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ANA LUIZA DOS ANJOS ARAÚJO VALE
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PROJETO POLÍTICO PEDAGÓGICO E AS POSSIBILIDADES DE ELABORAÇÃO COLETIVA EM UMA ESCOLA DA REDE PÚBLICA ESTADUAL DO MARANHÃO
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Data: 03/06/2022
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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.
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ANA REGINA DE ARAUJO FERREIRA ALMEIDA
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O LUGAR DO AFETO NA GESTÃO ESCOLAR: Um estudo sobre a interface entre afetividade, aprendizagem e gestão.
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Data: 05/07/2022
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This dissertation work prepared in the Graduate Program in Education at the State University of Maranhão, entitled The Place of Affection in School Management: A Study on the Interface Between Affectivity, Learning and Management, has as main objective to discuss the importance of affection in school management as a tool to improve human relations in the school environment as well as in the teaching-learning process. The research takes place in two schools of Pole 3 of the Regional Education Unit in São Luís of the State Education Network SEDUC Maranhão. For the development of this work, the research was designed by the qualitative approach, using content analysis procedures directed by the Historical-Dialectical method. The semi-structured interview was carried out in both online and face-to-face modalities in the selected schools. The theoretical contextualization is based on the contribution of the following authors: Wallon (1986), Vygotsky (1984), Paro (2012,2015,2018), Luck (2004,2007,2008,2009) Freire (1987) and others who contemplate their you speak. We present the contributions of affection in the practice of school management as a support tool in the search for an equitable school environment conducive to the development of human relationships and learning. It is a reflective approach to social interaction and affective relationships that take place at school from the perspective of school management, thus rethinking the prevailing conception of administrative school management disassociated from emotional aspects.
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CARLA DANIELE SOUZA CHAGAS
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O PAPEL DO GESTOR ESCOLAR NA PERSPECTIVA DA GESTÃO DEMOCRÁTICA DA ESCOLA PÚBLICA: implicações para a melhoria da qualidade da educação na rede pública municipal de ensino de São Luís/MA
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Data: 09/09/2022
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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.
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CHARLE FERREIRA PAZ
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FORMAÇÃO INICIAL DOCENTE E PRÁTICA PEDAGÓGICA DO PROFESSOR DE ENSINO FUNDAMENTAL: um olhar sobre suas vivências didáticas em duas escolas da rede municipal de Altos – PI
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Data: 30/07/2022
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The objective of this study was to analyse the contributions of initial teacher training to the pedagogical practice of teachers in the classroom context, given the social transformations that have led to new demands in the teaching and learning processes since the 1990s. The question that guided the development of this work was: Has the initial training of elementary school teachers contributed in the context of contemporary society beyond an instrumental dimension of the profession, causing significant changes in teaching practices? In this understanding, the initial training of the future teacher should establish a dialogue between the theoretical basis of the degree course with the reality of everyday school life, enabling the understanding of the teacher's role as mediator of an emancipatory education. We have sought to reflect critically on the relationship between theory and practice in initial teacher training, through the analysis of policies for initial teacher training from the Law of Guidelines and Bases of National Education - LDBEN of 1996, with support from scholars in the field of education, such as Saviani, Duarte, Freitas, Freire, Gatti, who conceive education in a critical dimension, therefore, in teacher training, without neglecting other scholars who offer subsidies for understanding the training process, such as Alarcão, Tardif, Libâneo, among others. The research is qualitative in nature, due to its human bias object, therefore, social and of descriptive approach. As instruments for data collection, semi-structured interviews were carried out and a training memorial with 8 teachers who work in primary education from 1st to 3rd year in 2 schools of the Municipal Public Network of Altos - PI. The organization and analysis of the data were based on a critical perspective. The data were grouped into 2 major categories of analysis: Initial Teacher Training and Pedagogical Practice. The results of the research indicate that teachers understand the importance of the relationship between theory and practice in initial training, however, this relationship was a challenge in the degree courses in which they graduated, affecting the development of a transforming pedagogical practice of the social reality of the students. As a Technological Technical Product, a training course was developed in a virtual learning environment, campusonline platform of the Federal Institute of Piauí - IFPI, aiming to enable reflection on teacher training and the challenges of classroom practice. We concluded that the dialogue between university and school is still weakened, considering that education is a social practice, it is necessary to reflect on the initial teacher training process, given the new social demands that make the educational field permeated with uncertainties and challenges.
