https://repositorio.uema.br/jspui/handle/123456789/2301 2026-08-20T16:14:51Z 2026-08-20T16:14:51Z https://repositorio.uema.br/jspui/handle/123456789/6386 2026-08-10T20:17:57Z 2026-03-30T00:00:00Z

Título: Da lenda de D. Sebastião aos multiletramentos na Educação Bilíngue de Surdos: proposta de jogo digital na formação de professores do Atendimento Educacional Especializado de Apicum-Açu (MA) Abstact: Specialized Educational Services for individuals with deafness, within an inclusive perspective, are grounded in bilingual education, considering Brazilian Sign Language (Libras) as the first language and language of instruction, and written Portuguese as a second language. In this context, teachers working in multifunctional resource rooms are responsible for identifying, organizing, and producing didactic-pedagogical resources that address the linguistic and cultural specificities of deaf students, fostering their linguistic, cognitive, and sociocultural development. Despite advances in bilingual education, challenges remain regarding teacher training, the scarcity of accessible digital teaching resources, and the limited integration between pedagogical practices, technologies, and students’ sociocultural contexts. Thus, this study aimed to investigate how a digital didactic game, based on the legend of D. Sebastião, can support the professional development of Specialized Educational Services teachers and contribute to expanding multiliteracies practices in the education of deaf students in the municipality of Apicum-Açu, Maranhão, Brazil. This research is characterized as action research, with a qualitative and descriptive-exploratory approach. Methodological procedures included a literature review, curation of digital games for deaf education, interlingual and intermodal translation of the legend into Libras, development of a digital didactic game using educational platforms, implementation of a continuing education program for teachers, and the application of interviews and questionnaires for evaluation purposes. Data were analyzed through content analysis. As an educational product, a bilingual digital game (Libras/Portuguese) was developed, structured around the retelling of the D. Sebastião legend, including a video in Libras, a bilingual glossary, and interactive quiz-based activities. The results indicate that the proposal achieved its objectives by contributing to: (i) strengthening visual pedagogical practices; (ii) developing teachers’ digital and pedagogical competencies; and (iii) incorporating elements of local culture into teaching, thereby fostering multiliteracies practices within the context of Specialized Educational Services. Additionally, increased teacher engagement and an expanded methodological repertoire for working with deaf students were observed. It is concluded that the integration of bilingual education, digital technologies, and local culture constitutes a viable and effective strategy for enhancing pedagogical practices in the education of deaf students, particularly when associated with contextualized teacher training processes.

2026-03-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6359 2026-08-04T16:22:03Z 2025-05-30T00:00:00Z

Título: Práticas docentes mediadas por recursos pedagógicos adaptados: ensino-aprendizagem de estudantes com deficiência intelectual Abstact: This dissertation research topic is teaching practices mediated by adapted pedagogical resources. The central problem of the research is: how can adapted pedagogical resources used by teachers mediate the teaching-learning process of students with intellectual disabilities from an inclusive perspective in the regular classroom? The general objective was to analyze how teachers can mediate the teaching-learning process of students with intellectual disabilities using adapted resources from the perspective of Inclusive Education. The method used in this research is the Dialectical one and also uses the Historical-Cultural approach to reflect on the right to equality, access and permanence that all students have, regardless of their particularities. The methodology was structured based on the general and specific objectives in the face of descriptive analysis, focusing on the information collected. Regarding the approach to the problem, it is outlined as qualitative research, as it emphasizes subjectivity that should not be quantified. The research had a total of 17 participants, consisting of specialist educators from multifunctional resource rooms and teachers in charge of regular classrooms in the initial years of a Basic Education Unit in São Luís do Maranhão. As for its nature, it is an applied research, developed in a school, a real field of study, and in accordance with the typology, it is participatory, where the researcher is also a subject of the research. To support the research, semi-structured interviews, participant observations and open questionnaires were used as data collection instruments, which were explained in the writing of the dissertative text. In addition, the elaboration of an educational product, an Illustrated Pedagogical Notebook, with theoretical and methodological guidelines for teachers, aimed at serving students with intellectual disabilities in the school environment, is presented. As a result of methodological experimentation, it is concluded that teacher training cannot be limited to a mere theoretical-methodological reflection, since teaching practices must be shared in order to have relevant changes regarding Inclusive Education in the educational universe

2025-05-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6325 2026-07-24T18:17:38Z 2025-05-30T00:00:00Z

Título: Laboratório virtual Phet Simulation: uma proposta inclusiva nas aulas experimentais de ciências da natureza para alunos com TEA Abstact: In the field of education, the inclusion of students with Autism Spectrum Disorder (ASD) requires differentiated pedagogical approaches and the use of assistive technologies that foster development, given the challenges related to communication, social interaction, and repetitive behaviors. In this context, this study aims to analyze the effectiveness of using the PhET Simulations virtual laboratory in teaching Natural Sciences to students with ASD, focusing on accessibility, usability, teachers’ perceptions, and the effects on student participation and engagement. The research adopts a qualitative approach, including a systematic literature review on the inclusion of students with ASD in science education, an analysis of participant profiles, an investigation of teachers' perceptions regarding the use of PhET Simulations, and an assessment of the technology’s impact on student participation and engagement. Additionally, this study aims to develop an educational product in the form of an informative e-book designed for teachers interested in integrating the virtual laboratory into Natural Sciences instruction. The study seeks to address the central research question: How can PhET Simulations facilitate the inclusion of students with ASD in Natural Sciences classes? The relevance of this topic lies in the need to effectively integrate assistive technologies into the educational context, fostering a more participatory, equitable, and inclusive learning environment. The expected outcomes of this research are to support the development of educational policies and teaching strategies that enhance education, ultimately transforming how it is conceived and implemented

2025-05-30T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6259 2026-07-03T18:45:07Z 2026-02-27T00:00:00Z

Título: Expressia como tecnologia assistiva para estudantes com Transtorno do Desenvolvimento Intelectual (TDI): impactos no ensino e aprendizagem no Atendimento Educacional Especializado (AEE) Abstact: This study analyzes the use of technological resources in the context of Special Education, focusing on the Expressia software as a digital assistive technology applied to Specialized Educational Assistance (SEA) for students with Intellectual Developmental Disorder (IDD), according to the International Classification of Diseases – ICD-11. The objective of the research is to analyze how the Expressia application can support SEA teachers in selecting and applying pedagogical strategies that promote learning rights, participation, and engagement of students with IDD. This is an applied research study with a qualitative approach and field research design, conducted in multifunctional resource rooms within the municipal public school system of Rosário, Maranhão, Brazil. The participants included five SEA teachers and five students diagnosed with IDD, selected through convenience sampling. Data were produced through bibliographic and documentary analysis, questionnaires, participant observation, and semi- structured interviews. The theoretical framework is based on studies related to inclusive education, assistive technologies, and the pedagogical use of digital resources in educational contexts. The results indicate that the mediated use of the Expressia application contributed to improvements in student participation, interaction, engagement, playfulness, and autonomy, as well as expanded the methodological repertoire of teachers in SEA planning and instructional practices. As an educational product, a validated Expressia application activity catalog was developed, organized by areas of need and comprising pedagogical strategies, activities, and digital games designed to support students with IDD. It is concluded that Expressia represents a viable and promising pedagogical resource in inclusive education, contributing to the qualification of Specialized Educational Assistance practices and to broader access to teaching and learning processes for students who are the target population of Special Education

2026-02-27T00:00:00Z