação.
O estudo parte da compreensão de que a Educação Ambiental constitui um
instrumento formativo relevante para a construção de valores, atitudes e
conhecimentos voltados à sustentabilidade, cidadania e reinserção social de
adolescentes em cumprimento de medidas socioeducativas. O objetivo geral consiste
em analisar como a temática ambiental tem sido trabalhada pelos docentes nesse
contexto específico, considerando suas concepções, metodologias e desafios
pedagógicos. A investigação caracteriza-se como uma pesquisa de abordagem
qualitativa, de natureza descritiva e exploratória, realizada por meio de entrevistas,
observações e análise documental. Foi realizada na Unidade de Internação de São
José de Ribamar/MA, com a participação de oito professores. Fundamentou-se
teoricamente em Bardin (2011), Franco (2008), Gil (2025), Guimarães (2013),
Loureiro (2014), Leff (2015), Carvalho (2012), Fazenda (2011) e em documentos os
quais foram: Política Nacional de Educação Ambiental -PNEA (Lei 9.795/1999),
Estatuto da Criança e do Adolescente - ECA (Lei nº 8.069/1990), Sistema Nacional de
Atendimento Socioeducativo - SINASE (Lei nº 12.594/2012), Diretrizes Curriculares
Nacionais para a Educação Básica (DCNEB), dentre outros.Como produto técnico-
tecnológico, foi elaborado um baralho didático ambiental, concebido como estratégia
pedagógica lúdica para favorecer o ensino e a aprendizagem em ambientes de
privação de liberdade. Os resultados evidenciam que a Educação Ambiental possui
potencial significativo para promover reflexões críticas, desenvolvimento
socioemocional e fortalecimento de vínculos com o meio ambiente, contribuindo para
processos educativos mais humanizados e contextualizados. Conclui que a inserção
de metodologias inovadoras e materiais pedagógicos adaptados à realidade
socioeducativa pode ampliar as possibilidades de aprendizagem e favorecer a
formação integral dos estudantes.

O presente estudo, intitulado EJA NO SISTEMA PRISIONAL DE CODÓ/MA:
demandas formativas dos professores e os desafios do ensino, revelou as
contradições entre o direito à educação e as limitações impostas pelo cárcere. Nesse
cenário, emergiram as demandas formativas dos professores, que enfrentaram
desafios pedagógicos e sociais para garantir aprendizagens significativas em um
espaço de exclusão. A questão norteadora que direciona esta investigação é: Quais
desafios os professores da EJA vivenciam nas práticas de ensino no contexto do
sistema prisional e quais são as demandas formativas? O objetivo geral foi investigar
os desafios pedagógicos enfrentados pelos professores da EJA no sistema prisional,
evidenciando as demandas formativas. Como objetivos específicos, buscou-se:
contextualizar historicamente a Educação de Jovens e Adultos (EJA) no sistema
prisional, destacando seu papel na ressocialização e na garantia do direito à educação
para pessoas privadas de liberdade; analisar como os desafios estruturais,
pedagógicos e institucionais do sistema prisional afetam tanto a atuação dos
professores quanto a experiência de aprendizagem dos internos na EJA; e identificar
as necessidades formativas dos professores da EJA no sistema prisional,
considerando as especificidades do contexto e as demandas educacionais dos alunos
privados de liberdade. A investigação evidenciou que a educação no ambiente
prisional deve ser vista não apenas como um meio de reduzir o tempo de pena, mas
sim como um agente de (trans)formação para a reintegração dos indivíduos à
sociedade, tendo o professor um papel central no processo de ensino-aprendizagem.
Deram suporte teórico-conceitual à análise do fenômeno Onofre (2012; 2016), José e
Leite (2021), Coelho (2018), Nascimento, Oliveira e Ferreira (2024), Imbernón (2010),
Nóvoa (2002), Bardin (2011), entre outros. O estudo de caso utilizou questionários
semiestruturados e a técnica de análise de conteúdo para a sistematização dos dados.
Participaram da pesquisa professores e alunos da Unidade Prisional (UPR) de
Codó/MA. Os resultados indicaram que a prática docente foi marcada por uma
sabotagem institucional e pela solidão pedagógica, onde a rigidez das normas de
segurança frequentemente se sobrepôs ao tempo escolar. Os relatos dos professores
evidenciaram carências em metodologias ativas e mediação de conflitos, enquanto as
vozes dos alunos denunciaram o impacto emocional do isolamento, a precariedade
dos materiais e barreiras disciplinares, como o uso de algemas em sala e a negligência
na condução para as aulas. Apesar disso, os discentes reafirmaram a escola como
um território de esperança e reconstrução da identidade. Como resposta a esses
achados, a pesquisa apresentou como Produto Técnico Tecnológico (PTT) o Guia
Prático e Teórico para Docentes da EJA no Sistema Prisional: transformando espaços

de privação em territórios de emancipação, que objetivou fornecer suporte teórico-
metodológico e estratégias pedagógicas adaptadas à realidade local. Concluiu-se que

a educação prisional em Codó/MA necessita urgentemente de políticas públicas que
assegurem a autonomia pedagógica e a dignidade humana.

Este estudo teve como objetivo analisar como jogos e brincadeiras de matrizes
africanas e afro-brasileiras são desenvolvidos, sob uma perspectiva interdisciplinar,
por professores dos anos iniciais do Ensino Fundamental em uma escola da rede
municipal de Floriano/Piauí. Como objetivos específicos, buscou-se: i) compreender
os jogos e brincadeiras de matrizes africanas e afro-brasileiras e sua relação com o
contexto das relações étnico-raciais na escola; ii) identificar quais jogos e brincadeiras
dessa matriz cultural vêm sendo desenvolvidos por docentes nos anos iniciais; iii)
relacionar o uso dessas práticas lúdicas às abordagens interdisciplinares adotadas
pelos professores; e iv) elaborar um Guia de Formação Docente com sequências
didáticas que apresentem possibilidades de trabalho interdisciplinar com tais
manifestações culturais no contexto escolar. A fundamentação teórica apoia-se em
estudos que discutem interdisciplinaridade, cultura lúdica, formação docente e
relações étnico-raciais, dialogando com autores como Gomes (2003,2012,2017),
Munanga (2005,2009,2019), Cunha (2020,2016), Kishimoto (2010,2011), Bezerra e
Coutinho (2024), Nóvoa (1992), Freire (1996), Frigotto (2008), Thiesen (2008) e
Fazenda (1996,2011,2015), entre outros, os quais contribuem para a compreensão
da educação em uma perspectiva crítica, inclusiva e decolonial. Trata-se de uma
pesquisa de abordagem qualitativa, de caráter descritivo, configurada como estudo de

campo. O lócus da investigação foi uma escola da rede pública municipal de Floriano-
PI, contando com a participação de cinco docentes dos anos iniciais do Ensino

