DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/18872026-04-08T17:42:14Z2026-04-08T17:42:14ZHistória da África em sala de aula: possibilidades para o terceiro ano do Ensino Médiohttps://repositorio.uema.br/jspui/handle/123456789/60302026-04-08T13:46:09Z2023-07-11T00:00:00ZTítulo: História da África em sala de aula: possibilidades para o terceiro ano do Ensino Médio
Abstact: The insertion of African and Afro-Brazilian History in the mandatory curriculum by Law 10.639/03 is something salutary for the teaching of History, but what is observed is that, in practice, it still faces obstacles. This monograph investigates how African history was worked at the Centro de Ensino Integrado João Francisco Lisboa school in 2019, based on an experience as a scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), which included observations of classes and activities of fellows with students. In addition to observations at school, this work highlights the analysis of the most used resource in the classroom, the textbook Conexões com a História (2016) and the Programa Nacional do
Livro Didático (PNLD) and, finally, they present Suggestions were made for didactic proposals for working on African themes in the third year of high school, using cinema and literature.2023-07-11T00:00:00ZA práxis pedagógica dos professores de atendimento educacional especializado na alfabetização e letramento dos estudantes com deficiência intelectualhttps://repositorio.uema.br/jspui/handle/123456789/59842026-03-25T12:19:26Z2024-11-07T00:00:00ZTítulo: A práxis pedagógica dos professores de atendimento educacional especializado na alfabetização e letramento dos estudantes com deficiência intelectual
Abstact: This study is linked to the Research Line on Practices and Training Processes of Educators
for Inclusive Education, of the Professional Master's Program in Inclusive Education
(PROFEI) at the State University of Maranhão and covers the actions carried out during
research on literate and literacy of students with Intellectual Disabilities (ID) enrolled at UEB
Dra. Maria Alice Coutinho, belonging to the municipal public network of São Luís – MA. The
objective of the research is to analyze the possibilities of access, permanence and learning of
students with intellectual disabilities, when supported by Specialized Educational Assistance
(AEE), and how much this Special Education service can contribute to students' literate and
literacy processes intellectually disabled. The theoretical assumptions that underlie this study,
regarding Inclusive Education, Intellectual Disability, Specialized Educational Assistance and
Literate and Literacy for Students with Intellectual Disabilities, are outlined based on the
contributions of Vygotsky (2022), Hehir (2022), Bourdieu ( 2020), Zerbato; Mendes (2018),
Diamond (2016), Noronha (2016), Garcia (2015), Barnes (2013), Poulin, Figueiredo; Gomes
(2013) and Figueiredo (2012), among others. In addition to official normative documents that
support and regulate the Education of people with intellectual disabilities. Regarding the
methodology, it is characterized by using a qualitative approach, of an applied nature,
regarding explanatory objectives, and the methodological procedures are outlined as
bibliographic, documentary and case study, using the instruments, on-site observation,
interview scripts and questionnaires, the results of which will serve as the basis for the
production of an orientation guide that contributes to the pedagogical praxis teachers about
literate and literacy of students with intellectual disabilities, in response to the problem and
research objectives2024-11-07T00:00:00ZO uso do geogebra no ensino de geometria espacial: uma sequência didática investigativa para o ensino médiohttps://repositorio.uema.br/jspui/handle/123456789/59822026-03-25T11:20:14Z2025-01-01T00:00:00ZTítulo: O uso do geogebra no ensino de geometria espacial: uma sequência didática investigativa para o ensino médio
Abstact: This research aims to develop an Investigative Didactic Sequence (SDI) that integrates
GeoGebra and the exponential function, in order to understand the characteristics of the
sequence’s development using this software as a tool for teaching the proposed mathematical
content. To support this investigation, an analysis was conducted on the use of Information and
Communication Technologies (ICTs) in the classroom, the features of GeoGebra, and the
possibilities of employing it as a didactic resource in Mathematics education. A research survey
was also carried out by examining scientific communications published in the Proceedings of
the National Meeting on Mathematics Education (ENEM) from the 10th to the 14th editions,
focusing on studies involving the use of GeoGebra in the teaching and learning of functions,
particularly the exponential function. The research methodology adopted was qualitative,
bibliographic, and exploratory, seeking to understand how the SDI can be articulated through
the use of the software in relation to the exponential function. The study highlights the relevance
of adopting new methodologies supported by technological tools in Mathematics classes. The
results indicate the importance of planning and organizing sequenced and interconnected
lessons; promoting active student participation; encouraging problem solving; developing
critical thinking; fostering collaboration in the classroom; and stimulating investigation of the
mathematical concept under study2025-01-01T00:00:00ZJogos matemáticos como recurso didático para o processo de ensino- aprendizagem das operações com números inteiros nos anos finais do ensino fundamentalhttps://repositorio.uema.br/jspui/handle/123456789/59772026-03-24T15:52:20Z2025-01-06T00:00:00ZTítulo: Jogos matemáticos como recurso didático para o processo de ensino- aprendizagem das operações com números inteiros nos anos finais do ensino fundamental
Abstact: This research aims to present the use of mathematical games as a didactic resource for teaching
operations with integers in the thematic unit of numbers, intended for students in the final years
of elementary school, specifically in a 7th-grade class. To achieve this objective, we searched
for research addressing mathematical games and for work already developed on the theme of
operations with integers in elementary school. The method adopted was a mixed-methods
approach (qualitative and quantitative), characterized as mixed-methods research, because we
sought to understand why mathematical games constitute powerful tools in the teaching and
learning process of operations with integers, while simultaneously collecting and analyzing
numerical data from our field research. In this sense, we highlight mathematical games as a
very effective tool in teaching this thematic unit. Thus, we conclude that, with the use of games,
students develop cooperation and competition skills and come to understand error as an
opportunity to rethink strategies, overcome challenges, win games, or solve problems2025-01-06T00:00:00Z