https://repositorio.uema.br/jspui/handle/123456789/2072 2026-09-21T19:40:38Z 2026-09-21T19:40:38Z https://repositorio.uema.br/jspui/handle/123456789/6846 2026-09-21T19:10:03Z 2026-07-16T00:00:00Z

Título: A ludicidade como mediadora da aprendizagem na perspectiva histórico-cultural de Vygotsky: uma proposta para a UEF Professora Maria Nogueira Abstact: This study analyzes how playfulness acts as a mediator of learning among secondgrade elementary school students from the perspective of Vygotsky's CulturalHistorical Theory. It is based on the understanding that play is a culturally mediated activity capable of promoting knowledge construction, the development of higher psychological functions, and the appropriation of culture through social interactions. The objective of the study was to analyze how playful practices contribute to the teaching and learning process in a second-grade class at UEF Professora Maria Nogueira, located in Bacabal, Maranhão, Brazil. The research adopted a qualitative approach, combining bibliographical and field research, and was grounded in the theoretical contributions of Vygotsky, Leontiev, Luria, Rego, and Kishimoto. Data were produced through participant observation, a field diary, a semi-structured interview with the classroom teacher, and questionnaires administered to the students. The analysis showed that playfulness, when intentionally integrated into pedagogical planning, promotes students' active participation, strengthens social interaction, enhances pedagogical mediation, and supports the collective construction of knowledge. The findings also revealed that playful activities contributed to the development of autonomy, language, imagination, attention, memory, and cooperation, corroborating the assumptions of the Cultural-Historical Theory. It is concluded that playfulness should not be understood as a complementary or merely recreational resource, but rather as a guiding principle of pedagogical practice, capable of fostering meaningful learning and promoting the integral development of children in the early years of elementary education.

2026-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6843 2026-09-21T18:33:58Z 2026-06-16T00:00:00Z

Título: Inclusão escolar: um estudo sobre os desafios dos alunos autistas na pré-escola da Educação Infantil Abstact: The school inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education has become a relevant topic in the contemporary educational context, especially in light of advances in inclusive public policies and discussions about the right to education for all. This study aimed to investigate the main challenges faced by children with ASD in the process of school inclusion in preschool, considering aspects related to socialization, communication, learning, pedagogical practices, teacher training, school structure, and family participation in child development. The research was conducted through a bibliographic review with a qualitative approach, carried out between March and May 2026, using scientific publications published between 2020 and 2025. Scientific articles, books, dissertations, theses, and legal documents available in databases such as SciELO, CAPES Journal Portal, and Google Scholar were analyzed. The results showed that, despite legal and educational advances related to inclusion, there are still barriers that hinder the effective participation of autistic children in the school environment. Among the main challenges identified are difficulties in social interaction, communication impairments, structural limitations of schools, lack of adapted pedagogical resources, and weaknesses in the training of education professionals. It was also observed that unwelcoming school environments and inflexible pedagogical practices may compromise the development and learning of children with ASD. On the other hand, the research highlighted that inclusive pedagogical strategies, the use of visual resources, organization of the school routine, playful activities, and strengthening the partnership between school and family positively contribute to the cognitive, social, and emotional development of autistic children. It is concluded that the effectiveness of school inclusion depends on the commitment of educational institutions, continuous teacher training, and the development of pedagogical practices capable of respecting the singularities and potentialities of children with Autism Spectrum Disorder.

2026-06-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6841 2026-09-21T18:04:50Z 2026-07-16T00:00:00Z

Título: Transtorno do Espectro Autista: um estudo sobre a metodologia fônica de alfabetização na conjuntura hodierna Abstact: Autism Spectrum Disorder (ASD) is characterized by neurodevelopmental changes that impact social communication and interaction, posing unique challenges to the literacy process. This monograph analyzes the contribution of the phonic methodology as a tool for cognitive accessibility for students with ASD in the current context. The general objective was to identify how systematic phonic instruction assists in overcoming auditory and visual processing barriers, guaranteeing the right to functional literacy. The theoretical framework was based on authors such as Capovilla, Haduo, Silva, and current legislation, such as the Berenice Piana Law and the National Literacy Policy. Methodologically, an exploratory qualitative research was conducted, consisting of a bibliographic survey and field research at the Carlos Dias Sardinha Teaching Unit in Bom Lugar – MA. The data collected via questionnaire and direct observation showed that the correct application of the phonic method, when mediated by trained professionals and supported by playful and technological resources, provides the necessary predictability for autistic learning. The results demonstrated that the student progresses significantly in phonological awareness by associating sounds with graphemes, especially when hyperfocus strategies are used to maintain engagement. It is concluded that the phonic methodology represents an indispensable differential for the intellectual autonomy of the atypical student, and investment in continuous teacher training is fundamental for the implementation of a truly inclusive school.

2026-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6797 2026-09-17T19:45:31Z 2026-07-16T00:00:00Z

Título: A afetividade no processo de ensino-aprendizagem na Educação de Jovens e Adultos (EJA) Abstact: This research addresses affectivity in the teaching-learning process in Youth and Adult Education (YAE), highlighting its relevance in the construction of a more welcoming, inclusive, and meaningful educational environment. The general objective of the study was to analyze the importance of affectivity as a facilitating tool for the learning of YAE students, considering its contributions to the cognitive, emotional, and social development of learners. Methodologically, this is a qualitative study with a descriptive and exploratory nature, developed through bibliographic research and field research. The theoretical framework was based on authors such as Paulo Freire, Vygotsky, Wallon, Leite, Saviani, and Arroyo, as well as legal documents that guide Youth and Adult Education in Brazil. The field research was conducted at Alice Araújo Municipal Elementary School (U.E.F. Alice Araújo), located in the municipality of Bacabal, Maranhão, involving the participation of 13 students and 2 teachers from the YAE program. Data collection instruments included classroom observation and questionnaires administered to the participants. The results showed that affectivity exerts a significant influence on the educational process, contributing to the strengthening of self-esteem, motivation, participation, and students’ permanence in school. It was found that pedagogical relationships grounded in dialogue, respect, empathy, and the appreciation of students’ life experiences favor the construction of more meaningful and humanized learning. The participating teachers also recognized affectivity as an essential element for the success of the teaching-learning process, emphasizing the importance of welcoming practices and the development of positive bonds within the school environment. It is concluded that affectivity constitutes an indispensable component of pedagogical practice in Youth and Adult Education, as it promotes not only academic progress but also contributes to the integral development of individuals, strengthening their autonomy, citizenship, and sense of belonging within the school environment.

2026-07-16T00:00:00Z