https://tedebc.ufma.br/jspui/handle/tede/5709 Sat, 25 Jul 2026 18:09:24 GMT 2026-07-25T18:09:24Z 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 Fri, 19 Jun 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7129 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 Wed, 21 Jan 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7128 2026-01-21T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7090 Título: Cultura corporal e educação escolar do Povo Canela Memortumré em Fernando Falcão - MA Autor: RIBEIRO, Alisson Luís Avelar Primeiro orientador: CÂNCIO, Raimundo Nonato de Pádua Abstract: This dissertation analyzed the challenges and possibilities of articulating the body culture of the Canela Memortumré indigenous people with Physical Education at school, based on documents that guided pedagogical practice at the Raimundo Roberto Kapêrtyc Indigenous State School, located in Aldeia Escalvado, Canela Indigenous Territory, municipality of Fernando Falcão, Maranhão, Brazil. Qualitative documentary research was adopted as methodology, with analysis of eleven documents across federal, state and school levels: Federal Constitution (1988), LDB (Law n.o 9.394/1996), RCNEI (MEC, 1998), CNE/CEB Resolution n.o 5/2012, BNCC (2017), Decree n.o 6.861/2009, Ordinance n.o 1.061/2013 (ASIE), DCTMA (SEDUC-MA, 2019), RECEIMA (SEDUC-MA, 2021), the Maranhão Indigenous Peoples Protection Statute, and the school's Political-Pedagogical Project (PPP/2024). The theoretical framework was grounded in the decolonial perspective, with emphasis on the concepts of coloniality of power (Quijano, 2005), coloniality of knowledge (Mignolo, 2008) and coloniality of being (Maldonado-Torres, 2007), and in critical interculturality (Walsh, 2009, 2013). Analysis revealed a systematic pattern of contradiction: principles of respect for cultural specificity and curricular autonomy were proclaimed in normative texts but contradicted by operational prescriptions. The log race (Pukare), ritual dances (Hohry) and courtyard games, central bodily manifestations of Canela Memortumré cosmology, were completely absent as curricular content in national and state documents, including the DCTMA. The PPP/2024, elaborated in the village parliament (Prohkam) with genuine community participation, established the strengthening of "young warriors" as a formative objective but reproduced DCTMA's hegemonic categories in the Physical Education section, an expression of the coloniality of being operating from within indigenous documents. Nevertheless, concrete decolonial openings were identified: the "social project" provision (Resolution n.o 5/2012), the alternative curricular categories proposed by RECEIMA, and the three differentiated curricular components of PPP/2024. As an educational product, a Guide to Intercultural Pedagogical Practices for Physical Education in Indigenous Schools was elaborated (Appendix A), intended to support the autonomous construction of a curriculum befitting the formative project of the Canela Memortumré people. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 25 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7090 2026-05-25T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7063 Título: Programa PIBID e política pública de permanência para classe trabalhadora: uma análise do programa PIBID do curso de Licenciatura em Ciências Humanas Sociologia da UFMA, Campus Imperatriz, Centro Autor: SILVA, Leucivan dos Santos Primeiro orientador: RIBEIRO, Dimas dos Reis Abstract: This study refers to a research on the financial relevance for the retention of low-income working-class students in the Degree in Human Sciences – Sociology, linked to the Institutional Program for Teacher Initiation Scholarships (PIBID), between the years 2022 and 2024, at a federal public university in the state of Maranhão. The study stemmed from the following problem: in what way has PIBID, as an Educational Public Policy, contributed to the initial training of teachers from the working class? The main objective is to analyze how PIBID has contributed to the initial training of teachers from the working class in a Degree in Human Sciences, with an emphasis on Sociology, at the Federal University of Maranhão, through the analysis of the statements of former PIBID members obtained through semi-structured interviews, as well as through the documentary analysis carried out on documents that guide the Program from its launch in 2007 until the year 2024. This study used a qualitative approach, as well as documentary research as a method. The data analysis method was Cellard's (2008) Documentary Analysis and, for the interviews, Bardin's (2016) thematic modality Content Analysis was used. From the analysis of the documents that supported the Program, we verified how much PIBID was negatively impacted due to the rise of governments aligned with neoliberal ideologies, significantly reducing the number of scholarships, with both the quantity and the value of the scholarship being readjusted only with the return of the Workers' Party government. With the interviews, we highlighted that, although the Program is not a public policy for student retention, it has assumed this function secondarily by providing minimal material retention conditions so that low-income working-class students can exist in the academic universe. Thus, the Program has contributed not only to promoting the theoretical and practical experience between school and university, but has gone further by providing material conditions so that the working class can experience university successfully, achieving not only the completion of the course, but the improvement in their quality of life and that of their families, as they become better-qualified professionals for the labor market. However, even though this Program is a solid policy, we note the need for better dissemination regarding this public policy to the entire academic community in a lasting way that takes place throughout the year, so that a larger number of students can know and access this relevant policy that transforms lives and gives life. Therefore, this Dissertation seeks to present to the entire academic community and other interested parties bibliographic material on PIBID and the Sociology course, as well as the report of experiences of former scholarship holders through the documentary that constitutes the educational product of this study." Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 06 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7063 2026-05-06T00:00:00Z