Fundamental. Como procedimentos metodológicos, utilizaram-se a observação não
participante e a realização de entrevistas semiestruturadas. A organização e análise
dos dados foram realizadas com base na técnica de análise de conteúdo proposta por
Bardin, permitindo a construção de categorias temáticas a partir das falas e das
práticas observadas. Como Produto Técnico-Tecnológico resultante da investigação,
elaborou-se um Guia de Formação Docente contendo sequências didáticas voltadas

ao trabalho interdisciplinar com jogos e brincadeiras de matrizes africanas e afro-
brasileiras nos anos iniciais do Ensino Fundamental. O material propõe estratégias

pedagógicas que articulam ludicidade, valorização cultural e integração curricular,
contribuindo para a efetivação da educação das relações étnico-raciais no cotidiano

escolar. Os resultados evidenciaram que a abordagem da cultura africana e afro-
brasileira na escola ocorre, predominantemente, de forma pontual e atrelada a datas

comemorativas, sem integração sistemática ao currículo. Constatou-se a ausência de
práticas interdisciplinares consolidadas que incorporem a ludicidade afro-brasileira ao
planejamento pedagógico regular. Entre os principais desafios apontados pelas
participantes destacam-se a insuficiência de formação inicial e continuada sobre a
temática, a carência de materiais didáticos adequados e a inexistência de projetos
pedagógicos estruturados que promovam a inserção crítica e permanente dessas
manifestações culturais. Espera-se que os resultados contribuam para o (re) pensar
dos saberes docentes, fortalecendo práticas pedagógicas comprometidas com a
valorização da cultura afrodescendente, o respeito à diversidade e a promoção de
relações étnico-raciais mais equitativas. Além disso, almeja-se fomentar o diálogo em
torno de um currículo decolonial que reconheça e integre, de modo interdisciplinar, a
cultura africana e afro-brasileira ao processo de ensinar e aprender nos anos iniciais
do Ensino Fundamental.

A presente dissertação intitulada “A interdisciplinaridade no Desenho Curricular do
Maranhão para a etapa da Educação Infantil: uma análise da política de gestão do
conhecimento” analisou as concepções, as práticas educativas, os limites e possibilidades da
política de gestão do conhecimento com base na compreensão de interdisciplinaridade dos
educadores, orientados pelo Documento Curricular do Maranhão (Maranhão, 2018). Ante o
exposto, o problema de pesquisa, foi: Como se caracterizam nas práticas educativas a política
de gestão do conhecimento, na perspectiva interdisciplinar, a partir do Documento Curricular
do Maranhão para a Educação Infantil? Teve como objetivo geral:analisar a política de gestão
do conhecimento na Educação Infantil sob a ótica da interdisciplinaridade orientada pelo
Documento Curricular do Maranhão (Maranhão, 2018). E como objetivos específicos, foram:
Identificar as concepções de interdisciplinaridade de educadores que atuam na Educação
Infantil; caracterizar as práticas educativas dos educadores se está respaldada na abordagem
interdisciplinar; analisar os limites e possibilidades da política de gestão do conhecimento
pela ótica da interdisciplinaridade com base na fala dos educadores; e desenvolver um curso
de extensão interdisciplinar destinado aos educadores da etapa da Educação Infantil. O
desenvolvimento desta pesquisa numa abordagem crítico-dialética se inspira nos parâmetros
do materialismo histórico-dialético (MHD). Como produto educacional, foi desenvolvido um
curso de extensão destinado aos educadores da etapa da Educação Infantil, cujo objetivo
consistiu em contribuir para a melhoria das práticas educativas dos educadores. A
fundamentação teórica baseou-se nos autores da concepção crítica de interdisciplinaridade,
tais como Frigotto (2011), Tonet (2013), Goldman (1978), Thiesen (2013). A primeira análise
nos permitiu compreender o dualismo interdisciplinar entre executar normas curriculares
padronizadas e ofertar formação na vertente totalizadora; a possibilidade de vivências
interdisciplinares nas práticas educativas e o reconhecimento da importância da
interdisciplinaridade e os limites estruturais que impedem que ela se concretize. A
comparação entre as análises revela que o curso de extensão gerou um salto de qualidade na
consciência docente. A possibilidade de um "ensino-aprendizagem concretizado nas relações
sociais" (primeira análise) tornou-se a busca pela "visão abrangente e pensamento crítico"
(segunda análise).

Este trabalho tem como tema “Colégio de Aplicação e Escola Técnica da
Universidade Federal do Maranhão (Colun/UFMA): a práxis da gestão escolar”.
Objetiva analisar a práxis de gestão desenvolvida no Colun, no período de 2022 a
2025. O estudo parte da questão-problema: de que forma é desenvolvida a gestão
escolar no Colun/UFMA? A princípio, como pressuposto, assume-se que essa
gestão se desenvolve em um contexto de contradição, revelado pelo conflito entre a
retórica proclamada da gestão democrática do ensino público e a práxis do modelo
gerencialista na educação. A investigação adota uma abordagem crítico-dialética e
utiliza como principais técnicas de pesquisa a análise documental e entrevistas. O
referencial teórico apoia-se em autores como Saviani (1984), Dourado (2007),
Sander (2007), Russo (2004) e Paro (2012), dentre outros; além de normativos
legais e documentos oficiais que regulamentam e orientam o fazer da gestão
escolar. Para a sistematização dos dados, toma-se como referência a perspectiva da
análise de conteúdo, proposta por Bardin (2016). Como Produto Técnico
Tecnológico, é realizada a produção de um material didático em formato de cartilha,
intitulado “Dia a Dia na Gestão da Escola”, com o intuito de orientar práticas de
gestão democrática na escola. A cartilha pode ser distribuída em suporte impresso
ou em livro digital. Os resultados apontam que, apesar de constar em documentos e
nos enunciados dos(as) sujeitos(as) de pesquisa que existem preceitos e práticas
dialógicas e democráticas, a gestão do Colun/UFMA possui ainda práticas
enraizadas do paradigma gerencialista, marcadas pela hierarquização de processos,
limitações à autonomia nas decisões e fragmentação das ações de gestão da
escola.

Esta pesquisa investiga a relação entre formação continuada e desenvolvimento profissional,
por meio de um estudo com os docentes do Instituto Federal do Maranhão (IFMA), Campus
São João dos Patos/MA. A questão central que norteia o estudo é: De que maneira a formação
continuada de professores impacta o desenvolvimento profissional da prática docente no
contexto específico da formação profissional de professores do IFMA, Campus São João dos
Patos? O estudo tem como objetivo compreender como a formação continuada de professores
para a prática docente influencia o desenvolvimento profissional no âmbito da educação
profissional voltada à educação básica. Os objetivos específicos são: 1 - Analisar as ações dos
programas de formação continuada de professores da educação profissional na educação básica,
destacando os impactos dessas iniciativas no desenvolvimento das práticas docentes; 2 -
Investigar, na visão dos professores que atuam na educação profissional da educação básica, a
relevância e a aplicabilidade da formação continuada em suas práticas diárias; 3 - Identificar
melhorias e estratégias inovadoras para os programas de formação continuada, com base nas
necessidades indicadas dos professores da educação básica, visando ao fortalecimento da
formação profissional; e 4 - Produzir um material instrucional, configurado em forma de
caderno pedagógico digital, voltado ao desenvolvimento de ações de formação continuada de
professores para a educação profissional. A pesquisa adota uma abordagem qualitativa, com
base em revisão bibliográfica, tendo como principais autores: Frigotto (1996), Imbernón
(2010), Nóvoa (1999), Moura (2022), Medeiros (2019) e Lima (2024), e é conduzida por meio
de um estudo de caso. Possui caráter descritivo e exploratório, utilizando como principal
instrumento de produção de dados as entrevistas semiestruturadas, o que possibilitou a análise
das práticas pedagógicas e dos desafios enfrentados pelos professores no cotidiano escolar. A
análise dos dados foi realizada com base na técnica de análise de conteúdo, conforme Bardin
(2011), permitindo a identificação de padrões e tendências nas respostas dos participantes.
Quanto aos resultados, observou-se que a maioria dos docentes participa ativamente de ações
de formação continuada, com ênfase nas áreas técnicas, embora haja lacunas significativas na
formação pedagógica. Os professores reconhecem o papel positivo da formação continuada na
atualização de saberes e na melhoria do desempenho didático, especialmente com a adoção de
metodologias inovadoras. Também foi evidenciado o fortalecimento da autoconfiança docente
e a valorização do desenvolvimento humano na prática educativa. No entanto, foram apontadas
limitações relacionadas à estrutura institucional, à dificuldade de aplicação prática dos
conhecimentos adquiridos e à ausência de políticas de incentivo mais equitativas entre os campi.

