https://tedebc.ufma.br/jspui/handle/tede/5334 Tue, 15 Sep 2026 09:23:57 GMT 2026-09-15T09:23:57Z https://tedebc.ufma.br/jspui/handle/tede/7225 Título: O livro de ensino religioso no Maranhão: uma análise de Licções de História Santa (1847-1882) Autor: ALMEIDA, Rafael Blume Pereira de Primeiro orientador: CASTRO, César Augusto Abstract: This research was conducted within the scope of the Postgraduate Program in Education at the Federal University of Maranhão, linked to the research line History, educational policies, work and human formation and to the Center for Studies and Documentation in History and Reading Practices in Maranhão. Its central objective was to analyze the use of the book Licções de História Santa, as an artifact of school material culture, in the processes of inculcating moral values and social discipline underway in Maranhão's education system between 1847 and 1882. The thesis defended is that Licções de História Santa was used as an instrument of moralization in Maranhão's public education, aiming at the inculcation of values and social discipline through a pedagogy of morality. In this sense, the book reflected a complex network of interests, serving the civilizing ideals of the State, the catechizing project of the Church, and the need to establish norms of school conduct. This bibliographical and documentary research was based on the theoretical and methodological assumptions of Cultural History, engaging with Chartier (1990), De Certeau (2014), Bourdieu (2003), Castro (2009), and Castellanos (2017). Historical sources included school textbooks, newspapers, laws, regulations, reports from provincial presidents, legislative debates published in the press, as well as theses, dissertations, scientific articles, and theoretical works that supported the conceptual construction of the investigation. Within the adopted scope, three books of religious content published by Maranhão printing houses and adopted in the Province of Maranhão were identified, among which Licções de História Santa was defined as the central source and object of the research due to the robustness of the documentary evidence gathered regarding its circulation, prescription, and appropriations. The investigation demonstrated that the local production of the work, its editorial materiality, its organization into short lessons and questions and answers, as well as its textual adaptation to the children's universe, were articulated with the schooling of religious education and the shaping of pedagogical practices aimed at controlling school conduct. It was also found that the compendium transcended its catechetical function and became a power device, legitimizing obedience, teacher authority, the internalization of norms, and the moral formation of childhood. It is concluded that Licções de História Santa constituted a relevant piece for the schooling of religious education and for the consolidation of the school system in the Province of Maranhão, becoming a central artifact in the processes of moralizing childhood and social disciplining in the 19th century. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Tue, 26 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7225 2026-05-26T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7206 Título: Nas correntezas da ambivalência: representações sociais de afetos manifestos e latentes da docência na cotidianidade da escola contemporânea Autor: OLIVEIRA, Luysienne Silva de Primeiro orientador: BONFIM, Maria Núbia Barbosa Abstract: This study embraces metaphorically the waters of a river, exposing the affective relationship with the Mearim River, which runs through the city of Pedreiras-MA. It aims to investigate the manifest and latent affections in the social representations of teachers in their daily work at the U.E. Carlos Martins school located in that municipality. The object of the article is therefore based on the manifest and latent affective ambivalence in the social representations of teachers, encompassing pleasure and displeasure in the exercise of their work. The choice for the Social Representations Theory, in the Moscovici procedural line, focused on common sense, was made by making use of the complexity of social relations constructed in the interactive process of knowledge production, where images and meanings shape knowledge and the behavior of subjects, principles that lead to the understanding of teachers' manifests of affection in everyday school life. To this, the following questions arose: What affects are manifested in the daily life of school institutions? How do the affects manifested in daily life shape the teacher's knowledge systems? What images and meanings are present in the affective manifestation along the construction of social representations of teachers in a primary school? The investigation was developed through bibliographic and field research. The bibliographic study on the school and teachers was based on Freire (1987, 2011); Nóvoa (1992, 2009); Arroyo (2003); Frigotto (2010); Melo, Bonfim e Moraes (2023); among others. Discussions about affect were supported crosswise by authors in Social Psychology and Social Representations, such as Moscovici (1978, 2005, 2012, 2015); Jodelet (2005, 2019, 2021); Arruda (2009, 2010); Ornellas (2009, 2021); Jovchelovich (2005, 2009); Lane (1981); Bonfim (2007); and others, as well as areas of Developmental Psychology such as Wallon (1954, 1999, 2007); Vygotsky (1998); e Piaget (1976). The studies aligned with the theoretical knowledge constructed and shared during mentoring sessions with Bonfim (2022 to 2026), which ran through the entire study. Data were collected through four methods: Unstructured observation, during classes of different subjects and in the teachers' room in break times, aiming to consider the subjects in their natural environment without any intervention; a Profile Questionnaire, intending to understand the participants' profiles; sending a Letter to the Teacher, encouraging teachers to write narratives about their daily professional activity, considering the affective dimension; and, finally, a Semi- structured Interview with the management team, aiming to capture aspects that are not evident but present in daily educational life. The data processing was carried out using Bardin's Content Analysis Technique (2016), as it allows deduction, inference, and understanding of the collected data beyond appearances. Therefore, Double-Entry Tables were used, grouping the core meanings contained in the participants' responses, which were organized into side A (arranged vertically) and side B (arranged horizontally). Both sides were crossed, giving rise to the categories of analysis. In conclusion, affective ambivalence constitutes a central characteristic of the teaching experience in the contemporary school where, on one hand, many teachers maintain a symbolic investment in the profession, fueled by values such as social commitment, a desire to contribute to the students' education, professional fulfillment, and identification with teaching. On the other hand, the structural difficulties of work, reflected in the lack of social recognition and daily wear and tear, produce feelings of frustration, exhaustion, and demotivation. The results allow the formulation of a theoretical and conceptual proposition of the Affective-Representational Latency of Teaching – ARLT, which interprets affective latency as structuring teaching itself. In other words, teaching, organized by latent affects, most often unpleasant, is reorganized and structured in a way that manifests resistance and persistence. