Centro de Estudos Superiores de Timon (CESTI) https://repositorio.uema.br/jspui/handle/123456789/1974 2026-06-06T01:04:53Z 2026-06-06T01:04:53Z https://repositorio.uema.br/jspui/handle/123456789/6163 2026-05-27T20:10:09Z 2024-09-11T00:00:00Z

Título: O impacto do teletrabalho no desempenho dos funcionários durante a pandemia : uma revisão sistemática da literatura Abstact: The study addresses the issue of the impact of teleworking on the physical and mental performance of employees during the COVID-19 pandemic. Using a systematic literature review as a method, using the Prisma flowchart model for selection and analysis available in the Scopus and Web of Science, Oasisbr and Scielo databases. 42 articles in English, Portuguese and Spanish were analyzed over a four-year period. The aim was to understand the physical and mental implications of teleworking during the pandemic. The results showed that although teleworking allowed the continuity of activities during the pandemic, it brought with it significant challenges, such as increased work overload, conflicts between professional and personal life, and the mental health of these individuals. Therefore, the study highlights the need for effective management and strategies capable of mitigating these effects, due to teleworking becoming a predominant practice.

2024-09-11T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6162 2026-05-27T19:44:50Z 2026-01-20T00:00:00Z

Título: O uso do lúdico no processo de alfabetização e letramento no 1° ano do ensino fundamental em uma escola pública de Timon- Ma Abstact: This Final Course Paper aims to analyze the relevance of playfulness as a support and enhancement tool in the process of literacy and reading development of students in the 1st year of Elementary School. This is a qualitative research with a descriptive approach, developed in the empirical context of the Maria de Lourdes Leite Municipal Elementary School, located in the municipality of Timon, in the state of Maranhão, Brazil. Four teachers working in the 1st year of Elementary School participated in the study. The semi-structured interview was used as the data collection instrument, allowing the gathering of information about teachers’ perceptions and practices related to playfulness in the teaching-learning process. For the analysis of the data produced, the content analysis technique proposed by Bardin (2011) was adopted. The results show that the interviewed teachers indicate that the use of games, play activities, songs, among other teaching practices, contributes to the improvement of the educational process and facilitates students’ understanding. It is concluded that playfulness not only assists but also intensifies the construction and consolidation of assertive communication, orality, writing, and reading, thus configuring itself, in teaching practice, as a fundamental resource to enhance the literacy and reading development process in the 1st year of Elementary School.

2026-01-20T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6119 2026-05-12T19:43:07Z 2024-03-26T00:00:00Z

Título: Alfabetização e letramento de criança com autismo no ensino do segundo período da educação infantil Abstact: The proposal presented here aims to analyze the inclusive practices of teachers in the literacy process of children with autism in the second period of Early Childhood Education. Understand the concepts and definitions of literacy and literacy, understand the concepts of literacy and learn about autism and regular education at the Municipal Elementary School, in the city of Timon–MA. Starting from the problem: What are the teacher's inclusive practices in the literacy process of children with Autism in the educational process? The research is field and descriptive. To construct the corpus, we used an interview with two teachers during the research period. The theoretical framework of this research is based on the authors: Cruz (2014), Freire (1996), (UNESCO, 1994), Silva and Glat (2017), Menezes (2019 apud Gonçalves, 2020), among others. The results obtained reflect on the work carried out by teachers with children with Autism, the importance of effective reading, the way they learn and how to practice reading and writing. We thus conclude the relevance of inserting these children into a quality school environment, with a good structure and qualified teachers to serve their specialties.

2024-03-26T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5489 2025-10-21T19:31:20Z 2023-08-03T00:00:00Z

Título: Uma análise das formações imaginárias: a noção de sujeito-aluno a partir dos efeitos de sentido materializados no discurso da BNCC (2018) Abstact: The theoretical underpinning of this research is French discourse analysis. In this way, the theoretical assumptions are based on Althusser (1992), outlining the perspective of ideology in society; Mussalim (2012), in his contributions to the development of the research area; Orlandi (2015) and Pêcheux (1995), with reference to the main guiding aspects of the basis of discourse analysis and Lopes and Macedo (2011), with perceptions of curriculum in the educational sphere. From this point of view, the work analyzes the imaginary formations about the subject-student that permeate the materialized discourse of the National Common Curricular Base-BNCC (2018). Thus, through the analysis of the corpus in the materialization and historicity of the BNCC (2018), the research highlights, in the discourse, the imaginary formations in the constitution of the institutionalized subject-student; as well as discussing how the BNCC presents in its discourse an ideology that falls on the formulation of teaching in Brazil. In addition, the study highlights the perceptions and conditioning factors surrounding the discourses permeated by the curriculum as an ideological apparatus which is aligned with the idealized perspectives of the subject- student. In this way, 6 (six) discursive clippings will be analyzed that materialize the notion of the imaginary about the subject-student according to the theoretical device mentioned, from the reading of the items corresponding to the introduction and chapter 4 (four) which is destined to the curricular parameters of Elementary School present in the BNCC. The results of the analysis show that there is evidence of essentially ideological and imaginary constructions about the student that are rooted and historicized in the discourse of the BNCC.

2023-08-03T00:00:00Z