Como resposta ao quarto objetivo, foi elaborado um caderno pedagógico digital com
orientações e sugestões práticas de formação continuada voltadas ao contexto da educação
profissional. Assim, conclui-se que a formação continuada possui papel fundamental no
desenvolvimento profissional dos docentes da educação profissional, promovendo inovação
pedagógica, fortalecimento da identidade docente e aprimoramento da qualidade do ensino.
Contudo, sua efetividade está diretamente relacionada ao suporte institucional, à
contextualização dos conteúdos e à criação de condições objetivas que favoreçam a participação
dos professores em processos formativos contínuos, dialógicos e transformadores. Como
produto final da pesquisa, foi elaborado um material didático instrucional voltado às
especificidades da formação continuada de professores do ensino profissional. O caderno
pedagógico digital foi desenvolvido com base em referenciais teóricos sobre formação
continuada e metodologias ativas, bem como diretrizes institucionais e normativas
educacionais. Sua estrutura foi organizada em capítulos temáticos, contemplando conceitos
fundamentais, estratégias pedagógicas e orientações práticas para o planejamento e a
implementação de ações de formação continuada.

This study, titled “The Role of School Administration in Organizing Pedagogical Work in
Teaching and Learning in Youth and Adult Education,” is part of the Educational and School
Management research track within the Graduate Program in Education at the State University
of Maranhão (PPGE/UEMA). The central research question is: how is the role of school
management characterized in the pedagogical work of formative processes in youth and adult
education in Elementary School—Early Years? The research focuses on the management of
the organization of training, teaching, and learning for youth and adults in Elementary
School—Early Years. Its general objective is to analyze the role of school management in the
pedagogical work of Youth and Adult Education with a view to human development. This
study is a narrative research project with a critical-dialectical approach, aiming to understand
school management in the organization of pedagogical work in teaching and learning within
Youth and Adult Education in its entirety, contradictions, and dynamics. As a research
procedure, we used fieldwork, which is being conducted in the Municipal Public School
System of Caxias – MA, at the Leôncio Alves de Araújo Integrated Municipal Unit, involving
a total of four participants. In accordance with the fieldwork, several techniques were
employed for data collection, including interviews, questionnaires, and field journals. The
data were analyzed critically and dialectically, through an examination of the categories of
totality and contradiction. The theoretical framework of the research is based on authors such
as Arroyo (2000; 2005; 2008), Benjamin (1987; 2012), Clandinin and Connelly (2011), Di
Pierro, Joia, and Ribeiro (2001; 2015), Fávero (1983), Fernandes (1996), Freire (1987; 1996;
2013), Frigotto (2005; 2015), Kosik (1976), Marx (1998; 2010; 2015), Netto (2011), Paro
(2008), Rosar (1999; 2012), among others. The data analysis revealed that school
management in EJA constitutes a learning process built on experience, marked by the absence
of specific training for this modality. It was found that the organization of pedagogical work is
guided by a commitment to student retention, yet is permeated by short-term practices and the
limitations imposed by the concrete operating conditions of EJA. Furthermore, it was also
found that this modality remains marginalized within educational policies, which directly
impacts the organization of pedagogical work and the realization of the right to education for
low-income youth and adults. As a result of the research, a technical-technological product
was developed, taking the form of a training course titled “Training Cycle for Managers on
the Organization of Pedagogical Work in Adult and Youth Education (EJA),” which
addresses the contradictions in school management identified in the data analysis, with the
aim of contributing to the strengthening of managerial practices in this field. In this sense, it is
hoped that the study will contribute to redefining management practices, with a view to
fostering holistic human development and addressing the historical invisibility of EJA.

This study is linked to the Educational and School Management research line, in the
Postgraduate Program in Education (PPGE), Professional Master's modality, of the State
University of Maranhão (UEMA). The main objective is to analyze school management
actions, within the scope of school organization, that influenced the Ideb quality indicator, in
two schools in the rural area of the municipal public network of São Luís - MA, from the
years 2015 to 2019. The specific objectives are: a) To identify the conceptions of school
management present in two schools in the rural area of the municipal public education
network of São Luís - MA; b) To analyze how the Ideb influences the training and experience
of school managers and pedagogical coordinators based on the school performance rate
measured by the performance of external exams achieved by the schools; c) To analyze the
quality indicators achieved by two schools in the rural area of the municipal public network
of São Luís, in the IDEB results from 2015 to 2019; d) Develop an action plan for school
managers on democratic school management, the Ideb and external assessments, to improve

the teaching-learning process regarding human development. We used observation, semi-
structured interviews and content analysis (Bardin, 1997) to analyze, organize and explore

data based on legal provisions, empirical data on democratic school management, quality of
education and assessments. The research is based on a qualitative approach, adopting a
dialectical perspective with bibliographic, documentary and field research. As part of the
theoretical contribution, we have based on: Afonso (2012), Fonseca (2015; 1998), Freitas
(2014, 2018), Hora (2012), Paro (2016), Rosar (2015), Sander (2007); among others to clarify
concepts and reflections on the data related to the schools researched. Based on the analyses,
we observed that the school management of both schools has proposed actions and a
pedagogical organization with the objective of improving their quality indexes, but there has
been no improvement in the level of learning of the students that is presented as basic. There
are guidelines imposed on their work by the training of the Municipal Education Department,
and despite the guarantee in law of democratic management as a principle of education, there
is no effective participation of the rest of the school community in the schools' decisions.
Finally, performativity is seen as a way to increase the indexes and performance of the
students.

