https://repositorio.uema.br/jspui/handle/123456789/1974 Centro de Estudos Superiores de Timon (CESTI) Sat, 16 May 2026 01:43:16 GMT 2026-05-16T01:43:16Z http://repositorio.uema.br:80/retrieve/d138e1cd-c4d3-4609-82eb-36e7938da258/large_uema-de-timon.jpg https://repositorio.uema.br/jspui/handle/123456789/1974 https://repositorio.uema.br/jspui/handle/123456789/6119 Título: Alfabetização e letramento de criança com autismo no ensino do segundo período da educação infantil Abstact: The proposal presented here aims to analyze the inclusive practices of teachers in the literacy process of children with autism in the second period of Early Childhood Education. Understand the concepts and definitions of literacy and literacy, understand the concepts of literacy and learn about autism and regular education at the Municipal Elementary School, in the city of Timon–MA. Starting from the problem: What are the teacher's inclusive practices in the literacy process of children with Autism in the educational process? The research is field and descriptive. To construct the corpus, we used an interview with two teachers during the research period. The theoretical framework of this research is based on the authors: Cruz (2014), Freire (1996), (UNESCO, 1994), Silva and Glat (2017), Menezes (2019 apud Gonçalves, 2020), among others. The results obtained reflect on the work carried out by teachers with children with Autism, the importance of effective reading, the way they learn and how to practice reading and writing. We thus conclude the relevance of inserting these children into a quality school environment, with a good structure and qualified teachers to serve their specialties. Tue, 26 Mar 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6119 2024-03-26T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5489 Título: Uma análise das formações imaginárias: a noção de sujeito-aluno a partir dos efeitos de sentido materializados no discurso da BNCC (2018) Abstact: The theoretical underpinning of this research is French discourse analysis. In this way, the theoretical assumptions are based on Althusser (1992), outlining the perspective of ideology in society; Mussalim (2012), in his contributions to the development of the research area; Orlandi (2015) and Pêcheux (1995), with reference to the main guiding aspects of the basis of discourse analysis and Lopes and Macedo (2011), with perceptions of curriculum in the educational sphere. From this point of view, the work analyzes the imaginary formations about the subject-student that permeate the materialized discourse of the National Common Curricular Base-BNCC (2018). Thus, through the analysis of the corpus in the materialization and historicity of the BNCC (2018), the research highlights, in the discourse, the imaginary formations in the constitution of the institutionalized subject-student; as well as discussing how the BNCC presents in its discourse an ideology that falls on the formulation of teaching in Brazil. In addition, the study highlights the perceptions and conditioning factors surrounding the discourses permeated by the curriculum as an ideological apparatus which is aligned with the idealized perspectives of the subject- student. In this way, 6 (six) discursive clippings will be analyzed that materialize the notion of the imaginary about the subject-student according to the theoretical device mentioned, from the reading of the items corresponding to the introduction and chapter 4 (four) which is destined to the curricular parameters of Elementary School present in the BNCC. The results of the analysis show that there is evidence of essentially ideological and imaginary constructions about the student that are rooted and historicized in the discourse of the BNCC. Thu, 03 Aug 2023 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5489 2023-08-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5485 Título: Booktok: como uma subcomunidade do tiktok incentiva o hábito da leitura Abstact: Literary reading practices are changing and taking on new forms on the internet. On social networks and digital platforms, readers can find spaces with content focused on reading and literature, but specifically on TikTok, a community called BookTok, where we can find readers sharing their reading through videos in a variety of formats. In this sense, the guiding question of this work is: how does BookTok encourage readers and non-readers to get to know literary works? The overall aim is to understand how BookTok can encourage literary reading. The methodology applied was bibliographical research, including a bibliographical study on the chosen theme, using books, articles and materials from websites on the subject of the research, and we used a qualitative- quantitative approach. To this end, we worked with theorists such as Chartier (1998), Cosson (2009), Colomer (2007), among others who were pertinent to the theme and proposal of the work. The analysis carried out here, through the posts and publications of the BookTok community, served to confirm that social networks are relevant for introducing reading to new readers, because the new group of readers present in the digital age identifies with the BookTok videos, because the content creators talk to the user and make the reading experience inviting and arouse interest in the habit of reading and literature. Thu, 07 Mar 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5485 2024-03-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5484 Título: Memória e cidade : uma leitura da obra O Chamado da Noite (1997), de Carlos Ribeiro Abstact: Memory can retain information; some things are revived by consciousness, and others are forgotten or not revealed voluntarily or involuntarily. Thus, memory implies a modeling condition that supports the connection between the past and the present, highlighting marks and transformations of the self and contributing to the construction of the individual's image of themselves, others, and the things around them. The present work aimed to analyze the relationship between man and city, given new meaning by the memories and impressions of the narrator in O chamado da noite (1997) by Bahian writer Carlos Ribeiro. The plot refers to old spaces in the city of Salvador – BA, many of which are places of living and experiences of the narrated person. We based the research on the vision of the following theorists: regarding memory, we adopted the thinking of Halbwachs (2006) and Bosi (2003); regarding the study of urban space, the philosophy of Pesavento (2003); about urban landscapes, the vision of Zukin (2018) and Soja (1993). Based on the figure of the flâneur highlighted by Benjamin (1994), the work's narrator turns his vision to reference-marking spaces, also allowing a glimpse of the city's social problems. Faced with the fragmented reality of modern times, rooting is problematic, and references to being in the city are at risk of being dispersed. However, literature contributes to safeguarding the memory of the place. Thus, it is worth asking: how is the relationship between man and city in O Chamado da Noite? Which urban areas in the narrative can be considered spaces of memory? How is the memory of the place consolidated in the work? The narrator of O Chamado da Noite has an attachment to the city streets and other city elements, which makes him see them with the eyes of yesterday and give new meaning to them from his present moment; he seeks to value urban heritage through his impressions and sensations. We noted the rooting/belonging of the protagonist narrator to spaces for recognizing the memory and historical-cultural heritage of the city of Salvador - BA and their importance for collective memory. Thu, 04 Apr 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5484 2024-04-04T00:00:00Z