https://repositorio.uema.br/jspui/handle/123456789/2238 2026-09-21T19:40:24Z 2026-09-21T19:40:24Z https://repositorio.uema.br/jspui/handle/123456789/6848 2026-09-21T19:36:44Z 2024-05-22T00:00:00Z

Título: Ensino-aprendizagem de geografia: o potencial dos jogos e da gamificação na busca por novos horizontes educacionais Abstact: The general objective of this master's degree dissertation is to analyze how the use of active methodologies based on games and gamification can contribute to the teaching-learning process in the geography discipline. As it is a professional master's degree, our technical and technological product is the board game entitled Cidade em jogo: Rolê in Upaon-Açú. The type of research is descriptive, in related to the proposed objective. For the data collection method, we used the survey method, starting from a qualitative approach. The research was developed with 26 high school students and 1 geography teacher from the state public school system. The results show that it is necessary to understand the teaching and learning of geography from a critical perspective and focused on the students' reality, based on a real need to implement new teaching methodologies. We conclude that the use of an active methodology based on games and gamification offers a possible way to provide new teaching methodologies in the educational field, providing an innovative approach that stimulates student engagement, developing cognitive skills that promote a deeper understanding of geographic reasoning.

2024-05-22T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6844 2026-09-21T18:43:00Z 2024-05-28T00:00:00Z

Título: Acesso e permanência de estudantes com Transtorno do Espectro Autista: práticas educativas no IEMA Pleno São Luís Centro Abstact: This study focuses on the theme of school inclusion, understanding the need to reflect on educational policies, available resources, pedagogical practices and other conditions that may be related to staying in school. For this, it traces as a central problem, the question: "How has the process of inclusion of students with Autistic Spectrum Disorder at the Institute of Education, Science and Technology of Maranhão - IEMA Full São Luís Center (2020-2021)?", based on this question, the objectives, actions that allow viewing this scenario were elaborated, the general objective being: “to analyze the process of inclusion of students with Autistic Spectrum Disorder at the Institute of Education, Science and Technology of Maranhão – IEMAS Full of São Luís-MA”. To meet this objective, four specific objectives were raised: a) to characterize inclusive education processes in the context of the history of Brazilian education; b) identify the concept of autism spectrum disorder according to DSM 5; c) discuss the access and permanence of students with autism spectrum disorder in IEMAS; d) develop an application as an auxiliary tool in teaching people with autism. It uses bibliographic and documentary analysis, accessing legislation (BRASIL, 1988, 1996, 2001a, 2001b, 2009a, 2009b, 2012, 2015, 2020, 2023) and authors who address the topic Sassaki (2002), Aranha (2005), Chahini (2006), Rodrigues and Maranhe (2008), Mazzotta (2014), Costa (2013), Mantoan (2015), Assumpção Junior; Kuczynski (2015), Liberalesso; Lacerda (2020), Bottentuit Junior and Mondaini (2011), among others. It is an exploratory research with a qualitative approach. Its data collection instruments are: semi-structured interview and observation. It hopes to contribute to studies in the area of teacher training and educational practices, with the expansion of information about the Maranhão school environment and with the offer of technological alternatives for teaching.

2024-05-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6842 2026-09-21T18:11:30Z 2024-01-01T00:00:00Z

Título: Percepção dos professores sobre a saúde mental e a aprendizagem dos estudantes do IEMA - São Luís / Rio Anil Abstact: This research addresses teachers' perception of the interface between mental health and student learning in Iema-São Luís/Rio Anil. The general objective of the work is to analyze teachers' perception of the interface between mental health and student learning in Iema-São Luís/Rio Anil. This is an action research, with a qualitative approach in which the empirical methods were obtained through observation, semi- structured interviews and a lecture with teachers who work at the Institute of Education, Science and Technology of Maranhão (IEMA) entitled The interface between mental health and student learning: teacher perception, taking into account the needs raised with teachers to carry out the training course. From the interviews it was found that teachers' perception of mental health is still incipient and that the challenge is to strengthen the approach between the Psychosocial Sector and teachers and students to carry out actions to promote mental health. The educational product is a Guidebook: Mental health and the interface with learning for high school students, in order to contribute to improving the learning process.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6823 2026-09-18T20:16:25Z 2024-05-16T00:00:00Z

Título: Gestão escolar: ações pedagógicas de enfrentamento à defasagem de aprendizagem de estudantes da escola “Origem do Saber” no contexto da pandemia da covid-19 em Breu Branco-PA Abstact: This research is linked to the Postgraduate Program in Education Professional Masters in Education at UEMA. It analyzes the pedagogical actions of school management in a basic education institution in the municipality of Breu Branco-PA in tackling student learning gaps, accentuated in the context of the Covid-19 pandemic. We summarize the following objectives: a) identify the types of pedagogical actions used to combat the decline in student learning; b) characterize the purposes and occurrences of these actions in relation to overcoming the gap in student learning; c) analyze how pedagogical actions of school management contribute to the process of overcoming the gap in student learning, and, based on this analysis, d) develop a proposal for training in management of collective teaching planning in view of tackling the gap in student learning. For the study in question, we sought the theoretical-methodological foundation in authors such as: Giroux (1988), Laval (2003), Freire (1970, 1992, 1999), Oliveira (2010), Paro (2017) and Libâneo (2017), among others. The research, of a critical-reflexive nature, falls within the parameters of the qualitative approach, whose analysis of the data collected, through questionnaires and interviews, highlights that teaching and learning gaps in various curricular components increased during the pandemic, constituting It is a challenge for school management in the pedagogical dimension, in order to develop systematic work to diagnose this reality, problematize the most pertinent issues and create real teaching contexts that guarantee the socialization of school knowledge in a collective and democratic way. From data analysis, we found that the effectiveness of this process finds its possibility implied in collective teaching planning as a school management practice in the pedagogical dimension of collective construction of teaching and knowledge. Finally, the study allows us to contribute to the discussion on school management, based on analyzes on tackling learning gaps, with the proposal of a Technical Technological Product entitled: COLLECTIVE EDUCATION PLANNING: a proposal for school management training in pedagogical dimension (PTT), with the aim of allowing managers and educators to participate in a collective process of rebuilding their school teaching and learning practices.

2024-05-16T00:00:00Z