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DANIEL BERGUE PINHEIRO CONCEIÇÃO
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O (NÃO) LUGAR DO(A) NEGRO(A) E A EDUCAÇÃO ÉTNICO-RACIAL COMO PRÁTICA DA LIBERDADE: uma análise sobre os impactos da Lei n.o 10.639/2003, no espaço escolar em São Luís/MA
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Data: 15/09/2022
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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.
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EMÍLIA LUENNA PALHANO GALVÃO
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ENSINO DE SOCIOLOGIA: repensando práticas pedagógicas a partir da Lei da Reforma do Ensino Médio e da LDB n. 9.394/96
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Data: 12/09/2022
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Considering Law 13.415/17, which deals with the implementation of the new curricular organization of high school, we analyze the consequences of a curriculum structured in five Formative Itineraries and the Common National Curricular Base. We aim to identify the theoretical and methodological strategies of Sociology teaching inherent to the current educational demands, in order to understand the correlation between Sociology teaching and the human formation of the student, seeking the valorization of their social and cultural characteristics. Santos (2004) strengthened the historical contextualization of sociological knowledge. Our methodological support is in qualitative research with a crossing in Cultural Studies, supported by the post-structuralist perspective present in Louro (2007), Moreira (1994; 1995; 2001), Moreira and Silva (1994; 2018), Silva (1994, 2010). The counterposition to a normalizing education and strengthening of the school within cultural pedagogies were embraced in the theories of Miskolci (2012), Berticelli (2001) and Lopes and Macedo (2011). Minayo (2009) and Sá- Silva (2019), brought the rationale of a social research, which welcomed the documentary research as a method of procedure. We live an austere moment, the legislation for New High School has preached the maxim of directing the student to the market and to the world of work, following the orders and courses of the capital. Unfortunately, the human formation has been dismissed at the end of the basic cycle, refusing to carry out, in fact, the integral formation of this subject. The comings and goings of the discipline in the classroom have brought countless challenges to the Social Sciences. Power relations constitute the Reform process as a whole, and are imprinted in the interconnections between the socio-historical context and its reproduction in the economic sphere. The discussions developed here have intensified the construction of a pedagogical proposal aimed at the Educa Mais Learning Centers, state educational institutions in São Luís- MA, which are going through this moment of integralization of teaching. We estimate to ascend the importance of Sociology in the school environment and in the dimension of human formation, allowing the Sociology teacher to create spaces to resist against the erasure of the subject in the diversified part of the curriculum, although still facing the arbitrary ties conferred to the educational scenario in the current Brazilian plot.
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FRANCISCO ROMARIO CUNHA DE ARAUJO
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Formação continuada do gestor escolar da rede municipal de educação de Codó: proposição de um site educacional.
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Data: 01/07/2022
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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.
