https://tedebc.ufma.br/jspui/handle/tede/5709 2026-09-15T10:15:20Z https://tedebc.ufma.br/jspui/handle/tede/7223 Título: Adaptações curriculares na educação infantil: desafios das práticas docentes no contexto da educação especial inclusiva em uma escola municipal em Araguatins – TO Autor: CARDOSO, Lívia Maria de Carvalho Primeiro orientador: MONTEIRO, Karla Bianca Freitas de Souza Abstract: Inclusive Education requires transformations in school pedagogical practices, and Curricular Adaptations emerge as an indispensable condition for students who are the target audience of Special Education to fully participate in teaching and learning processes. This research investigates the challenges faced by early childhood education teachers at a municipal school in Araguatins, Tocantins, Brazil, in implementing Curricular Adaptations within Inclusive Special Education. Although Brazilian legal frameworks — from the Federal Constitution of 1988, to Law No. 13,146/2015, the National Policy on Special Education from the Perspective of Inclusive Education (2008), Decree No. 12,686/2025, Decree No. 12,773/2025, and MEC Ordinance No. 421/2026 — guarantee the right to education in mainstream schools, gaps persist between what is legally prescribed and what is effectively implemented in everyday school life. The guiding question is: How do teachers address the challenges related to the implementation of Curricular Adaptations in this context? The general objective is to analyze how teachers address the challenges related to the implementation of Curricular Adaptations within the context of Inclusive Special Education in an early childhood education school in Araguatins, Tocantins, Brazil. This is a qualitative study with a phenomenological approach, involving five classroom teachers. Data were produced through systematic observation and four focus group sessions, which simultaneously constituted a space for in-service professional development, and were analyzed according to Bardin (2016), based on the theoretical contributions of Capellini (2018), Carvalho (2008; 2019), Mantoan (2003; 2015), Sacristán (2013), Minetto (2021), and Ramos (2023). The results reveal homogeneous planning; teachers' technical insecurity due to the lack of continuing professional development; a shortage of adapted resources and the absence of Multifunctional Resource Rooms; and adaptations carried out in an emergency and isolated manner. The focus group sessions enabled the collective development of inclusive strategies and in-service professional development, demonstrating that collaborative dialogue is a promising pathway toward inclusion. As a technical-educational product, the Pedagogical Guide for Curricular Adaptations in Early Childhood Education was developed, organized into four dimensions: content, methodology, materials and resources, and assessment, serving as a support instrument for inclusive teaching praxis. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-08-19T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7222 Título: Da democratização à cooptação: contradições entre o ideal democrático e a prática participativa no contexto do CACS-Fundeb de Zé Doca-MA Autor: GOMES, Thayse Suellen Costa Primeiro orientador: DUBLANTE, Carlos André Sousa Abstract: The Fund for the Maintenance and Development of Basic Education and the Valorization of Education Professionals (Fundeb) constitutes the main funding mechanism for basic education in Brazil and established the Social Monitoring and Oversight Councils (CACS-Fundeb) as spaces for social participation and oversight of public educational re- sources. This research aimed to analyze the performance of the CACS-Fundeb in the mu- nicipality of Zé Doca, Maranhão, Brazil, considering its composition and representative- ness, the training of council members, the material conditions for its functioning, and the contradictions and power dynamics underlying the exercise of social oversight. Linked to the Professional Master's Degree in Education of the Graduate Program in Education and Educational Practices at the Federal University of Maranhão, the study adopted a quali- tative approach grounded in Historical-Dialectical Materialism. Bibliographic research, document analysis, and a semi-structured questionnaire were employed, the latter answe- red by six full members of the current CACS-Fundeb administration in Zé Doca, Mara- nhão. The theoretical framework was based on scholars grounded in critical epistemolo- gies who address public policy-making from a democratic perspective, public education funding, and democratic management, including Neto (2011), Oliveira (2023), Gohn (2013), Dourado (2013), Pinto (2008), Cury (2010), Davies (2019), and Vieira (2015), among others. Data were analyzed through content analysis based on Bardin's framework (2011), with the aim of establishing thematic categories from the participants' responses and interactions. The findings indicate that, although the Social Monitoring and Oversight Councils of Fundeb are conceived as instruments of citizen participation and oversight of education resources, their performance is constrained by the bureaucratization of proces- ses, the influence of the local Executive Branch, and the persistence of neo-patrimonial practices, factors that tend to limit the democratic potential of these spaces. As a technical product, a training course was developed for council members, education professionals, and civil society representatives, to be implemented through an extension project. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-07-10T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7129 Título: O feminino no Bumba Meu Boi do Maranhão: linguagens, saberes e fazeres em conexão Autor: PINHEIRO, Ilka Janaira Martins Padilha Primeiro orientador: FERREIRA, Heridan de Jesus Guterres Pavão Abstract: This study analyzes the role of women in the Bumba Meu Boi of Maranhão, with emphasis on the women known as Amas, seeking to understand their knowledge, practices, and forms of participation in a cultural manifestation historically marked by male predominance. The research is grounded in the recognition of Bumba Meu Boi as an intangible cultural heritage and as a space for the production, circulation, and transmission of knowledge. Within this context, it examines how the knowledge and practices of women involved in Bumba Meu Boi can be recognized as legitimate forms of knowledge and integrated into the context of basic education.The study was conducted in the Tibiri neighborhood, in São Luís, Maranhão, adopting a qualitative approach grounded in oral history, ethnographic contributions, and an epistemological perspective committed to qualified listening and to recognizing women as producers of knowledge. The construction of the narratives was carried out through semi-structured interviews, complemented by audiovisual records and interpreted through thematic analysis, in dialogue with the theoretical framework of popular culture, education, and gender relations, drawing upon the contributions of Delors (1998), Albernaz (2010), and Oyěwùmí (2021).The findings demonstrate that, although women have historically been associated with secondary roles or rendered invisible, their participation is central to sustaining the manifestation, particularly with regard to organization, the transmission of knowledge, and the continuity of cultural practices. The trajectories analyzed, especially those of the interlocutors, reveal that women's participation in Bumba Meu Boi occurs through processes of permanence, resistance, and negotiation, highlighting tensions between recognition and naturalized gender inequalities within the tradition.The analysis also indicates that the knowledge produced within the sphere of popular culture has historically received little recognition in the educational field, creating a context characterized not by the absence of women's voices, but by the absence of qualified listening. Thus, the study demonstrates that the challenge lies not in the lack of female voices, but in the persistence of institutional and social mechanisms that have historically rendered such knowledge invisible and illegitimate.In this sense, the research emphasizes the need to recognize women as producers of knowledge whose experiences and practices can contribute to the development of contextualized pedagogical proposals. As an outcome of the study, an educational product was developed in the form of a didactic sequence designed for basic education, with the purpose of integrating the knowledge embedded in Bumba Meu Boi into the school curriculum. It is concluded that women's participation in Bumba Meu Boi not only ensures the continuity of this cultural tradition but also reveals processes of reconfiguration of gender relations, reaffirming the importance of recognizing their knowledge as legitimate forms of knowledge within both the cultural and educational fields, thereby contributing to the strengthening of educational practices committed to valuing memory, popular culture, and the epistemologies produced by women. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-06-19T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7128 Título: As redes de sociabilidade de Carlota Carvalho para a publicação do livro O sertão (1924) Autor: SILVA, Welingthon dos Santos Primeiro orientador: JULIO, Kelly Lislie Abstract: This dissertation investigates the networks of sociability that enabled the publication of the book *O Sertão: subsídios para a história e a geografia do Brasil* (1924), authored by the Maranhão-born teacher and writer Carlota Carvalho. Situated within the context of the second half of the 19th century and the first decades of the 20th century, the research aims to analyze the profile of the participants in the networks of sociability that made the publication of *O Sertão* possible in 1924. Specifically, it seeks to: investigate the social, political, and cultural context of Brazilian and Maranhão women between the second half of the 19th century and the first two decades of the 20th century; analyze the functioning of Carlota Carvalho's networks of sociability; and understand the social origin, professional activities, and contributions of the main members of these networks to the spaces of intellectual and cultural production of the period, with special attention to the works of Carlota Carvalho. Anchored in the History of Education and in gender studies and women's writing, this work adopts a historical approach of a documentary nature, using as main sources the book *O Sertão* and periodicals from the Maranhão and Rio de Janeiro press available in the Digital Newspaper Library of the National Library. The theoretical framework engages with authors such as Sirinelli (2003), Perrot (2005), Louro (2007), Bourdieu (1989, 1991), Lima (2021), Motta (2002; 2008), Pachêco Filho (2014), Rênor (2005), Santos (2014), Souza (2017) and Silva (2021), among others. The analysis revealed that the publication of Carlota Carvalho's work was the result of an articulated set of family, intellectual, and journalistic relationships, involving figures such as Parsondas de Carvalho (her brother), Nascimento de Moraes, Luiz Murat, and Souza Bispo. It can be concluded that such networks of sociability were fundamental not only for the publication of O Sertão, but also for the legitimization of the author in the intellectual field of her time, reaffirming the leading role of women in the educational and cultural history of Maranhão. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação 2026-01-21T00:00:00Z