The dissertation entitled “(Re)signification of Knowledge and Becoming a Teacher in
Early Childhood Education through Teacher Self-Training”, developed within the scope
of the Professional Master’s Degree Program in Education (PPGE) at the State
University of Maranhão (UEMA), is part of the research line Teacher Education and
Educational Practices. The main objective of this study was to analyze the self-training
of early childhood education teachers through educational, social, and cultural
dimensions, focusing on formative experiences constructed in the everyday context of
teaching practices. Additionally, it aimed to develop a technical-technological product
in the form of a Study Guide for the Self-Training of Early Childhood Education
Teachers, based on the research findings, in order to contribute to emancipatory and
reflective formative processes directed at teaching practice. The research followed a
qualitative approach, with an interpretive nature, and was characterized as field
research, based on Minayo (2010), André (1995), Triviños (2009), and Gil (2008).
Semi-structured interviews were conducted with nine teachers from Unidade de
Educação Básica (UEB) Cecília Meireles, in São Luís – MA. Data analysis was carried
out using the content analysis technique, as proposed by Bardin (2016), enabling the
identification of thematic categories based on the teachers' experiences. The results
showed that self-training is configured as a plural, continuous, and situated process,
nourished by experience, critical reflection, and interpersonal relationships within the
school context. Grounded in authors such as Josso (2007), Loss and Caetano (2017),
Loss (2021), Demo (2002), Ferreira (2013), Nóvoa (1999), Pineau (2006), and Freire
(2019), among others who address the theme of self-training, the research reaffirms
the importance of recognizing the teacher as an active subject in her own formative
journey. The participants demonstrated that they rely on daily practices, peer
exchanges, and experiential knowledge as legitimate sources of learning. As an
outcome of the research, the Study Guide for the Self-Training of Early Childhood
Education Teachers was developed, bringing together texts, formative proposals,
multimedia resources, and spaces for self-reflection, structured around the teachers’
narratives and aimed at promoting meaningful and emancipatory practices. It is
concluded that self-training processes, when recognized, valued, and encouraged,
strengthen professional identity, promote the re-signification of pedagogical practice,

and contribute to building a more humanized, critical, and socially committed early
childhood education.

The dissertation entitled -Based
Learning (TBL) combined with Problem aimed to
analyze how these two approaches can contribute to continuing education and the transformation of
pedagogical practices among Basic Education teachers. This is a qualitative research conducted as an
intervention study (GIL, 2019), carried out with three Mathematics teachers from a public state school
in Bacabal (MA), and employed content analysis as its main technique (BARDIN, 2016). The study
was developed in two stages: the application of a diagnostic questionnaire and the execution of two
in-person formative meetings, which included practical experiences with TBL and Problem Solving
methodologies, discussion circles, and reflections on teaching practices. The analysis revealed that
the teachers deepened their understanding of the principles underlying these methodologies, grounded
in the works of Polya (2006), Onuchic (2013), and Michaelsen, Knight, and Fink (2004). They
recognized in these approaches a strong potential to make Mathematics teaching more participatory,
contextualized, and student-centered. The results showed that the formative process led the teachers
to a critical repositioning in relation to their own practice, strengthening their professional autonomy,
encouraging reflection on their teaching approaches, and fostering the construction of pedagogical
knowledge that is more responsive to school realities. This transformation aligns with the theoretical
contributions of Moran and Bacich (2018), Imbernón (2011; 2023), Tardif (2014), and Paulo Freire
(2021), who advocate for a situated, continuous, and critical model of teacher education. As a result
of this research, the course entitled was developed. It is presented as an Educational Product aimed at the continuing education of Mathematics teachers, structured with digital resources, support materials, and activity proposals. The investigation demonstrated that the integration of Active Methodologies supports more dialogical, investigative, and learning-centered practices, promoting student protagonism and addressing contemporary challenges in Mathematics education.

This dissertation aims to analyze the experience of the Supervised Internship in the
training of history teachers, highlighting the context of public schools and the intern's
protagonism in their professional development and growth as a reflective educator and
researcher. To this end, it is important to emphasize that this investigation was based
on the following research question/problem: What challenges do interns face during
supervised internships in public schools, and how does this experience contribute to
the training of teachers capable of addressing the specificities of the public school
environment? Given this, the study employs a narrative research methodology, which
included discussion circles where participants (history teachers and history interns)
shared their experiences. It is worth noting that the research took place in a public high
school of the state education network in Maranhão, operating under a part-time regime.
In addition, the dissertation includes a theoretical framework based on bibliographic
research, which supports key reflections such as the importance of initial teacher
training, the historical and legal aspects of the History degree program at both national
and state levels, the stages of the internship, and the agents involved in this phase of
teacher education. As part of this work, the research led to the development of the
Technical and Technological Product (PTT) titled "SCHOOL AND TEACHING
PRACTICE: A Guidance Guide for the Supervised Curricular Internship in
History and Other Teaching Degrees," which aims to assist future teachers during
their degree programs and especially during the execution of the Supervised Curricular
Internship. Moreover, it is important to note that the internship is a learning opportunity
not only for students but also for schools and teacher training institutions. It enables
the exchange of experiences and the continuous updating of teaching practices in
alignment with social transformations.

This study is linked to the Educational and School Management research line of the
Postgraduate Program in Education, Professional Master’s Degree in Education at the State
University of Maranhão. The research problem is: what pedagogical practices are developed
by Specialized Educational Service teachers for deaf people within the school context? The
general objective is to analyze the pedagogical practices developed by Specialized
Educational Service teachers for deaf students in the school context. The specific objectives
are: to identify Specialized Educational Service teachers’ understanding of inclusive
education; to characterize Specialized Educational Service teachers’ pedagogical practices
within the school education of deaf people; to analyze whether Specialized Educational
Service teachers’ pedagogical practices contribute to the human development of deaf
individuals; and to develop a formative action plan for Specialized Educational Service
teachers working with deaf students, from a historical-critical perspective, considering human
development as an educational principle. For this purpose, the research adopts historical-
dialectical materialism as its method, using semi-structured interviews with teachers working
in specialized educational service classrooms for deaf students as the data collection
technique. The findings indicate that the pedagogical practices developed by Specialized
Educational Service teachers for deaf students are largely based on a biomedical conception
of disability, thus focusing primarily on social adaptation as a formative principle.
Furthermore, teachers face several challenges in formative, structural, social, economic,
political, and cultural aspects.

O presente estudo, apresentado ao Mestrado Profissional em Educação, do Programa
de Pós- Graduação em Educação (PPGE), da Universidade Estadual do Maranhão
(UEMA), insere-se na linha de pesquisa “Gestão Educacional e Escolar”. A pesquisa
teve como objetivo desta pesquisa analisar de que maneira a implementação do Plano
Estadual de Educação Ambiental do Maranhão (Lei 10.796/2018) é realizada no
âmbito da gestão do IEMA, em seus IEMAs Plenos, especificamente quando se trata
da criação e apoio às Escolas Sustentáveis. Para isso, apresentamos discussões
sobre a Educação Ambiental (EA) e a Educação Profissional e Tecnológica (EPT) no
Estado do Maranhão, e seu alinhamento com as Políticas de Educação vigentes no
Brasil. O suporte conceitual foi alicerçado nos estudos sobre EA de Medina (2003),
Gadotti (2008), Sorrentino (2008), Tratjber e Sato (2010), Reigota (2012), e
Layaragues (2014); e sobre EPT com os trabalhos de Manacorda (2010); Ciavata e
Ramos (2012), Saviani (2012), e Frigotto (2021), além dos demais marcos legislativos
e normas vigentes. Ampararam esta pesquisa os conceitos de Bogdan e Biklen
(1994), Gil (2008) e Chizzoti (2018) sobre pesquisa qualitativa em Educação, a
análise documental conforme Evangelista (2019) e estudo de caso de acordo Yin,
2016. Participaram pesquisa gestores gerais e professores do Núcleo de Educação
Ambiental de 10 IEMAs Plenos em fase de sustentabilidade nas Regiões Geográficas
Intermediárias. Os resultados apontaram apenas 41,7% realizam o acompanhamento
do Plano Estadual de Educação Ambiental, sendo que 8,3% ainda o desconhecem ou
não possuem clareza sobre o mesmo. Entretanto a instituição trabalha ativamente em
campanhas de conscientização (83,3%), projetos interdisciplinares (66,7%) e
parcerias com universidades (41,7%). Em relação às Escolas Sustentáveis o conceito
tem sido amplamente abordado especialmente após a criação da Coordenação de
Educação Ambiental do IEMA em 2023 e da inserção dos NEAs nas unidades a
partir de 2024, com prospecção para o estabelecimento das COM_VIDAS no ano de
2025. Dentre as atividades na prática escolar destacam-se palestras sobre
sustentabilidade e atividades práticas (66,7%), gestão de resíduos e economia de
recursos (58,3%), e o uso de hortas escolares (41,7%). Ressalta-se por fim a
necessidade de maior investimento em formação de gestores e professores sobre a
temática, além da importância da continuidade das ações e do engajamento
institucional para fortalecer a educação ambiental no Maranhão. A integração das
temáticas ambientais no currículo pedagógico foi considerada fundamental,
ressaltando a importância da participação da comunidade em projetos sustentáveis,
contudo, há espaço para melhorar o conhecimento sobre o Plano Estadual,
sugerindo a necessidade de estratégias mais eficazes para aumentar o engajamento
com seus objetivos. O produto técnico-tecnológico consiste em um site interativo que
reunirá dispositivos legais e demais informações sobre a temática, além de
compartilhar práticas sustentáveis exitosas realizadas nas unidades, bem como
torná-las disponíveis para a replicabilidade em outras instituições.