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GARDENIA SALAZAR RODRIGUES DA SILVA
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A DEMOCRATIZAÇÃO DA GESTÃO ESCOLAR NA REDE PÚBLICA ESTADUAL DE CODÓ/MA: UMA ANÁLISE A PARTIR DO PLANO NACIONAL DE EDUCAÇÃO (PNE 2014 – 2024)
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Data: 16/09/2022
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A pesquisa tem por finalidade analisar como tem se configurado o processo de democratização da gestão escolar no contexto das escolas de Ensino Médio da Rede Pública Estadual da cidade de Codó, Maranhão, a partir do Plano Nacional da Educação (PNE, 2014 – 2024. O PNE, aprovado por meio da Lei n.º 13.005, de 25 de junho de 2014, preconiza a participação da sociedade como princípio indispensável para a consecução dos propósitos educativos da escola pública brasileira. Para isso, analisa-se a trajetória política e histórica do planejamento educacional brasileiro por meio dos PNE, investigando as concepções e como vêm ocorrendo os processos de democratização da gestão educacional na escola pública brasileira, quais indicativos e/ou processos de gestão escolar democrática se apresentam nas escolas públicas estaduais de Ensino Médio de Codó, Maranhão, no período de 2015 a 2022. Como contribuição técnica, o estudo apresenta um caderno de atividades práticas em gestão democrática, que visa contribuir para a democratização da gestão escolar. No aspecto metodológico, trata-se de uma pesquisa de abordagem mista, na perspectiva quantitativa e qualitativa, aliada à pesquisa bibliográfica com análise documental. Como instrumento de coleta se fez uso de entrevistas, que devido à situação de isolamento social, por conta da pandemia da COVID-19, se deu por meio de questionários, via Google Forms, aplicados aos cinco gestores escolares pertencentes às escolas da Rede Pública Estadual de ensino de Codó. Como efeito dessa construção, afirma-se que a democratização da gestão escolar naquela Rede Pública Estadual é processual, no que tange às mudanças necessárias para que se efetive em seu locus natural, a escola pública. A investigação legitimou questões relevantes para a discussão, como o fato de que o processo de regulação dos PME brasileiros atualmente é desenvolvido muito mais pela iniciativa privada, do que pelo Estado, revelando assim, a presença da gestão gerencialista. Os resultados evidenciaram mudanças significativas na forma de acesso à função de gestão escolar, por meio de seletivo qualificado e eleição direta e sobre o perfil da função, como: maior participação feminina na ocupação da função; crescimento significativo de negros na função, em relação às demais raças ou cor; maior quantitativo de profissionais com titulação, além de maior implementação de instrumentos participativos na gestão das escolas públicas estudadas. No entanto, ainda persiste na realidade das escolas da rede, em menor proporção, o critério clientelista da indicação política, o que não reponde ao alinhamento o atual PNE (2014-2024.
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JERFFESON MIGUEL DE OLIVEIRA
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A PARTICIPAÇÃO SOCIAL COMO UM PRINCÍPIO DA GESTÃO DEMOCRÁTICA: uma análise da atuação dos Conselhos Escolares no município de Capitão de Campos - PI
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Data: 19/12/2022
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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.
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JOÃO ARANHA BARROS
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FORMAÇÃO DE PROFESSORES DE MATEMÁTICA E A METODOLOGIA RESOLUÇÃO DE PROBLEMAS NO 5° ANO DO ENSINO FUNDAMENTAL: desafios e possibilidades e respectivo produto técnico tecnológico: A metodologia resolução de problemas na formação de professores de matemática: aprendizagens colaborativas.
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Data: 23/05/2022
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This dissertation discusses the training of mathematics teachers and the problem solving methodology in the 5th year of elementary school, highlighting the challenges and possibilities in teaching and learning mathematics. The study aims to analyze the training of mathematics teachers and the use of the Problem Solving methodology, in the 5th year of
elementary school, at Prof.a Silvana Cunha/Cururupu-MA school; to identify the theoretical- methodological and epistemological perspectives that support the school's pedagogical
proposal, the training plan and the pedagogical practice of the teachers who teach mathematics in the 5th year of elementary school; to observe the development of the pedagogical practices of the teachers in the virtual classroom, identifying the challenges and possibilities encountered by teachers and students in the teaching and learning of mathematics; understand the concepts of teacher training and Problem Solving methodology with teachers who work in the 5th year of elementary school; to propose, from the needs pointed out by the teachers, the collaborative elaboration of the e-book: The problem solving methodology in the formation of Mathematics teachers: collaborative learning. The research methodology is configured with a qualitative approach, in a critical, reflexive and emancipatory perspective. As a methodological process, a descriptive and exploratory field research was carried out at the Prof.a. Silvana Cunha, located in the city of Cururupu, with the participation of 4 teachers, 10 students and 1 pedagogical coordinator of the 5th year of elementary school. For data collection, we performed the following procedures: a) online semi-structured interview b) online participant observation c) data collection and recording through a field diary d) analysis and interpretation of the data obtained. I understand with the results of this research that from the teacher training policy at school it is possible to constitute a collective space for critical and dialectical reflection on pedagogical praxis to teach mathematics in the 5th year of elementary school, taking into account the use of the Resolution of Problems as a possibility to contribute to the construction of mathematical knowledge aimed at the human formation of subjects, in a critical and emancipatory perspective.
