https://repositorio.uema.br/jspui/handle/123456789/1887 2026-08-10T22:17:46Z 2026-08-10T22:17:46Z https://repositorio.uema.br/jspui/handle/123456789/6386 2026-08-10T20:17:57Z 2026-03-30T00:00:00Z

Título: Da lenda de D. Sebastião aos multiletramentos na Educação Bilíngue de Surdos: proposta de jogo digital na formação de professores do Atendimento Educacional Especializado de Apicum-Açu (MA) Abstact: Specialized Educational Services for individuals with deafness, within an inclusive perspective, are grounded in bilingual education, considering Brazilian Sign Language (Libras) as the first language and language of instruction, and written Portuguese as a second language. In this context, teachers working in multifunctional resource rooms are responsible for identifying, organizing, and producing didactic-pedagogical resources that address the linguistic and cultural specificities of deaf students, fostering their linguistic, cognitive, and sociocultural development. Despite advances in bilingual education, challenges remain regarding teacher training, the scarcity of accessible digital teaching resources, and the limited integration between pedagogical practices, technologies, and students’ sociocultural contexts. Thus, this study aimed to investigate how a digital didactic game, based on the legend of D. Sebastião, can support the professional development of Specialized Educational Services teachers and contribute to expanding multiliteracies practices in the education of deaf students in the municipality of Apicum-Açu, Maranhão, Brazil. This research is characterized as action research, with a qualitative and descriptive-exploratory approach. Methodological procedures included a literature review, curation of digital games for deaf education, interlingual and intermodal translation of the legend into Libras, development of a digital didactic game using educational platforms, implementation of a continuing education program for teachers, and the application of interviews and questionnaires for evaluation purposes. Data were analyzed through content analysis. As an educational product, a bilingual digital game (Libras/Portuguese) was developed, structured around the retelling of the D. Sebastião legend, including a video in Libras, a bilingual glossary, and interactive quiz-based activities. The results indicate that the proposal achieved its objectives by contributing to: (i) strengthening visual pedagogical practices; (ii) developing teachers’ digital and pedagogical competencies; and (iii) incorporating elements of local culture into teaching, thereby fostering multiliteracies practices within the context of Specialized Educational Services. Additionally, increased teacher engagement and an expanded methodological repertoire for working with deaf students were observed. It is concluded that the integration of bilingual education, digital technologies, and local culture constitutes a viable and effective strategy for enhancing pedagogical practices in the education of deaf students, particularly when associated with contextualized teacher training processes.

2026-03-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6385 2026-08-10T20:00:53Z 2026-01-01T00:00:00Z

Título: Vestígios judiciais e história local : o acervo do TJMA como recurso didático para o Ensino Médio Abstact: This thesis investigates the pedagogical potential of the collections held by the Arquivo do Tribunal de Justiça do Maranhão (TJMA) for History teaching in High School, as part of the Research Line Memory and Historical Knowledge. The central research problem lies in the observation that, despite the high historical and pedagogical value of judicial documents, their use in the classroom remains under-explored. In this sense, it seeks to answer how these traces can be didactically transposed for Local History teaching, aiming to promote critical historical learning. Methodologically, the work is anchored in qualitative research, of a bibliographic and documentary nature, based on the assumptions of Micro-history and the indiciary paradigm. The analysis focuses on three thematic axes extracted from judicial processes of the 19th and 20th centuries: the agency of Catarina Mina (slavery and freedom); the labor conflicts of the Ulen Company Case (labor and imperialism); and the political repression of Hilton Gregório (authoritarianism and the Estado Novo). As a result, the Educational Product entitled O Arquivo como Sala de Aula: Fontes judiciais para o ensino de História do Maranhão is presented, a digital sourcebook (e-book) organized into thematic dossiers. The material provides teachers with technical analysis tools and didactic strategies aimed at breaking with the passive reception of content, bringing the student closer to the materiality of the source and the agency of the subjects. It is concluded that the pedagogical mediation of local primary sources is capable of fostering historical consciousness and the right to memory, consolidating the judicial archive as an effective extension of the classroom.

