https://repositorio.uema.br/jspui/handle/123456789/3182 2026-04-07T11:23:38Z https://repositorio.uema.br/jspui/handle/123456789/5897 Título: Língua Portuguesa: o uso das metodologias ativas no processo de ensino-aprendizagem dos alunos do Ensino Fundamental II Abstact: This study discusses the use of active methodologies in the teaching of Portuguese Language in lower secondary education (Ensino Fundamental II), considering the historical and contemporary challenges that characterize Brazilian education. The research is guided by the following question: how can active methodologies contribute to the teaching-learning process of Portuguese Language in lower secondary education? Accordingly, the general objective is to investigate the effectiveness of active methodologies in this educational context. The theoretical framework is based on authors such as Liberali (2018), Rojo (2012), Valente (2018), Bagno (2016), and Moran (2018), who advocate for interactive, student-centered teaching approaches, as well as on Piaget (1975) and Vygotsky (1997), who understand active learning as a social process. The study adopted a systematic literature review, selecting books, academic articles, and official documents (PCNs and BNCC) in order to map theoretical and practical contributions. The analysis involved critical reading and comparative examination of the selected studies. The results indicate that active methodologies such as problem-based learning (PBL), flipped classroom, gamification, and the use of digital technologies foster the development of competencies established by the BNCC, including reading, writing, orality, critical thinking, and collaboration. These strategies make teaching more meaningful, connect curricular content to students’ real-life contexts, and promote greater learner autonomy. It is concluded that active methodologies represent effective alternatives for transforming Portuguese Language teaching, helping to overcome traditional practices and promoting more reflective, contextualized, and inclusive learning 2025-12-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5689 Título: A Melancolia na escrita de Carolina Maria de Jesus, em quarto de despejo Abstact: This study analyzes the work Quarto de Despejo, by Carolina Maria de Jesus Maria de Jesus, based on the articulation between melancholy and writing. The author transforms the pain of social exclusion into poetic and political language, revealing writing as a space of subjectivation and resistance. The relevance of this research lies in expanding the debate on literary forms produced by historically marginalized subjects and the ways in which these productions challenge the canons of traditional literature. Hunger, poverty, and loneliness emerge as recurring images of melancholy, re-signified by Carolina Maria de Jesus as social critique. Methodologically, this study adopts a qualitative approach, based on bibliographic research, using theoretical works that discuss melancholy from psychoanalytic, aesthetic, and philosophical perspectives, as well as literary analyses of the author's work. The research is grounded in authors such as Ginzburg (2012), Kristeva (2012), Benjamin (1985), Bosi (2002), Kehl (2009), and Freud (1976). Therefore, the central objective of this study is to investigate how melancholy is constructed in the writing of Quarto de Despejo, demonstrating that the word, in the work, transcends denunciation and becomes an instrument for the symbolic elaboration of subjectivity. 2025-07-09T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5684 Título: Práticas pedagógicas para o ensino de alunos com dislexia: da língua portuguesa ao ensino distintivo de AEE Abstact: Dyslexia is a learning disorder that mainly affects reading. It is characterized by persistent difficulties in acquiring and using fundamental academic skills, significantly affecting the development of reading, writing and, in some cases, mathematics, directly interfering in the literacy process. This article aims to understand the characteristics of dyslexia and which pedagogical practices teachers should use to benefit the learning process of students in the school environment. Methodologically, this is an exploratory study, using an open questionnaire addressed to four teachers from Multifunctional Resource Rooms (SEM), Specialized Educational Services (AEE), Federal, State and Municipal Network of different schools in the city of São João dos Patos/MA. Authors such as Dìaz (2011), Góes (2015), Gonçalves and Peixoto (2020) and others, develop theoretically with this research, reinforcing the pedagogical practices used to teach students with dyslexia. As for the results, it was observed with the analysis, there is a need for in-depth knowledge about dyslexia, as highlighted by the teachers, in addition to continuing education, as well as inclusive pedagogical strategies, adapted materials and assistive technologies for more egalitarian and fair teaching, being necessary to have knowledge about dyslexia and its impact on learning 2025-07-02T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5578 Título: Efeitos do exercício físico lúdico no desempenho motor e variabilidade da frequência cardíaca em crianças com Transtorno do Espectro Autista Abstact: This study aimed to investigate the effects of an intervention involving playful physical exercises on motor performance and heart rate variability (HRV) in children with Level 1 Autism Spectrum Disorder (ASD), aged 6 to 10 years, participants in an Inclusive Physical Education extension project. This is a field research with a cross-sectional design and a quantitative approach. The sample consisted of seven children, divided into an experimental group (EG), n=5, who participated in the intervention for one year with a frequency of twice a week, and a control group (CG), n=2, who did not participate in the activities. The study followed ethical principles and was approved under opinion no. 6.991.137 (CEP/UEMA). Motor performance was assessed using the Test of Gross Motor Development 3 Second Edition (TGMD-2), while HRV was analyzed using linear methods in the time and frequency domains, with a Polar V800 device. Inclusion criteria included an ASD diagnosis, school enrollment, and participation in the project; children who did not complete the tests were excluded. Data were analyzed using Jamovi software, applying Student’s t-test and Fisher’s Exact Test, with a significance level of 5%. Results showed that although the EG demonstrated better motor performance and greater parasympathetic autonomic modulation compared to the CG, these differences were not statistically significant. Percentage analysis showed that 100% of the control group was classified as <very poor= in motor performance, while the experimental group was distributed among the categories <very poor,= <poor,= and <below average.= Regarding HRV, the values of RMSSD, pNN50, and LF/HF indicated a trend toward lower physiological stress in the EG. These findings suggest initial positive effects of the intervention, although not statistically robust, possibly due to the small sample size. The literature suggests that protocols with higher weekly frequency, prolonged duration, and controlled intensity tend to produce more significant results in motor and physiological aspects in children with ASD. It is concluded that the physical intervention showed favorable trends toward improvement in motor performance and autonomic modulation in children with ASD, highlighting the need for future studies with larger samples, controlled activity intensity and duration, and longitudinal assessments to further investigate the effects of physical exercise on neuromotor and hemodynamic aspects in individuals with ASD 2025-07-09T00:00:00Z