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LIGIA DO SOCORRO SOUZA GONCALVES
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PROJETO POLÍTICO PEDAGÓGICO NAS ESCOLAS MUNICIPAIS DE PORTO RICO DO MARANHÃO: Implementação e avaliação
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Orientador : ANA LÚCIA CUNHA DUARTE
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Data: 16/09/2022
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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).
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LILIA MENDES LOBATO
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GESTÃO ESCOLAR E APRENDIZAGEM: uma análise do Modelo Tecnologia de Gestão Educacional (TGE) adotado em uma Unidade Plena do IEMA
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Data: 14/09/2022
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The present study, presented to the Graduate Program in Education (PPGE) – Professional Master's in Education, from the State University of Maranhão (UEMA), is part of the Educational and School Management Research Line, whose objective was to analyze the school management "Educational Management Technology (TGE)", seeking to apprehend the repercussions on the organization of the school management system, on teaching work, on the teaching-learning process and on the quality of education in a Full Unit of the Institute of Education, Science and Technology do Maranhão (IEMA). The analytical and discursive field took into account the educational reforms that took place since the 1990s, with a focus on democratic school management defined in the 1998 Constitution and the 1996 LDBEN. In its specificity, the study analyzed a school management model adopted by the IEMA, in a partnership between the state of Maranhão and companies that operate in the educational sector, understanding this initiative as part of the public-private relationship in the country's educational sector, in compliance with the market logic. They gave conceptual support to the understanding and analysis of the phenomenon in question: Costa (2006), Dourado (2012), Laval (2019), Libâneo (2007), Lück (2009, 2013a, 2013b, 2015), Militão (2015), Paro (2008), Peroni (2006, 2009, 2012, 2020), Peroni and Caetano (2015), entre outros. A pesquisa enquadra-se na abordagem qualitativa (BOGDAN; BIKLEN, 1994), between others. The research fits into the qualitative approach (BOGDAN; BIKLEN, 1994), and adopted document analysis, semi-structured interviews and a questionnaire. It had the participation of two managers, teachers and students of the researched teaching unit. The study sought to answer the following question: Do school management practices, based on the "Educational Management Technology (TGE)" Model, impact on the learning of IEMA students? Among the main evidences, we highlight: the TGE adopted by IEMA, it reflects guidelines, strategies and administrative, pedagogical and financial assumptions based on the principles of efficiency and effectiveness, with a focus on results; The management practices of TGE they obscure community participation in teaching planning, pedagogical work, monitoring and evaluation of educational results, and interfere with school autonomy. The TGE adopts centralized management concepts and ready and standardized tools; Although respondents say there are favorable repercussions from TGE in the organization of the school management system, in the teaching work, in the teaching-learning process and in the quality of education of the school unit studied, taking into account the results achieved by the School Unit in IDEB, denote the contradiction when they affirm the discomfort with the rigidity of the
Model, the burden of exaggerated routines, in addition to the concern with the school's position in the ranking among other schools in the state education network. As a contribution of this study, and given the Master's modality, we propose, as a Technological Technical Product, a document with guidelines for the realization of a Participatory Class Council, aimed at students, teachers and managers, with the objective of subsidizing the pedagogical work, considering the theoretical-practical and critical foundations of democratic management, with a view to guaranteeing an education of social quality aimed at the integral formation of students.
