https://repositorio.uema.br/jspui/handle/123456789/1887 Sun, 05 Jul 2026 23:16:35 GMT 2026-07-05T23:16:35Z http://repositorio.uema.br:80/retrieve/fb034d04-9a1f-4fa7-8b7b-0113326a5f3c/CECEN UEMA.png https://repositorio.uema.br/jspui/handle/123456789/1887 https://repositorio.uema.br/jspui/handle/123456789/6260 Título: Laboratório de matemática sustentável: o uso de materiais recicláveis como estratégia para o ensino de geometria no Ensino Fundamental Abstact: This study aims to contribute to the implementation of a sustainable mathematics laboratory in a public elementary school in the city of Bacabal-MA, where students will have a space for learning and environmental awareness. The purpose is to promote sustainable geometric education among students, develop skills related to logical reasoning, and explore geometric concepts (shapes, areas, perimeters, solids, symmetry) using recyclable materials. For this research, data was collected through specific questionnaires applied to students from the 6th to the 9th grade of the final years of elementary school, and analyzed through a discussion circle addressing students' questions. Over time, difficulties were noted in a logbook. The construction of mathematical objects took about fifteen workshops, and the students were able to absorb the learning clearly, as they were the protagonists of the mathematical constructions. Therefore, it was possible to observe that the implementation of a mathematics laboratory in a school brings satisfactory results to student learning, as it elevates the level of learning from something abstract to something concrete and improves school performance. Therefore, we observe that this work offers a replicable model for a mathematics laboratory, with guidelines for implementing and cataloging activities aimed at improving geometry teaching. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6260 2026-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6259 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 Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6259 2026-02-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6258 Título: (Re)significação do saber e do fazer-se professor na Educação Infantil a partir da autoformação docente. Abstact: The main objective of this study was to analyze the self-training of early childhood education teachers through educational, social, and cultural dimensions, focusing on formative experiences constructed in the everyday context of teaching practices. Additionally, it aimed to develop a technical-technological product in the form of a Study Guide for the Self-Training of Early Childhood Education Teachers, based on the research findings, in order to contribute to emancipatory and reflective formative processes directed at teaching practice. The research followed a qualitative approach, with an interpretive nature, and was characterized as field research, based on Minayo (2010), André (1995), Triviños (2009), and Gil (2008). Semi-structured interviews were conducted with nine teachers from Unidade de Educação Básica (UEB) Cecília Meireles, in São Luís – MA. Data analysis was carried out using the content analysis technique, as proposed by Bardin (2016), enabling the identification of thematic categories based on the teachers' experiences. The results showed that self-training is configured as a plural, continuous, and situated process, nourished by experience, critical reflection, and interpersonal relationships within the school context. Grounded in authors such as Josso (2007), Loss and Caetano (2017), Loss (2021), Demo (2002), Ferreira (2013), Nóvoa (1999), Pineau (2006), and Freire (2019), among others who address the theme of self-training, the research reaffirms the importance of recognizing the teacher as an active subject in her own formative journey. The participants demonstrated that they rely on daily practices, peer exchanges, and experiential knowledge as legitimate sources of learning. As an outcome of the research, the Study Guide for the Self-Training of Early Childhood Education Teachers was developed, bringing together texts, formative proposals, multimedia resources, and spaces for self-reflection, structured around the teachers’ narratives and aimed at promoting meaningful and emancipatory practices. It is concluded that self-training processes, when recognized, valued, and encouraged, strengthen professional identity, promote the re-signification of pedagogical practice,and contribute to building a more humanized, critical, and socially committed early childhood education. Tue, 17 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6258 2025-06-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6257 Título: Entre a inclusão e a formação contínua: possibilidades do Desenho Universal para Aprendizagem (DUA) no ensino de crianças com TEA Abstact: This dissertation addresses the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education, focusing on Universal Design for Learning (UDL). The overall objective is to analyze UDL as an inclusive pedagogical approach within the teaching and learning processes of children with ASD in Early Childhood Education. The specific objectives are articulated throughout the chapters, which address: the history of Special and Inclusive Education; the implications of ASD in Early Childhood Education; the potential of UDL; teacher professional development; and teachers’ perceptions regarding inclusion and the applicability of UDL. The study is guided by the following research question: To what extent does the implementation of UDL principles contribute to consolidating inclusive pedagogical practices in the teaching and learning processes of children with ASD in Early Childhood Education? From this perspective, the dissertation examines teacher professional development, pedagogical practices, and inclusive strategies and tools, highlighting gaps in initial teacher education. Within this context, the study designs and presents an educational product a Digital Lapbook on the use of UDL to be made available to Early Childhood Education teachers. The empirical setting of the study is a public Early Childhood Education school in the municipal school system of São Luís, Maranhão, and the participants are teachers working in mainstream classrooms that include children diagnosed with ASD. Methodologically, the study adopts a qualitative and exploratory approach. The literature review is organized around the following analytical categories: teacher professional development, inclusion, Universal Design for Learning, and Autism Spectrum Disorder. Data collection included semi- structured interviews, observation, and a pedagogical experimentation laboratory for product validation. For the organization and analysis of the corpus, the study applies Content Analysis as systematized by Bardin (2011), following the stages of pre-analysis, material exploration, and treatment of results through inference and interpretation. The findings indicate that, after validation, the developed product proved to be effective and was positively evaluated as an inclusive resource to support the teaching and learning processes of children. The dissertation concludes that this study offers relevant contributions to advancing research in teacher education and inclusive educational practices grounded in Universal Design for Learning Mon, 02 Mar 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6257 2026-03-02T00:00:00Z