DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/20152026-04-09T17:17:29Z2026-04-09T17:17:29ZAbordagem do conceito de lugar nos livros didáticos e a relação ensino e aprendizagem no cotidiano do aluno do 6° ano do ensino fundamentalhttps://repositorio.uema.br/jspui/handle/123456789/60292026-04-08T13:11:05Z2025-12-19T00:00:00ZTítulo: Abordagem do conceito de lugar nos livros didáticos e a relação ensino e aprendizagem no cotidiano do aluno do 6° ano do ensino fundamental
Abstact: The present Undergraduate Final Project analyzes how the concept of place is
approached in Geography teaching in the 6th grade of a two public school in Caxias,
Maranhão, examining how this concept is treated in textbooks and how it contributes
to meaningful and contextualized learning. The general objective is to analyze how the
concept is presented in the textbook and to understand students perceptions of the
theme. The specific objectives include identifying how the material addresses the
concept, understanding how students relate it to their daily lives, and assessing its
contribution to the development of geographical thinking and civic awareness. The
methodology adopted is qualitative, descriptive, and exploratory in nature, combining
documental analysis of the textbook Expedições Geográficas with field research
through questionnaires applied to 81 students and interviews with teachers. The data
were interpreted using Content Analysis. The theoretical framework is grounded in the
guidelines of the BNCC and in authors such as Milton Santos, Cavalcanti, Callai, Tuan,
and Pontuschka, who discuss lived space and school geography. The results reveal
that the textbook presents the concept in a superficial and weakly contextualized
manner, while students display difficulties in reading and writing, demonstrating a
predominantly affective and intuitive understanding of place. It was also observed that
teachers’ pedagogical practices, although they attempt to relate the content to
students’ daily lives, remain centered on traditional methods and the exclusive use of
the textbook. It is concluded that, despite the material and cognitive limitations
identified, the concept of place is essential for the formation of geographical identity,
requiring the implementation of more investigative pedagogical practices that
effectively connect lived space to scientific knowledge2025-12-19T00:00:00ZOs desafios das mulheres quebradeiras de coco babaçu no povoado Santa Maria, município de São João do Sóter, Maranhãohttps://repositorio.uema.br/jspui/handle/123456789/60282026-04-08T12:16:15Z2026-01-08T00:00:00ZTítulo: Os desafios das mulheres quebradeiras de coco babaçu no povoado Santa Maria, município de São João do Sóter, Maranhão
Abstact: This study aims to understand the challenges faced by women babaçu coconut breakers in the village of Santa Maria, in the municipality of São João do Sóter, Maranhão, considering the social, economic, and territorial transformations that affect this traditional activity. The research adopts a qualitative approach, based on bibliographic review and fieldwork, including the application of questionnaires and semi-structured interviews with coconut breakers, community residents, and the village representative. The results indicate that babaçu has historically played a central role in the economic and social organization of families, particularly in income generation and women’s protagonism. However, in recent decades, factors such as the expansion of agribusiness, the reduction of babaçu groves, land enclosure, and socioeconomic changes have contributed to the decline of extractivist practices, altering women’s role in family subsistence. An increasing dependence on social welfare programs and pensions was also observed, along with the persistence of women’s overload in domestic work. Despite these challenges, babaçu coconut breakers remain symbols of resistance, preservation of traditional knowledge, and struggle for territorial rights. The study highlights the importance of public policies aimed at valuing sustainable extractivism and strengthening the autonomy of rural
women2026-01-08T00:00:00ZA ludicidade no ensino de Geografia: análise da contribuição dos jogos didáticos para o engajamento e o desempenho cognitivo de alunos do 6º e 7º anoshttps://repositorio.uema.br/jspui/handle/123456789/60232026-04-01T14:23:41Z2026-01-09T00:00:00ZTítulo: A ludicidade no ensino de Geografia: análise da contribuição dos jogos didáticos para o engajamento e o desempenho cognitivo de alunos do 6º e 7º anos
Abstact: This Final Paper (TCC) aimed to analyze the contribution of educational games as a
teaching-learning tool in the cognitive and social development of 6th and 7th grade
students in the subject of Geography. The study was motivated by the need to implement
active methodologies (in this case, games) that promote engagement in the critical
reading of space. The methodology used was [Qualitative/Quantitative] field research,
with the practical application of games about the Geography of Northeast Brazil and the
Solar System, followed by data collection through questionnaires with 30 students from
each class. The results demonstrated the high effectiveness of the playful approach in
both proposed dimensions. In the cognitive dimension, students achieved an average
score of 80% on objective content questions. In the perception dimension, 100% of the
students confirmed that the games facilitated learning by making it "more fun and
easier," while 97% confirmed the facilitation of group work and social interaction. It can
be concluded that the use of educational games transcends simple recreation,
constituting a fundamental pedagogical strategy to rekindle interest, promote
collaboration, and consolidate geographical knowledge in a meaningful way2026-01-09T00:00:00ZRecursos didáticos não convencionais: uma contribuição para Geografia escolar no ensino fundamental IIhttps://repositorio.uema.br/jspui/handle/123456789/60222026-04-01T14:09:15Z2026-01-01T00:00:00ZTítulo: Recursos didáticos não convencionais: uma contribuição para Geografia escolar no ensino fundamental II
Abstact: Geography teaching faces the constant challenge of overcoming traditional and
mechanized pedagogical practices, which often result in student disinterest and
disconnection from spatial reality. This study aims to analyze the context of the
application of non-conventional didactic resources in Elementary School II in Caxias-
MA, investigating the contributions of these tools to the improvement of the teachinglearning process. The methodology adopted was based on a mixed approach
(qualitative and quantitative), consisting of a bibliographic survey and field research.
Data collection was carried out through interviews with 15 Geography teachers
participating in the 12th Pedagogical Meeting of Geography at the State University of
Maranhão (UEMA). The results showed that, although teachers recognize that the use
of resources such as technologies, audiovisuals, and games significantly favors
student motivation and content assimilation, the frequency of use is still moderate, with
bimonthly use predominating. The main difficulties identified for the implementation of
these practices include gaps in initial academic training, which prioritized theoretical
aspects to the detriment of pedagogical practice, as well as precarious school
infrastructure and lack of institutional support. It is concluded that the insertion of nonconventional methods is fundamental to dynamize the school environment and
promote critical and participatory learning; however, it is necessary to invest in
continuing education and school structure to make these practices viable2026-01-01T00:00:00Z