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LINDALVA DO REMÉDIO OLIVEIRA CERQUEIRA
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ALFABETIZAÇÃO E LETRAMENTO NO PLANO DE INTERVENÇÃO PEDAGÓGICA DA REDE MUNICIPAL DE ENSINO DE SÃO LUÍS: com a palavra, as professoras!
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Data: 15/07/2022
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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.
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MARIANA DURANS MELO
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O CONSELHO ESCOLAR COMO MECANISMO DA GESTÃO DEMOCRÁTICA: uma análise sobre as políticas de gestão escolar no Maranhão.
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Data: 18/11/2022
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Le conseil d'école est un espace de discussion de tous les segments de l'école, grâce auquel l'école peut définir des actions qui répondent aux souhaits de tous pour l'amélioration de l'éducation. De cette façon, le présent travail a essayé de comprendre comment la formation du conseil d'école dans l'école et comment son fonctionnement conséquent peut contribuer à une gestion démocratique de l'éducation dans l'école, ainsi que d'analyser les politiques de gestion en se concentrant sur la législation de la création et de la performance des conseils d'école. Ainsi, nous avons effectué une revue de la littérature sur le thème proposé ainsi qu'une recherche documentaire pour étudier les bases légales et les lignes directrices pour la mise en œuvre d'espaces démocratiques et ainsi comprendre le processus de mise en œuvre des conseils d'école. Ensuite, identifier et analyser les politiques de l'État qui régissent le conseil scolaire dans ce processus complexe de formation et de consolidation des espaces démocratiques. Dans ce sens, nous développons l'investigation de cette recherche en nous basant sur des références théoriques : Meszários (2005) ; Le concept de participation de Veiga (1998), Paro (2007) ; Le concept d'organes collégiaux de Antunes (2002) et Bastos (2002) ; ainsi que la législation actuelle. Nous partons du principe que la gestion publique démocratique implique une rupture avec les structures autoritaires locales, mais on ne peut manquer de considérer que la mondialisation du mode de vie capitaliste a mis en évidence le caractère fragmentaire du social, produisant des représentations qui soulignent la relativité des valeurs circulant dans les sociétés. Par conséquent, le conseil d'école renforce la démocratie au sein de l'environnement scolaire et établit l'engagement de tous envers l'école et l'amélioration de la qualité de l'enseignement, contribuant ainsi à la construction d'un savoir significatif pour la société. Destarte, comme Produit Technique Technologique, l'étude laisse comme contribution un livret éducatif, qui vise à contribuer et aider dans les difficultés de formation et de mise en œuvre du Conseil d'école.
Le conseil d'école est un espace de discussion de tous les segments de l'école, grâce auquel l'école peut définir des actions qui répondent aux souhaits de tous pour l'amélioration de l'éducation. De cette façon, le présent travail a essayé de comprendre comment la formation du conseil d'école dans l'école et comment son fonctionnement conséquent peut contribuer à une gestion démocratique de l'éducation dans l'école, ainsi que d'analyser les politiques de gestion en se concentrant sur la législation de la création et de la performance des conseils d'école. Ainsi, nous avons effectué une revue de la littérature sur le thème proposé ainsi qu'une recherche documentaire pour étudier les bases légales et les lignes directrices pour la mise en œuvre d'espaces démocratiques et ainsi comprendre le processus de mise en œuvre des conseils d'école. Ensuite, identifier et analyser les politiques de l'État qui régissent le conseil scolaire dans ce processus complexe de formation et de consolidation des espaces démocratiques. Dans ce sens, nous développons l'investigation de cette recherche en nous basant sur des références théoriques : Meszários (2005) ; Le concept de participation de Veiga (1998), Paro (2007) ; Le concept d'organes collégiaux de Antunes (2002) et Bastos (2002) ; ainsi que la législation actuelle. Nous partons du principe que la gestion publique démocratique implique une rupture avec les structures autoritaires locales, mais on ne peut manquer de considérer que la mondialisation du mode de vie capitaliste a mis en évidence le caractère fragmentaire du social, produisant des représentations qui soulignent la relativité des valeurs circulant dans les sociétés. Par conséquent, le conseil d'école renforce la démocratie au sein de l'environnement scolaire et établit l'engagement de tous envers l'école et l'amélioration de la qualité de l'enseignement, contribuant ainsi à la construction d'un savoir significatif pour la société. Destarte, comme Produit Technique Technologique, l'étude laisse comme contribution un livret éducatif, qui vise à contribuer et aider dans les difficultés de formation et de mise en œuvre du Conseil d'école.