Continuous teacher training is a central theme in Brazilian educational policies,
aiming to improve the quality of teaching in public schools. However, this training is
shaped by hegemonic and ideological interests that influence educational guidelines
and practices, reflecting a worldview that prioritizes adherence to external evaluation
standards, such as SAEB tests. The participation of the business sector in education,
evidenced by initiatives such as the "Todos pela Educação" movement, demonstrates
a growing control over teacher training, aligning it with a neoliberal logic that
prioritizes measurable results over critical and reflective education. The educational
landscape is marked by pressures for teachers to prepare students for assessments,
leading to the precarization of teaching work and the formation of a workforce
adapted to market demands. Despite a history of struggles for quality education, the
reforms initiated in the 1990s and the influence of international organizations, such
as the World Bank, have driven the commercialization of education, transforming
knowledge into a product and disregarding local needs. In this context, the research
proposes an analysis of the "Educar pra Valer" program in São Luís, considered
another public-private partnership initiative within this educational network. The study
focuses on continuous teacher training and its relationship with quality improvement,
based on IDEB index results in the capital city. The objective is to analyze the
implications of the "Educar pra Valer" program for the continuous training of
municipal school teachers in São Luís, within the framework of business
organizations' involvement in educational management. Additionally, it seeks to
understand the training proposals within the program and their impact on education
quality indicators. The research aims to address questions regarding the program's
impact on teacher training and student learning, thus contributing to a critical
discussion about public education and teacher training policies in Brazil and in the
municipality of São Luís do Maranhão.

This study investigates the continuing education of History teachers through the lens
of critical interculturality, using the Curriculum Document of the Maranhão Territory –
Elementary Education (DCTMA-EF, 2019) as its main axis of analysis. In this research,
I bring my reflections as a teacher-researcher, concerned with the absence of
discussions on cultural identity, decoloniality, and pedagogical practices focused on
the appreciation of diversity. The general objective is to analyze the DCTMA-EF
guidelines directed at History teachers, with the aim of proposing a continuing
education course grounded in the principles of critical interculturality. To this end, we
adopted a qualitative approach, using content analysis (BARDIN, 2011) of selected
excerpts from the DCTMA-EF, particularly those referring to the History curriculum
component for the final years of elementary education. The methodology is structured
in three stages: a survey of dissertations in the Brazilian Digital Library of Theses and
Dissertations (BDTD), a systematic reading of the document, and analytical
categorization focused on proposed objectives, conceptual references, and
educational principles (equity, diversity, and inclusion). The theoretical framework is
based on authors such as Freire (1996, 2002), Candau (2002, 2010), Walsh (2007,
2009, 2012), Quijano (2005), Santos (2007, 2018), and Moreira (2003, 2009), among
others, seeking to understand teacher education as a social, critical, and situated
practice. The concept of critical interculturality is central, as it promotes a rupture with
colonial pedagogical models, advocating for an education committed to social justice,
cultural plurality, and epistemic emancipation.The results show that, although the
DCTMA-EF demonstrates progress in the inclusion of cultural diversity, its approach
to critical interculturality remains limited and lacks more specific guidance for antiracist,
decolonial, and territory-based pedagogical practices. We conclude that teacher
education should be grounded in curricular practices that promote the appreciation of
historical subjects, foster dialogue with the community, and articulate school practices
with cultural institutions. The proposed Technical-Technological Product (PTT) outlines
a four-module training itinerary that strengthens a critical, situated, and socially
transformative teaching practice.

The interface between the fields of Health and Education, particularly in Biology teaching,
represents a challenge within the Brazilian educational system due to its complexity. Leprosy,
as an infectious and contagious disease with chronic progression, remains a public health
problem not only because of its magnitude, but also due to its disabling and stigmatizing
potential. In this context, understanding how this topic is presented in Biology textbooks
becomes essential for strengthening health education practices in schools. This study aimed to
analyze how leprosy is addressed in six Biology textbooks used in nine public high schools in
the municipality of Bacabal, State of Maranhão, and, based on the results obtained, to design a
pedagogical proposal grounded in a theoretical perspective to encourage Basic Education
teachers to problematize leprosy in Biology classes. This is a qualitative study with a
documentary theoretical–methodological approach. Data analysis was guided by Content
Analysis techniques. The results revealed the absence of information about leprosy in the
textbooks examined, with only generic content on microorganisms being identified. This gap
indicates the invisibility of the topic in Biology classes, limiting school-based health
education initiatives concerning neglected diseases such as leprosy. The study highlights the
need for revising and updating textbook content to better articulate Biology teaching with the
real demands of local public health. Biology textbooks used in Basic Education across nine
schools in the municipality of Bacabal, Maranhão, must be reviewed so that they can address
the disease appropriately in both biological and sociocultural dimensions. Based on the
documentary analysis conducted in this master's dissertation in Education, it is argued that
these textbooks present Brazilian society—and more specifically Maranhão society—with a
simplistic view lacking conceptual depth regarding infectious and parasitic diseases, and,
more alarmingly, they provide no information at all on leprosy. Regarding the sociocultural
aspects of leprosy, silence and omission were observed in the presentation of key elements
such as epidemiology, prejudice, stigma, and discrimination. These contents were not valued,
and we argue that this occurs because leprosy has historically been silenced due to socially,
culturally, and politically constructed stigmas and prejudices. The educational documentary
analysis made evident that the discursive reality inscribed in the six Biology textbooks
constitutes an intentional action of complete erasure of the topic “leprosy,” indicating
conceptual negligence on the part of the authors. This evidence further reinforces the need for
continuous updating and professional development for these authors, considering that they
were trained at the undergraduate (licensure) level. The educational product entitled
“Discussing Leprosy in Biology Teaching” is a discursive material developed to minimize the
biological, social, and cultural gaps identified in the textbooks analyzed. It is expected that
this Technical and Technological Product will support Basic Education teachers in Bacabal,
Maranhão—and, in a broader sense, teachers throughout Brazil—in implementing problem-
posing, reflective, critical, and socially conscious discussions on this complex public health
issue known as leprosy in their Biology classes.

