https://repositorio.uema.br/jspui/handle/123456789/2156 Mon, 21 Sep 2026 19:39:06 GMT 2026-09-21T19:39:06Z https://repositorio.uema.br/jspui/handle/123456789/6835 Título: Jogando com a Matemática: sugestões de jogos para a educação infantil Abstact: This study aims to investigate how mathematical games promote learning in early childhood education, proposing activities integrated into the movement of playing and learning. It is based on the analysis that mathematical games promote the development of logical reasoning, motor coordination, attention, and socialization. To this end, it is essential to choose mathematical game activities in a way that favors children's learning in a pleasurable manner. The theoretical foundations are based on the studies of Cória-Sabini and Lucena (2012), Kishimoto (2011); (2017); Macedo (2000); (2005), Moyles (2002), among others. In terms of methodology, bibliographic research and field research were adopted, using a qualitative approach with descriptive-quantitative support. It is concluded that, when intentionally planned and appropriately mediated, mathematical games promote a balance between free and directed play, and in this process, it is possible to consolidate advances in mathematical knowledge. It is recommended to expand the implementation of mathematical games and activities in the Early Childhood Education curriculum, since these experiences enrich children's lives and their interactions with the environment in which they are immersed. Mon, 08 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6835 2025-12-08T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6829 Título: O lúdico no processo de ensino e aprendizagem na Educação Infantil: uma proposta pedagógica na Pré-Escola Municipal Raimunda Cunha Pinheiro em Santa Inês-MA Abstact: This research aims to develop methodologies that integrate play into early childhood education, emphasizing its relevance to learning. The objective is to improve pedagogical practice through the development of workshops aimed at teachers and students of the Raimunda Cunha Pinheiro Municipal Preschool, located in Santa Inês - MA. This is a qualitative, quantitative, bibliographic, descriptive, and field research study, with an interventional methodological approach, using questionnaires to collect data from teachers and implementing practical workshops that promote the cognitive, social, and emotional development of children.The methodology was based on data collection and direct observations, allowing for a critical analysis of the impact of playbased activities. The application of play-based workshops involved both students and teachers at the school. In conclusion, the research indicates that play is an essential tool for the holistic development of students and suggests the continuation of these practices in the school routine. Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6829 2025-12-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6828 Título: A inclusão de estudantes cegos na educação superior: uma revisão narrativa da literatura nos artigos científicos nacionais do Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES (2019-2024) Abstact: The present Course Completion Paper (TCC), titled “THE INCLUSION OF BLIND STUDENTS IN HIGHER EDUCATION: a narrative literature review of national scientific articles from the CAPES Journal Portal (2019–2024),” aims to present and discuss the results of a bibliographic study addressing the inclusion of blind students in Brazilian higher education. The investigation is justified by the scientific and social relevance of the topic, since, despite legal advances, significant challenges related to accessibility and inclusive practices in Higher Education Institutions (HEIs) persist. The general objective of the study was to analyze the main themes and challenges discussed in national scientific articles published in the CAPES Journal Portal between 2019 and 2024 regarding the inclusion of blind students in higher education. In an integrated manner, the study sought to identify the themes addressed, characterize the main challenges and limitations, understand the theoretical approaches, and reflect on the contributions of these studies. The research is characterized as a narrative literature review with an exploratory and qualitative approach. Data collection was conducted on the CAPES Journal Portal, using descriptors such as “inclusion,” “blind students,” and “higher education.” Rigorous inclusion and exclusion criteria were established to select full, peer-reviewed scientific articles published in Portuguese between 2019 and 2024. The data were analyzed based on Content Analysis (Bardin, 2011) and organized into four thematic categories: discussed themes, challenges and limitations, theoretical approaches, and contributions to improvement. The results show that the effective inclusion of blind students is hindered by barriers involving structural, pedagogical, and trainingrelated aspects. The main challenges identified include inadequacies in physical spaces and mobility conditions, insufficient adapted instructional materials (Braille, tactile graphics, audio description), and limited or nonexistent teacher training regarding Braille instruction and the use of assistive technologies. Furthermore, in modalities such as Distance Education (DE), the low accessibility of virtual platforms and internet quality constitute significant obstacles. The study concludes that, despite the existence of important legal frameworks, challenges persist that compromise the retention and full participation of blind students. The findings highlight the need to strengthen institutional accessibility policies, ensure consistent investment in ongoing teacher training (including mastery of Braille and Digital Information and Communication Technologies – DICTs), and improve Specialized Educational Services (AEE), so that higher education can become genuinely inclusive. Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6828 2025-12-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6827 Título: Educação de Jovens e Adultos: práticas pedagógicas e inclusão social Abstact: This study investigates Youth and Adult Education (EJA), highlighting its social and pedagogical importance for people returning to the school environment after interruptions in their learning trajectories. The work emphasizes the need for pedagogical practices adapted to the characteristics of a diverse public, also highlighting the relevance of public policies that enable such practices. In this context, the research examines how the methodologies adopted by educators and the institutional organization impact the learning of young people, adults, and the elderly in this modality, and how pedagogical practices contribute to the development of autonomy, school retention, and social inclusion of students, identifying the challenges and potential that permeate the process. To achieve this objective, the research uses a qualitative approach, based on a literature review and the application of questionnaires to the manager, teachers, and students, which allows for an understanding of perceptions, difficulties, and expectations regarding EJA (Youth and Adult Education). The results indicate that curricular adaptation, continuing education for educators, and the use of contextualized methodologies, associated with the creation of welcoming environments, are crucial elements for the progress of students in the context of EJA and for the exercise of citizenship. Furthermore, it is observed that students value interaction among peers, seek to improve their living conditions through education, and face challenges in balancing work and study. In short, the research shows that humanized and contextualized pedagogical practices have the potential to improve learning. In addition, it emphasizes the urgency of public policies that ensure better conditions for working in this area, providing educational opportunities that strengthen citizenship and broaden personal and professional horizons. Wed, 09 Dec 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6827 2026-12-09T00:00:00Z