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MICHELLE SANTOS SILVA
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IMPLICAÇÕES DA ATUAÇÃO DO INTÉRPRETE EDUCACIONAL DE LIBRAS: práticas inclusivas do ensino de estudantes surdos
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Data: 23/06/2022
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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.
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NATALIA ABREU DA CUNHA
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O ARTE-EDUCADOR E A EDUCAÇÃO PROFISSIONAL: um estudo de caso sobre o Arte-Educador no Instituto Estadual de Educação, Ciência e Tecnologia do Maranhão (IEMA)
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Data: 13/09/2022
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The teaching of art contributes significantly to the development of the student's aesthetic sensibility and critical perception in all teaching modalities. In Maranhão, the State Institute of Education, Science and Technology of Maranhão (IEMA) offers full-time education that proposes the integration between propaedeutic high school and technical education in a single curriculum in the offer of Integrated Education, presenting in its curricular matrix the Art component, according to the Law of Guidelines and Bases for National Education (LDBEN). However, with the context of Law 13,415, which deals with the Reform of High School Education, the Art component became studies and practices, losing space in the guaranteed workload at this level of education due to the reduction of the total maximum workload of 1800 hours to the 3 years. Faced with this reality, this dissertation sought to understand the reflexes that this context brought to the practice of art teaching in Maranhão, specifically from Law 13,415, in integrated education. This research was carried out from the account of how the teaching of Art is developed in this institution, with a Phenomenological approach in Merleau-Ponty (2018). As a theoretical basis for this study, the bases are in Ferraz and Fusari (2001), Pimenta (1997), Barbosa (2009), (2012), (2013), Pacheco (2012), and Brasil (1971), (1996), (1998), (2016), (2017), (2018). The methodological approach brings together the application of a questionnaire and semi-structured interviews applied to the IEMA school community as well as bibliographic and documental research for a better understanding of the object. This work is divided into 4 sections, in which the history of art teaching is reported, the legal adjustments in relation to professional education in Brazil and its effects on education and the pedagogical structure of the State Institute of Education, Science and Technology of Maranhão (IEMA). It was concluded that more is needed on the role of art teaching in Vocational and Technical Education - VTE, as the art educator is provoked, in this context, to deconstruct prejudices that still exist about the (non) relationship between art and technical training, as well as educating students to aesthetic aspects, creativity, imagination, accurate perception and criticality, which are development through artistic experience. As a Technological Technical Product (PTT), a pedagogical proposal for a virtual gallery was elaborated for the exhibition of the students' artistic works, access to small reports of the experience in the student's and the Art-Educator's view on artistic themes in an interactive way, with a view to strengthening the relationship between art education and VTE.
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PAULO RICARDO AMARAL OLIVEIRA
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O PROJETO POLÍTICO PEDAGÓGICO E SUA INTERRELAÇÃO COM OS PRINCÍPIOS DA GESTÃO DEMOCRÁTICA: uma análise em uma escola pública municipal de São Luís
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Data: 16/09/2022
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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.