A presente pesquisa faz parte do Programa de Pós-graduação em Educação (PPGE) da
Universidade Estadual do Maranhão (UEMA), e tem por título A gestão escolar nas escolas da
Rede Estadual de Educação do Maranhão em escolas em tempo integral: um estudo acerca da
Tecnologia de Gestão Educacional – TGE. A pesquisa tem como objetivo principal analisar a
gestão escolar Rede Estadual de Educação (REE) do Maranhão das escolas que funcionam em
tempo integral, a partir dos conceitos da Tecnologia de Gestão Educacional (TGE). Almejando
alcançar essa proposta, definiram-se como objetivos específicos: identificar os conceitos de
gestão escolar propostos pelo modelo TGE para as escolas da REE do Maranhão em tempo
integral; descrever as ações da proposta de gestão escolar prevista e considerada como
democrática; avaliar as ações na proposta de gestão escolar que se aproximam e se distanciam
do processo de fortalecer as escolas de tempo integral, em uma perspectiva democrática;
elaborar um fórum de diálogo para as comunidades escolares como proposta pedagógica, com
a finalidade de alicerçar a gestão escolar nos princípios da gestão democrática. Para a
fundamentação teórica desta pesquisa consolidaram-se os estudos dos seguintes autores: Ana
Maria Cavaliere (2014), Christian Laval (2019), Dardot e Laval (2016), Dermeval Saviani
(2013), Dourado (2007), Hora (2012), Moll et al. (2012), José Carlos Libâneo (2012), Miguel
Arroyo (2012), Moacir Gadotti (2009), Rosar (2012) e Vitor Henrique Paro (2009, 2016, 2012).
O estudo está assentado no método dialético e possui uma abordagem qualitativa, tendo como
base a pesquisa bibliográfica e documental. A pesquisa encontra-se na fase de organização dos
dados coletados no Caderno de TGE, no Plano de Ação da Secretaria de Estado da Educação
(Seduc) do Maranhão e de uma escola pública estadual. A pesquisa está estruturada em cinco
seções: a primeira traz a introdução; a segunda trata sobre a temática da administração e gestão
escolar, gestão democrática e educação em tempo integral; a terceira aborda sobre a escola em
tempo integral no Maranhão e a TGE; a quarta trata sobre o Projeto Técnico Tecnológico (PTT);
e a quinta seção está destinada às considerações finais. Como resultados finais, apresenta-se
que o campo da gestão escolar está, prioritariamente, submetido às determinações econômicas
e políticas de cada contexto histórico, deixando a finalidade pedagógica desse papel em segundo

plano, e priorizando uma prática gerencialista, em detrimento de uma gestão democrática-
participativa. Concluímos ainda que o Maranhão, ao aderir ao modelo de escola em tempo

integral estruturado pelo Instituto de Corresponsabilidade Educacional (ICE), submete as
escolas em tempo integral, os chamados Centros “Educa Mais”, ao modelo de gestão escolar
intitulado TGE, que tem como fundamento princípios, conceitos e instrumentos concentrados

em uma concepção empresarial. Os resultados também revelam uma descontinuidade de
políticas educacionais que, consequentemente, fragiliza as ações e a responsabilidade do Estado
em manter e organizar a educação pública.

O presente estudo, realizado no âmbito do Programa de Pós-Graduação em Educação (PPGE),
Mestrado Profissional em Educação da Universidade Estadual do Maranhão (UEMA), com
aderência à linha de pesquisa Gestão Educacional e Escolar, teve como objetivo analisar como
se materializa a participação do Conselho Escolar em uma escola pertencente à Rede Pública
Municipal de Ensino de São Benedito do Rio Preto/MA, buscando apreender mecanismos que
favorecem tal participação, bem como possíveis contribuições para a qualidade do atendimento
educativo e para a qualidade da educação. Na análise do fenômeno, que adotou uma perspectiva
democrática de gestão escolar, buscou-se responder à seguinte questão: como se materializa a
participação do Conselho Escolar em escolas pertencentes à Rede Pública Municipal de Ensino
de São Benedito do Rio Preto/MA? Para dar consecução aos objetivos, o estudo trouxe à baila
o itinerário histórico, político e econômico da gestão educacional e escolar no âmbito das
políticas e reformas educacionais no Brasil, notadamente a partir dos anos 1990, dando início
à criação de instâncias colegiadas, particularmente o Conselho Escolar enquanto mecanismo
para fortalecer a gestão democrática no espaço/tempo da escola pública. A discussão e a análise
do fenômeno teve como apoio teórico-conceitual: Aguiar (2008, 2023); Dourado (2006, 2007,
2020); Fonseca (2004, 2009); Freitas (2018); Hora (1994, 2002); Laval (2004); Paro (2007,
2010, 2016); Peroni (2003); Saviani (2009, 2010), entre outros. A análise levou em
consideração os principais documentos legais constituídos a partir da Constituição de 1988,
incluindo a Lei de Diretrizes e Bases da Educação Nacional (LDBEN no 9.394, de 1996), o
Plano Nacional de Educação (PNE 2014-2024) e o Plano Municipal de Educação (PME), entre
outros. O estudo, que se insere na abordagem qualitativa, adotou a análise de conteúdo (Bardin,
1997; Franco, 200), e um olhar dialético (Kosik, 1976) na análise fenomênica. Além de
documentos oficiais, foram analisados depoimentos do gestor da SEMED, do gestor escolar, de
professores do Ensino Fundamental e de membros do Conselho Escolar (CE) de uma escola
pertencente à rede pública de ensino de São Benedito do Rio Preto/MA. A análise dos
documentos e das falas dos entrevistados, coletados na escola pesquisada, trouxe como
principal evidência a constatação de que, embora a escola possua um Conselho Escolar, não há
registro de ação efetiva dessa instância colegiada, o que permite inferir que a participação da
comunidade escolar por meio da sua instância representativa encontra-se fragilizada, denotando
uma cultura hierarquizada com pouca participação social na tomada de decisões sobre questões
fundamentais da organização do sistema de gestão escolar, principalmente em suas dimensões
administrativas, pedagógicas e financeiras. Assim, justifica-se a importância do Conselho

Escolar como órgão colegiado, autônomo no âmbito da escola, que possa contribuir para
materializar a democracia na escola. Como contribuição, foi construído um Caderno de
Orientação para subsidiar o sistema de gestão escolar, com orientações quanto ao papel do
Conselho Escolar na organização do sistema de gestão escolar, com especificidade para a gestão
administrativa, pedagógica e financeira, bem como nas relações que a escola mantém com
outras instâncias sociais.