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 22 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7206 2026-05-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7202 Título: A saúde docente no contexto das políticas curriculares de formação de professores/as: um conteúdo presente, esquecido ou invisibilizado? Autor: ANDRADE, Maria José Silva Primeiro orientador: MELO, Maria Alice Abstract: The research entitled "TEACHER HEALTH IN THE CONTEXT OF CURRICULAR POLICIES FOR TEACHER TRAINING: a present, forgotten, or invisible content?", linked to the Research Line: Educational Institutions, Curriculum, Teacher Training and Work, of the Doctoral Program in Education at the Federal University of Maranhão, presents reflections on the relationship between teacher health and initial teacher training curricula, and starts from the problem: within the scope of curricular policies, in the initial training process, is there any type of approach aimed at promoting and protecting the health of educators? Its general objective is to analyze the current state of the content of teacher health within the context of curricular policies, in order to understand its importance, needs, and contributions to education.This study contributes to addressing relevant situations experienced in teaching practice. The study adopts a critical-dialectical perspective, anchored in historical dialectical materialism, nterwoven with the metaphor of the bricklayer, a worker of hard labor. Its locus in the Federal Universities in the Northeast of Brazil, specifically their in-person Pedagogy courses as participants included coordinators, professors who are members of the Structuring Teaching Nuclei, and students in their final semester. Bibliographic and documentary researches were conducted, and mixed questionnaires were administered to research participants; initial refinement was performed using the State of the Question (Nóbrega-Therrien; Terrien, 2004), and data analysis was conducted using Content Analysis (Bardin, 2020) and softwares. The theoretical framework is supported by, among others, authors such as Araújo; Pinho; Masson (2019), Assunção; Oliveira (2009); Codo (1999), Esteve (1999), Duarte (2010, 2021), Lopes; Macedo (2022), Oliveira (2004, 2019, 2021), Pacheco (1996, 2003, 2022), Saviani (2009, 2019, 2021), Silva (2024). The results indicate the omission of curricular policies regarding the topic; include the construction of a breviary of warning signs regarding the profile of illness today; the findings point to a significant number of political- pedagogical projects that need updating in light of the demands expressed and current regulations, also highlighting the existence of projects aligned with a critical and resistant perspective; demonstrate the presence of tensions and contradictions between the participants' statements on aspects such as the relationship between the formal curriculum and the reality of teaching practice, and the theoretical centrality in the curricula; on the other hand, there are convergences on the impacts of neoliberal education reforms on teacher training and work. It notes the absence of systematic approaches to teacher health content in the curricula investigated and, although some do exist, when they occur it is incipient, punctual, analgesic and superficial, being recognized mainly by the students as urgent and necessary; the state in which the object finds itself within the scope of curricular policies and curricula at the end of the process manifests itself as invisible, which highlights gaps in initial training and translates into complaints that can contribute to raising reflections and debates about this object and its inclusion in curricular outlines, when the indispensable updates of the Course projects are made, a movement already under construction, in addition to helping the future teacher to better deal with situations that can culminate in illness in their teaching practice. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Fri, 29 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7202 2026-05-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7182 Título: SAÚDE, HIGIENE E EDUCAÇÃO NO MARANHÃO DURANTE A PRIMEIRA REPÚBLICA (1889–1930) Autor: MENDES, Maria de Nazareth Primeiro orientador: CASTRO, César Augusto Abstract: This thesis investigates the interrelationship between health, hygiene, and education in Maranhão during the First Republic (1889–1930), focusing on hygienist ideology and its translation into practices and representations within the school environment. The general objective is to analyze how conceptions of health, hygiene, and education translated into the implementation, legitimization, and representation of hygienist practices in Maranhão schools, linking them to the political-pedagogical project of the First Republic. Methodologically, the research is grounded in the History of Education, with an emphasis on Cultural History, guided by the contributions of Chartier (1990), Bourdieu (1980, 1983, 1989, 1990), Barros (2016), and Castro & Castellanos (2020). The study mobilized a diverse document corpus composed of legal sources (laws, decrees, and regulations), administrative sources (reports from governors and school inspectors), and journalistic sources (educational and general press), enabling a critical analysis of hygienist representations and practices within the educational context of Maranhão during the First Republic. The critical analysis of these sources allowed for an examination of the meanings attributed to hygienism in daily school life, the identification of its legitimizing agents, and the capture of local forms of appropriation and resistance. The results demonstrate that hygienism assumed specific configurations, impacted by regional inequalities, structural precarity, and the fragility of the republican State. This research contributes to the historiography of education by showing that school hygienism was not a uniform and centralized policy, but rather a phenomenon appropriated, reinterpreted, and contested at local levels. The experience in Maranhão reveals specificities that challenge linear narratives of the history of Brazilian education, reinforcing the importance of regional readings to understand the processes of institutionalizing health and education in republican Brazil. Instituição: Universidade Federal do Maranhão Tipo do documento: Tese Mon, 22 Dec 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7182 2025-12-22T00:00:00Z