https://repositorio.uema.br/jspui/handle/123456789/1971 2026-04-07T08:28:06Z 2026-04-07T08:28:06Z https://repositorio.uema.br/jspui/handle/123456789/4916 2025-05-30T00:48:59Z 2024-01-01T00:00:00Z

Título: O desenho como recurso pedagógico: estratégias metodológicas inovadoras para além doTradicionalismo Abstact: The aim of this work is to present drawing as a didactic-pedagogical strategy to teachers at Creche Tia Carmosa, located in the city of Santa Inês, in the state of Maranhão, in view of new practices that contribute to the development of children's cognitive, affective and social dimensions. To examine and reflect on the path of drawing, and how it has been used as a didactic-pedagogical resource in the early childhood education classroom. To verify the methodologies and teaching resources used by teachers in their teaching practice in Early Childhood Education. To propose innovative methodological strategies and teaching resources for the practice of Drawing in the Early Childhood Education classroom, through workshops. The theoretical dialogue was based on the works of some authors: Vygotsky (2001, 2007), LOWENFELD (1977), LUQUET (1969), among others, who discuss the relationship between drawing and child development.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4913 2025-05-29T00:14:30Z 2024-01-01T00:00:00Z

Título: Música e dança como instrumentos para o desenvolvimento psicomotor da criança na educação infantil: primeiros contatos com a psicomotricidade no ambiente escola Abstact: This work aims to investigate the theoretical foundations of psychomotricity through historical, theoretical and practical bases, working on musicality with Early Childhood Education teachers. It is based on the assumption that music and dance as an activity developed with teachers and caregivers through continuing education, allows the use of playfulness and education, enhancing the learning of the student. The theoretical bases used started from the contributions on psychomotricity of Negrini (1986), Wallon (1995), Alves (2004), Santos (2004), to the documents and regulations that ensure the use of music and dance as psychomotor instruments in Early Childhood Education such as law n° 11.769/08 (Law of National Guidelines and Bases), National Common Curricular Base (2017) and Curricular Document of the Maranhão Territory for Early Childhood Education (2019). The methodological tool used is bibliographic and field research, having as a method of approach the qualiquantitative interventionist research of an experimental nature on the variables related to psychomotricity in Early Childhood Education. The data collection was carried out from the electronic questionnaire, followed by the realization of the pedagogical workshops and ending with the availability of the E-book. The results and discussions of the data collection collected in the field schools: Pedacinhos de Sonhos Municipal Nursery and Mãe Preta Preschool. They allowed the intervention of the reality that the schools faced, enabling the improvement in the quality of the classes applied by the Early Childhood Education teachers, consequently, improving the learning of the students.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4912 2025-05-29T00:15:22Z 2024-12-16T00:00:00Z

Título: Alfabetização e letramento: uma proposta pedagógica sobre a interrelação desses processos a partir do texto como eixo da aprendizagem nos anos iniciais do ensino fundamental Abstact: This work entitled "LITERACY AND LITERACY: a pedagogical proposal on the interrelationship of these processes from the text as an axis of learning in the early years of elementary school, at the Ferdnan Gutman Municipal School, in Santa Inês, MA", starts from the challenges of working on literacy and literacy as interrelated processes to develop autonomous-reflexive subjects in social contexts. This study highlights in an integrated way the historical trajectory and the distinction between literacy and literacy, emphasizing the relevance of these two processes over time in the formation of readers. In the educational context, currently, difficulties still persist on how to stimulate students' interest in reading, understanding and interpreting text in the teaching-learning process. In view of this, this study sought to use textual genres to stimulate reading in the classroom, aiming to make classes more dynamic and keep students more integrated into the process, thus contrasting the idea that learning is the process of mere acquisition of codes and symbols via memorization. The final considerations of this work address the challenges of literacy and literacy in the Brazilian educational context, highlighting the importance of these interrelated processes in the early years of elementary school. The text is presented as a central axis of learning, highlighting the need for an approach that uses different textual genres to promote integral formation. The research emphasizes that literacy should go beyond simple decoding, encompassing reading, comprehension and text production skills. Family participation is recognized as fundamental, creating a favorable environment for learning. The proposed activities showed that working with different textual genres results in a more dynamic and integrated learning, expanding the linguistic and cultural repertoire of the students. The conclusion reinforces the importance of a continuous and collaborative pedagogical approach between school, family and society, aiming at a critical and reflective education that enables students to become autonomous and critical citizens.

2024-12-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4862 2025-06-13T00:27:58Z 2024-12-15T00:00:00Z

Título: Letramento literário em sala de aula: mediações de leituras através do teatro de bonecos com lendas maranhenses Abstact: This research aimed to investigate the theoretical and methodological foundations of literary literacy in the classroom, with a view to proposing reading mediations through puppet theater with Maranhão legends for students in the 2nd year of elementary school. It is assumed that literary literacy is a continuous act that comprises a set of social practices that use literary writing whose objective is the autonomous formation of the reader. Therefore, it is a permanent act that does not end, making school the main means of the student's relationship with literature. It takes into account the growing production of children's and young adult literary works with Maranhão legends as their theme, however, they are rarely socialized in the school environment. It is understood that puppet theater is always well accepted by the child audience, whose playful character favors the insertion of children in literary reading practices. It is based on studies by Cosson (2021), Zilberman (2012), Colomer (2007), Palo and Oliveira (2006), Abramovick (1997), Soares (2009), Dohme (2017), Santos (2015), among others. The research procedures adopted were bibliographic research and action research, having as a universe the Ferdnan Gutman Municipal School, located in the city of Santa Inês. The main result is that the use of puppet theater Maranhão legends values local culture and contributes significantly to literary literacy and, consequently, the development of imagination and creativity.

2024-12-15T00:00:00Z