A pesquisa intitulada A (inter)relação da Gestão Escolar com os Resultados do IDEB em uma
escola municipal em Paço do Lumiar – MA busca responder à questão-problema: Qual é a
relação dos resultados do Índice de Desenvolvimento da Educação Básica (IDEB) com as ações
realizadas pela gestão escolar no referente ao fluxo escolar e ao desempenho de alunos(as) em
uma escola no município de Paço do Lumiar – MA? O objetivo geral consiste em analisar as
relações que a gestão escolar estabelece com o IDEB, a partir de resultados de dois indicadores
utilizados para medir a qualidade da educação na escola: o fluxo escolar e as médias do
desempenho na avaliação do Sistema de Avaliação da Educação Básica (SAEB). Para
fundamentação teórica e compreensão do objeto de pesquisa, toma-se apoio nos(as) autores(as)
Afonso (2000, 2007, 2009), Belo e Cardoso (2013), Bonamino e Souza (2012), Dourado,
Oliveira e Santos (2007), Gatti (2013), Gomes (2016, 2017), Libâneo (2001, 2008, 2021),
Oliveira (2003), Paro (2006, 2015, 2018), Saviani (2009), além de documentos e legislações
que tratam da temática. A opção metodológica é por uma abordagem qualitativa, orientada pelo
método dialético, na perspectiva de desvelar as contradições inerentes às possíveis relações
entre gestão escolar e o índice de qualidade oficial, ancorada nos estudos de Kosik (2002). O
campo empírico da investigação é uma escola da rede pública de ensino do município Paço do
Lumiar – MA. Os resultados da pesquisa realizada revelam que o IDEB, como indicador de
qualidade da educação brasileira, exerce um papel regulador dos trabalhos desenvolvidos na
escola, que tem influenciado de forma direta e indireta nas ações da gestão escolar, e que define
metas mesmo sem levar em consideração aspectos que interferem nos resultados, a exemplo a
estrutura física da escola, a gestão escolar e a formação de professores(as), dentre outros.

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 addresses teachers' perception of the interface between mental health
and student learning in Iema-São Luís/Rio Anil. The general objective of the work is
to analyze teachers' perception of the interface between mental health and student
learning in Iema-São Luís/Rio Anil. This is an action research, with a qualitative

approach in which the empirical methods were obtained through observation, semi-
structured interviews and a training course with teachers who work at the Institute of

Education, Science and Technology of Maranhão (IEMA) entitled A interface
between mental health and student learning, taking into account the needs raised
with teachers to carry out the training course. From the interviews it was found that
teachers' perception of mental health is still incipient and that the challenge is to
strengthen the approach between the Psychosocial Sector and teachers and
students to carry out actions to promote mental health. The educational product is a
Guidebook: Mental health and the interface with learning for high school students, in
order to contribute to improving the learning process.

A pesquisa apresentada ensejou uma discussão em moldes científicos perpassando as seguintes
abordagens: decolonialidade e Graffiti. Nesse sentido, o objetivo geral foi analisar as práticas
docentes no ensino de Arte quanto à educação para as relações étnico raciais, a fim de propor
uma Pedagogia do Grafitti enquanto ProvocAção decolonial no IEMA. Para que se alcançasse
o êxito do nosso objetivo macro, foram postulados os seguintes objetivos específicos: a)
identificar quais as estratégias didáticas desenvolvidas por docentes de Arte do IEMA para a
educação das relações étnico-raciais; b) investigar as possibilidades do Graffitti como
instrumento pedagógico para letramentos de reexistência no ensino de Arte; c) Propor uma
formação docente de orientação decolonial que oportunize uma educação antirracista a partir
da Pedagogia do Graffitti. Nossa investigação é sustentada pelo referencial teórico a partir de
Freire (1996), Silva (2016), Walsh (2009; 2013; 2017) e Souza (2011; 2022). Em vista da
abordagem qualitativa, fora desenvolvida uma pesquisa bibliográfica e documental, com a qual
se investigou os enunciados docentes que plasmam as atividades curriculares do IEMA.
Ademais, foi proposto e enviado um questionário aos professores (as) do componente curricular
de Arte da instituição, objetivando conhecer acerca das práticas e, como elas oportunizam
engajamento antirracista numa educação para as relações étnico-raciais. Considerando ainda a
natureza do mestrado profissional em educação, que orienta a pesquisa, apresentou-se nossa
proposição de produto técnico-tecnológico, no qual se caracteriza como proposta formativa da
Pedagogia do Graffiti, a ser disponibilizada no portal inter@ge professor que tem como suporte
a rede social do Instagram e o canal do Youtube permitindo a hospedagem do que denominamos
de Galeria Digital Aquarela Periférica com uma coleção pública, tendo seu acervo formado por
produções acadêmico-científicas, previamente selecionadas, sobre a arte do Graffiti. Ainda sim,
será oferecida uma proposta formativa aos professores de Arte, materializada através do curso
“Pedagogia do Graffiti”, o qual também estará disponível digitalmente no Portal
Inter@Professor, por meio de oficinas/aulas gravadas. Espera-se uma reverberação concisa com
a pesquisa e um forte engajamento antirracista para fomentar construções socioeducacionais
decoloniais/reexistenciais.

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.

This study focuses on the theme of school inclusion, understanding the need to reflect on
educational policies, available resources, pedagogical practices and other conditions that may
be related to staying in school. For this, it traces as a central problem, the question: "How has
the process of inclusion of students with Autistic Spectrum Disorder at the Institute of
Education, Science and Technology of Maranhão - IEMA Full São Luís Center (2020-2021)?",
based on this question, the objectives, actions that allow viewing this scenario were elaborated,
the general objective being: “to analyze the process of inclusion of students with Autistic
Spectrum Disorder at the Institute of Education, Science and Technology of Maranhão –
IEMAS Full of São Luís-MA”. To meet this objective, four specific objectives were raised: a)
to characterize inclusive education processes in the context of the history of Brazilian
education; b) identify the concept of autism spectrum disorder according to DSM 5; c) discuss
the access and permanence of students with autism spectrum disorder in IEMAS; d) develop an
application as an auxiliary tool in teaching people with autism. It uses bibliographic and
documentary analysis, accessing legislation (BRASIL, 1988, 1996, 2001a, 2001b, 2009a,
2009b, 2012, 2015, 2020, 2023) and authors who address the topic Sassaki (2002), Aranha
(2005), Chahini (2006), Rodrigues and Maranhe (2008), Mazzotta (2014), Costa (2013),
Mantoan (2015), Assumpção Junior; Kuczynski (2015), Liberalesso; Lacerda (2020),
Bottentuit Junior and Mondaini (2011), among others. It is an exploratory research with a
qualitative approach. Its data collection instruments are: semi-structured interview and
observation. It hopes to contribute to studies in the area of teacher training and educational
practices, with the expansion of information about the Maranhão school environment and with
the offer of technological alternatives for teaching.