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ROSÂNDREA MARIA LOPES MELO
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EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS E O CURRÍCULO DO SEGUNDO ANO DO ENSINO FUNDAMENTAL: uma análise das rotinas didáticas
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Data: 30/05/2022
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This text presented to the Professional Master's Degree in Education Graduate Program at the State University of Maranhão - UEMA, within the Research Line Teacher Training and Educational Practices, aims to analyze the discourses on education for ethnic-racial relations contained in in the didactic routines produced for the literacy process of the second year of Elementary School in a public school in São Luís - MA, from the analysis of the didactic routines of the curricular components of Portuguese Language, History, Religious Education and Sciences of this stage education. The discussions carried out in this work permeate the themes of Education for racial-ethnic relations, anti-racist education, black culture, curriculum and curricular justice. Among the theoretical references used in the elaboration of these discussions, we highlight: Gomes (2005, 2010, 2012), Gonçalves e Silva (2004, 2013), Cavalleiro (2001), Regis (2012, 2014, 2016), Apple (2013), Arroyo (2007, 2013), Moreira (2007, 2013), Silva (1995, 2010, 2013), Santomé (2013, 2016), Ponce (2018), Ponce and Neri (2015, 2017), among other authors, in addition to the documents that regulate the educational processes based on the education of ethnic-racial relations. As for the methodology, it is a qualitative research, based on Cultural Studies, in a post-structuralist perspective. The method of procedure used is documentary research. The research universe is composed of three classrooms of the second year of the literacy cycle of a school in the municipal network of São Luís that is located in the neighborhood of Liberdade, which together with Camboa, Fé em Deus and Diamante, constitute the region that was named by the Palmares Foundation as Quilombo Urbano. At the end of the study, we intend to bring discussions about the construction of an anti-racist education, which values the ethnic diversity of the school space, with the construction of a curriculum that considers the perspective of curricular justice and that gives voice to each of the subjects that constitute it.
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WANDERSON CARVALHO DA ROCHA
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OS TEXTOS NOS LIVROS DIDÁTICOS DE MATEMÁTICA DO ENSINO MÉDIO: contribuições para a Alfabetização Científica
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Data: 31/05/2022
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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.
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WEDSON JONAS BARROS SILVA
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METODOLOGIAS ATIVAS E A FORMAÇÃO DE PROFESSORES NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: possibilidades à prática pedagógica docente.
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Data: 10/08/2022
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The present study addresses the contribution of active methodologies in the process of teacher training and pedagogical practices in the early years of elementary school. The main question of this work is: How active methodologies can contribute to the process of teacher training and pedagogical practices for the construction of knowledge in the Initial Years of elementary school. In this research, we carried out an analysis of active methodologies in teacher training and pedagogical practices in the early years of elementary school, as a possibility to contribute to the construction of new knowledge by students. The research was developed through a qualitative approach (MINAYO, 2010) in the form of participant research fundamental to the precepts of Brandão (1999), using as data collection instruments the participant observation following a perspective of Minayo (2010, 2014), the document analysis following the creation of Boccato and Fujita (2006); and follows them following the understanding of Triviños (2009) and Gil (2008). The investigation had as its research field the UEB Maria José Vaz dos Santos, located in São Luís, MA with the participation of 11 teachers from the classes of the Initial Years of elementary school. The analysis of and treatment of empirical and documentary material was based on the creation of Minayo (2010) with studies by Moran and Bacich (2018), Bacich (2020), Freire (2006, 2015), Imbernón (2006, 2011) and Tardif (2000), Castellar (2016), Vickery (2016), Maraschin (2000), Lasry, Mazur and Watzins (2008), Clarke (2008). The educational training course carried out for the elaboration of the educational product with the collaboration of the research participants. It is an e-book with guidelines for the use of methodologies in the Initial Years of Elementary School that aims to contribute to re-signifying as methodologies and as teaching teaching practices fostering a continuous training of teachers centered on action-reflection-action (FREIRE, 1996) qualitative teaching is configured in meaningful learning practices and in the development of students' autonomy and emancipation.
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