https://repositorio.uema.br/jspui/handle/123456789/2035 2026-06-06T01:03:17Z 2026-06-06T01:03:17Z https://repositorio.uema.br/jspui/handle/123456789/6168 2026-06-01T13:57:30Z 2026-01-13T00:00:00Z

Título: As práticas avaliativas docentes na educação infantil da cidade de Caxias- MA à vista da psicologia histórico-cultural Abstact: The study develops the following object: Teaching assessment practices in education from the perspective of historical-cultural psychology. It poses the following question: How do teaching assessment practices contribute to child development from the perspective of historical-cultural psychology? In this sense, the study has the following general objective: To analyze teaching assessment practices that contribute to child development from the perspective of historicalcultural psychology. Its specific objectives are: to identify teachers' perceptions of assessment in early childhood education in the city of Caxias, Maranhão; to characterize teachers' assessment practices in early childhood education in the city of Caxias, Maranhão; and to analyze teaching assessment practices in light of historical-cultural psychology for child development from a humanizing perspective. The theoretical framework is based on authors who articulate assessment practices in a historical and cultural context, drawing on: Ariés (1981), Kuhlmann Jr. (2015), Paschoal and Machado (2009), Pasqualini (2006), Vygotsky; Luria (1996), Vygotsky (1998, 2001, 2004), among others. Methodology: the work is based on a qualitative approach. We used the following data production devices: observation and dialogic participant interviews. It was observed that the practice of teachers, in most of the responses given, is to file the results of the assessments, where the intention to use them to redirect their pedagogical practice was minimally verified. There is a need to better prepare teachers working in the field of Early Childhood Education so that they can correctly execute the continuous cycle of the child assessment process, which consists of observation, reflection, and pedagogical action, as was evident in the statements of the authors surveyed.

2026-01-13T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4085 2025-01-13T20:06:28Z 2022-07-28T00:00:00Z

Título: Educação e tecnologia: a inclusão da tecnologia no ensino/aprendizagem na educação nos anos iniciais do ensino fundamental Abstact: The topic addressed in this research was chosen due to the need to contribute to the teaching-learning process, making education more meaningful for students, through the use of technologies in the classrooms of the initial grades of elementary and auxiliary education, expanding the knowledge acquired, and multiplying knowledge for the teachers of our school. This research aimed to analyze how technological tools can contribute to the teaching-learning process in elementary education. This study analyzed the concepts related to information and communication technologies, which in the educational environment can be defined as a set of technological resources, used in an integrated manner, with a common objective. To conduct the research, a questionnaire was prepared, thus allowing for a more comprehensive investigation, we will obtain information on the importance of using digital information and communication technologies in the initial grades of elementary education. The field research carried out in this work analyzed precisely the application of these technologies in the classroom. This research aims to use information technology for educational purposes, where students can learn to use technological tools, mastering technology with pedagogical objectives directed through the support of the Center in partnership with teachers, managers and the entire school network

2022-07-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4084 2025-01-13T19:31:48Z 2022-07-27T00:00:00Z

Título: A literatura infantil no desenvolvimento educacional: análise das práticas pedagógicas dos professores da educação infantil Abstact: The central theme of this work is Children's Literature in educational development: analysis of pedagogical practices in Early Childhood Education. This study began with the following question: how does Children's Literature help in the educational, emotional and cognitive development of children? To answer this question, data collection was carried out using a semi-structured interview, in which it was possible to observe, through the teachers' responses, how literature is used in pedagogical practice and its importance in the formation of young readers. The research had the general objective of analyzing Children's Literature in the process of children's educational development, and the specific objectives were: to reflect on Children's Literature in children's lives; to understand the contribution of children's books in the educational development of children; to characterize the contributions of Children's Literature in the social, cognitive and emotional development of children. To this end, four early childhood education teachers collaborated with the study, enabling a better understanding of the use of children's literature as a way to develop imagination, creativity, emotions and feelings in an attractive and playful way in children's development. The interest in the study arose from an approach obtained with some subjects throughout the course, such as: reading and text production, children's and young adult literature, playfulness and education. The aim was to report how pedagogical practices can help children experience enriching experiences of their real knowledge and stimulate their imagination with elements of fantasy. The relevance of this work for the academic field lies in the possibility of future education professionals developing practices and reflections on the children's literary universe, understanding how children's literature can encourage children to live with reading. To guide our discussions, authors such as Abramovich (1997), Coelho (2000), Cavalcanti (2009), Cademartori (1986) among others were used

2022-07-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4080 2025-01-13T18:01:00Z 2022-07-28T00:00:00Z

Título: A brinquedoteca como contexto de desenvolvimento integral de crianças da educação infantil Abstact: This research aimed to discuss the toy library as an instrument for child development. The general objective was to analyze the importance of the toy library in the integral development of children in early childhood education. The specific objectives were: to characterize the importance of using the toy library in early childhood education, to reflect on the importance of recording children's play, and to identify the way in which play is approached by professionals in the institution. The research provides a brief history of the toy library since its inception, as well as its importance. Based on this, it sought to highlight the need to have a toy library in early childhood education institutions, since society has been changing more and more. The lack of a toy library has serious consequences for children's play, since parents, who could carry out this play, lack the time and willingness. Methodologically, this is a qualitative research, in which a bibliographical survey was carried out from books, articles and documents that theoretically discussed the theme based on the ideas of Andrade (2010), Cunha (1994), Kishimoto (2011), Leontiev (2001), Rau (2013), among others. In addition, a field research was carried out in an Early Childhood Education institution, where observations were made among the classes and interviews with three teachers were conducted. With the data, the teachers' perception of the toy library was perceived, in addition to discussions about play and play in Early Childhood Education

2022-07-28T00:00:00Z