This work, linked to the Educational and School Management Research Line of the
Postgraduate Program in Education at the State University of Maranhão
(PPGE/UEMA), presents an analysis of the Continuing Training Policy for Teachers
implemented in the municipality of Paço do Lumiar (MA). The study takes place based
on the following problem: how has the Continuing Training policy been managed with
teachers in the Initial Years of Elementary School, in the municipality of Paço do Lumiar
(MA)? The study's general objective is to analyze the Management of Continuing
Training Policy with teachers in the Initial Years of Elementary School, in the Public
Network of the municipality of Paço do Lumiar (MA), due to the need to examine
foundations, resources and guidelines for the planning, practice and monitoring of
training in the aforementioned Municipal Network. It unfolds into the following specific
objectives: describe material, pedagogical, financial, infrastructural and human
resources, as well as implementation strategies such as location, duration and

frequency used in the practice of Continuing Training; understand the theoretical-
methodological approaches and respective political and pedagogical intentions, used

to support training content developed with teachers from the Municipal Network; verify
ways of monitoring Continuing Training, developed in the Municipal Public Network, as
well as possible implications for the professional development of teachers in this
network; prepare a Guidebook that equips SEMED's Educational Management, in
order to understand and enable the participation of teachers in the process that
involves the continued training of the network. We used collaborative observation and
recorded interviews, in addition to profiling research participants. In methodological
processes, it is anchored in the dialectical method, considering social and historical
aspects, having a descriptive character and using bibliographic, documentary and field
studies. It is based on theoretical references, such as: Floriani (2008); Maués;
Camargo (2022); Gatti (2008); Passion (2015); Prada (1997); Militão and Leite (2013);
Paro (2016); Freire (2001); Albuquerque (2021), among others. Therefore, we consider
the topic in question relevant, as we believe that the Continuing Training of Teachers
has an essential social and educational function, the construction of quality education,
and the professional development of teachers, making it necessary to reflect on its
bases, in addition to political and pedagogical influences.

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.

Este estudo trata sobre o imperativo histórico da colonialidade do saber, que influencia e
intervém no espaço acadêmico, no âmbito dos cursos de formação inicial de professores/as.
Pretende investigar as concepções de formação inicial docente que orientam as práticas
educativas de professores/as que atuam nos cursos de licenciatura no Instituto Federal de
Ciência e tecnologia do Maranhão (IFMA), campus Buriticupu. Partimos das enunciações que
constroem sobre formação inicial de futuros professores/as e das representações e
significações que acompanham suas práticas educativas. Destacamos as intersecções entre
questões étnico-raciais e racismo epistêmico, e outros fatores determinantes na disputa
epistêmica no campo educacional. Trata-se de uma pesquisa de campo, do tipo estudo de
caso, inserida numa abordagem de caráter qualitativa, em interface com o referencial
fundamentado no pensamento decolonial. A investigação baseia-se na geração de dados
através do uso de entrevistas semiestruturadas e abertas, e utilização de pesquisa bibliográfica
e documental. Para a análise e interpretação dos dados gerados, utilizamos a análise de
conteúdo a partir da proposição de Birdin (1977). Com base nas entrevistas realizadas,
podemos considerar que as percepções de grande parte dos/as entrevistados/as se aproximam
de perspectivas humanizadoras, de horizonte decolonial. Isso por reconhecerem a pluralidade
e diversidade de nossa sociedade, e agregarem às suas práticas educativas outras
racionalidades, evidenciados através dos projetos que realizam juntos aos estudantes da
instituição, indo além do currículo instituído. Existe em curso, também, concepção de
formação inicial de professores/as que se assemelham à mera transmissão do conhecimento
científico, visivelmente apegados/as às tradições seculares eurocêntricas. Além disso, os
resultados da pesquisa, apontam que o pensamento decolonial começa a ganhar corpo na
academia. No entanto, indicam, a necessidade de fortalecimento e criação de mais espaços e
ferramentas para a difusão dos estudos decoloniais nos cursos de licenciaturas. Diante desses
resultados, o que colocamos é a necessidade de maior diálogo e formação continuada com
abordagens interculturais e decoloniais na academia. Por estas razões, como Produto Técnico
e Tecnológico (PTT) elaboramos uma proposta de curso de formação continuada multimodal
na perspectiva decolonial, voltado aos interlocutores/as da pesquisa, que sirva, também, de
incentivo à elaboração de políticas de fomento para renovação do projeto político-pedagógico
dos cursos de Licenciatura em Biologia e Licenciatura em Matemática no lócus da
investigação.

O presente trabalho, vinculado à Linha de Pesquisa – Gestão Educacional e Escolar, no
Programa de Pós-Graduação Stricto Sensu em Educação da Universidade Estadual do Maranhão
(PPGE/UEMA), busca reflexões acerca das implicações da Prova Brasil na organização das
práticas pedagógicas de professoras. Tem como objetivo geral analisar as implicações da Prova
Brasil nas práticas pedagógicas das professoras do 5o ano do ensino fundamental da rede
pública municipal de Caxias-Ma. E como objetivos específicos: identificar a concepção de
avaliação em larga escala das professoras do 5o ano do ensino fundamental ;caracterizar as
práticas pedagógicas desenvolvidas pelas professoras do 5 ano do ensino fundamental , em
função da Prova Brasil; elaborar estratégias formativas sobre avaliação externa para a
reorganização das práticas pedagógicas no 5o ano do ensino fundamental. Assim, busca-se
auxiliar no desenvolvimento de estratégias favoráveis ao processo de ensino-aprendizagem na
rede pública municipal. Este estudo caracteriza-se como uma pesquisa de campo de abordagem
qualitativa. Os aportes teóricos que fundamentam esta pesquisa, no que concerne a avaliação em
larga escala e as práticas pedagógicas, estão embasados a partir das contribuições de autores
como Rocha (2017), Correia (2017), Santos (2018), Silva (2021), Melo (2022), Afonso (2009).
Ball (1992; 1994; 2002), Bresser Pereira (1998), Dias Sobrinho (2003; 2010), Castro (2005),
Gatti (2009), Freitas (2007; 2018), Hoffmann (2002), Esteban (2013), Bonamino (2002),
Marcolla; Serafini (2021), Fonseca (2009), Libâneo (2008) entre outros.O estudo justifica-se por
apresentar uma proposta de análise de novas abordagens críticas e teóricas a respeito da
avaliação em larga escala. A pesquisa foi realizada em cinco escolas da rede pública municipal
de ensino, situada na zona urbana de Caxias/MA. Os participantes da pesquisa são professoras
que lecionam no 5° ano do ensino fundamental da rede pública, o instrumento utilizado para a
produção dos dados foi a entrevista. Através do conhecimento de tais implicações é possível
criar ações que contribuam para a obtenção de melhores resultados na educação. Como produto,
esta pesquisa traz um planejamento que contém informações sobre a formação no que diz
respeito ao processo avaliativo nas práticas pedagógicas. O objetivo é que esse material sirva
como fonte de consulta e inspiração para o compartilhamento de informações junto aos demais
docentes da rede municipal de Caxias – MA, contribuindo para melhoria de sua prática
pedagógica, no sentido de implementar o processo avaliativo nas práticas pedagógicas. Após
levantar algumas das implicações da avaliação em larga escala, os resultados da pesquisa de
acordo com os relatos das colaboradoras buscam resultados positivos a partir da Prova Brasil,
por exemplo, embora não signifique aprendizagem para os alunos, uma vez que se direciona o
olhar para os aspectos quantitativos, além de legitimar o discurso de poder e controle por meio
da lógica de mercado. Portanto, frente a essa realidade, percebe-se que no processo avaliativo
com o caráter em larga escala, influencia na organização da escola, onde o currículo é
centralizado na direção dos rendimento dos alunos a partir da Prova Brasil, por isso na fala das
professoras a utilização do simulado é marcante, pois é disseminado enquanto metodologia do
treino como uma preparação para a prova.

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.