https://repositorio.uema.br/jspui/handle/123456789/1 Biblioteca Digital da Universidade Estadual do Maranhão Mon, 21 Sep 2026 19:09:40 GMT 2026-09-21T19:09:40Z https://repositorio.uema.br/jspui/handle/123456789/6846 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. Thu, 16 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6846 2026-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6845 Título: Percepção dos enfermeiros sobre os principais desafios enfrentados no tratamento da hanseníase no município de Grajaú, Maranhão Abstact: Leprosy is a chronic infectious disease caused by Mycobacterium leprae, characterized by the involvement of the skin and peripheral nerves. When not diagnosed and treated early, it can lead to physical deformities and permanent disabilities, negatively affecting patients' quality of life, social inclusion, and occupational activities. This study aimed to understand nurses' perceptions of the main challenges faced in the treatment of leprosy in the municipality of Grajaú, Maranhão, Brazil. It is a field study with a mixed-methods (qualitative and quantitative) approach, conducted in Primary Health Care Units (PHCUs) located in the urban area of Grajaú, involving eight nurses working in Primary Health Care. Data were collected through interviews using a structured covering professional training, clinical practice, challenges encountered in patient care, and participants' perceptions of the stigma associated with leprosy. The data were analyzed using an integrated approach, combining qualitative analysis to interpret participants' statements and quantitative analysis to organize frequencies and percentages, while ensuring compliance with ethical research principles and maintaining participants' confidentiality. Fri, 03 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6845 2026-07-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6844 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. Tue, 28 May 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6844 2024-05-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6843 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. Tue, 16 Jun 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6843 2026-06-16T00:00:00Z