2026-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6378 2026-08-07T20:15:15Z 2026-07-03T00:00:00Z

Título: Uma proposta pedagógica com educação financeira e resolução de problema para o Ensino Médio Abstact: This study presents a qualitative research carried out with 20 high school sophomore students from the Centro de Ensino São Cristóvão, located in São Luís - MA, associated with the Universidade Estadual do Maranhão (UEMA). The main purpose of the research was to identify the students' knowledge, perceptions, and experiences regarding Financial Education and Financial Mathematics, employing Problem Solving as a central methodological axis. Data collection was performed through a structured questionnaire administered in pairs, with the support of the classroom mathematics teacher. The results revealed that 90% of the students consider the subject important within the school environment , showing satisfactory mastery of basic mathematical concepts, such as percentage calculations (100% accuracy) , and a solid understanding of the impact of interest rates on installment purchases (90%). However, the study indicated that practical experiences involving financial problem-solving are still limited and infrequent in the investigated context. In conclusion, there is a clear demand and responsiveness from students for pedagogical proposals that integrate Financial Education into daily life, aligned with the guidelines of the National Common Curricular Base (BNCC) to foster the development of conscious, critical, and autonomous citizens regarding their financial decisions.

2026-07-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6377 2026-08-07T19:26:35Z 2024-03-01T00:00:00Z

Título: A valorização do trabalho docente na educação infantil: reflexos na prática pedagógica do professor em Timon-MA no período de 2014-2022 Abstact: This study delves into the "Valuation of teacher work in Early Childhood Education in the municipality of Timon/MA", between 2014 and 2022, emphasizing the goals related to the valuation of teachers, accordingly to the new National Education Plan (PNE), Act 13.005/2014. This research aimed to address the following question: How does the valorization of teacher work manifest itself in pedagogical practice in Early Childhood Education in Timon, MA? The study then sought to investigate the valorization of teacher work and its impacts on pedagogical practice in Early Childhood Education in Timon, MA, during the period of 2014-2022. As specific objectives, there were: Identify the effects of teacher valorization on pedagogical practice in Early Childhood Education; Describe actions related to the professional valorization of Early Childhood Education teachers in Timon, MA, as outlined in the Career, Positions, and Salary Plan (PCCS); Analyze public policies related to the professional valorization of teachers, taking into consideration the proposals put forth in official documents at the national, state, and municipal levels from 2014 to 2022; Develop and implement a teacher training program for Early Childhood Education, focusing on the policy of teacher work valorization. Based on a qualitative research with an exploratory approach conducted in five Early Childhood Education preschools in Timon, MA. In addition to that, semi-structured interviews were conducted with seven Early Childhood Education teachers, the Secretary of Education, and the President of the Teachers' Union in Timon. The interview data were processed through content analysis, a technique used to code and categorize the statements of the interviewees, enabling an analysis of the valorization of teacher work in Early Childhood Education, as well as the analysis and processing of empirical and documentary material. Based on the analysis provided by the research participants and authors who address the valorization of Early Childhood Education teachers, as well as official documents such as the 1988 Constitution, the LDBEN No. 9.394/1996, and the PNE (2014-2024), PME of Timon Maranhão (2015-2025), among others, it was found that teacher valorization in the municipality of Timon advanced in some aspects: (i) salary remuneration, which includes compliance with the teacher Minimum Wage policy and the creation of a Career, Positions, and Salary Plan; (ii) investment in ongoing professional development for Early Childhood Education teachers. However, it was noted, based on the teachers' statements, that there is precarity regarding (i) physical infrastructure conditions and (ii) pedagogical resources, which hinder the quality of pedagogical practice and affect the children's development and learning rights. (iii) It was also observed that excessive demands and the lack of physical working conditions for Early Childhood Education teachers lead to health problems. Regarding to the description of actions in the (PCCS), it was noted that there was a restructuring of the document, which expanded improvements for the teaching career, such as creating classes, leave for ongoing professional development, gratifications based on qualifications, and compliance with the minimum wage, among others. As for documents related to national, state, and municipal teacher valorization goals, some progress was observed regarding remuneration and ongoing professional development, while others remained stagnant. Thus, it can be concluded that teacher valorization policies in the municipality of Timon, MA, have made partial progress in terms of remuneration compliance and the provision of ongoing training for Early Childhood Education teachers. However, without the necessary working conditions, pedagogical teaching practices are limited, leading to repercussions on children's learning. In this regard, full infrastructure, pedagogical, and material conditions, as well as special attention to the mental and physical health of teachers, are necessary to provide quality education to children.

2024-03-01T00:00:00Z