https://repositorio.uema.br/jspui/handle/123456789/2081 Thu, 02 Apr 2026 20:17:57 GMT 2026-04-02T20:17:57Z https://repositorio.uema.br/jspui/handle/123456789/5755 Título: Ensino de inglês e inovação digital: sugestões práticas de aplicativos para a sala de aula no ensino fundamental nos anos finais Abstact: This final course project aims to propose pedagogical practices using digital applications in the teaching of English in the final years of elementary school. Based on the guidelines of the Brazilian National Common Curricular Base (BNCC), this study explores the role of technology in language learning and investigates how digital tools can help make English teaching more interactive, accessible, and meaningful for public school students. The methodology is qualitative, with an exploratory and descriptive character, and is grounded in a bibliographic review and practical analysis of educational apps such as Duolingo, Quizlet, Kahoot, among others. The results suggest that, when integrated into lesson planning with clear pedagogical goals, digital technologies expand teaching possibilities, promote student agency, and foster a critical, intercultural, and inclusive language education. Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5755 2025-12-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5754 Título: Os desafios da educação inclusiva no século XXI: obstáculos e abordagens na educação especial Abstact: This paper analyzes the challenges of special and inclusive education in the 21st century, highlighting the barriers that still hinder its effectiveness and the perspectives for overcoming these obstacles. The research problem focuses on understanding the difficulties faced by schools in implementing inclusive practices. The general objective is to identify the main challenges and propose strategies that support educational inclusion. The methodology used was qualitative, with a bibliographic and documentary approach, justified by the need to deeply understand the experiences, perceptions, and practices related to the inclusive process. The results indicated that, despite legal and pedagogical advances, structural, pedagogical, and attitudinal barriers still persist, as well as insufficient teacher training to deal with diversity. It was concluded that building inclusive education requires investments in effective public policies, teacher training, and cultural transformation in schools, in order to ensure equal opportunities and appreciation of diversity. Fri, 12 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5754 2025-12-12T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5753 Título: Estratégias metodológicas desenvolvidas no PIBIC para o ensino de literatura da 1ª série do ensino médio Abstact: This work aims to analyze and reflect on literature teaching in the first year of high school and develop didactic methodologies. It observes literary literacy in the first year of high school, elaborates didactic strategies for teaching literature, and presents the Chronicle genre as a form of literary literacy in Balsas-MA city. In light of historical- critical theories, it presents pedagogical activities that value the student's role, interdisciplinary, and intertextual aspects. The research is based on authors such as Regina Zilberman (2008), Rildo Cosson (2006), Marisa Lajolo (1988), Duarte (2013), Paulo Freire, Antônio Candido, the BNCC (National Common Curricular Base), the pró-livro research website (2021), the LDB (National Education Guidelines and Bases Law), and PCNs (National Curriculum Parameters). In this sense, literary texts of Chronicles by some Brazilian authors are observed. Wed, 03 Apr 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5753 2024-04-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5752 Título: Multiletramentos e decolonialidades no ensino de literaturas afro: experiências com o Portal Inter@ge Professor Abstact: This paper aims to show the importance of including multilearning in the teaching of Afro literature in basic education, with a focus on promoting inclusive pedagogical practices. The study is based on the need to rethink the teaching of literature, broadening it to encompass the cultural and linguistic diversity of Afro narratives through multilearning, i.e. multiple ways of working with this teaching. African peoples have had a huge influence and continue to have a positive influence on Brazil's cultural process. However, we realize that despite the advances in teaching, this culture is unfortunately still little explored in schools. In view of this, it is worth mentioning that there are countless possibilities for giving more focus and visibility to the teaching of Afro literature, considering the large number of works written by Afro authors. With this in mind, we carried out a qualitative bibliographical and documentary study, in which we analyzed various didactic proposals aimed at teaching Afro literature from the digital platform Portal Inter@ge Professor, produced by undergraduates on the Letters course at the State University of Maranhão - UEMA / Campus Balsas. To this end, the problem that guides our research is: How can the decolonial formative proposals with multilearning, made available on the Inter@ge Professor Portal, contribute to the teaching of/with Afro literatures? With this in mind, our general objective is to analyze multilearning processes in teacher training, based on decolonial proposals for teaching Afro-literatures on the Inter@ge Professor Portal. Specifically: a)To identify which didactic proposals for teaching Afro-literatures are being made available on the Inter@ge Portal; b)To investigate whether and how didactic proposals for teaching Afro-literatures can contribute to intercultural and decolonial education in teacher training; c)To discuss how (future) teachers value multilearning in their proposals for teaching Afro-literatures. Based on the analysis of the teaching proposals, we understand that the authors have demonstrated satisfactory results with regard to the integration of multilearning in the teaching of Afro literatures, since these multiple pedagogical practices enable greater student engagement by connecting literary content to their social and cultural realities, promoting discussions about identity and history. Wed, 11 Dec 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5752 2024-12-11T00:00:00Z