https://repositorio.uema.br/jspui/handle/123456789/2637 Mon, 25 May 2026 21:57:56 GMT 2026-05-25T21:57:56Z https://repositorio.uema.br/jspui/handle/123456789/6102 Título: Bullyng no ambiente escolar: proposta de intervenção pedagógica no ensino fundamental Unidade Integrada Isaltina Pereira Araujo Abstact: Bullying is understood as a complex and multifaceted phenomenon that compromises the safety, well-being, and overall development of students in the school context. This Graduation Thesis was characterized as a pedagogical intervention project, whose general objective was to propose educational strategies aimed at preventing and addressing bullying in a municipal school. As specific objectives, it sought to expand the school community's understanding of the phenomenon, promote formative moments that enabled students to recognize bullying situations, foster the development of empathy and socio-emotional skills, as well as contribute to the creation of intervention and support protocols. The intervention was carried out with three Elementary School classes - 5th grade A, 5th grade B, and 6th grade A - totaling 66 students, through a dialogued presentation, screening of educational videos, and a dynamic activity called "Little Box of Venting," which allowed the expression of experiences and feelings in a safe listening space. The results showed a high incidence of situations related to bullying, as 34 students reported having been victims, 5 identified themselves as bystanders, and 2 as aggressors, whose accounts revealed significant impacts on academic and emotional development, such as social isolation, decreased academic performance, and reports of intense suffering. The theoretical foundation was based on authors such as Fante, Freire, and Vygotsky, as well as on Law No. 13,185/2015, which establishes the Program to Combat Systematic Bullying. It was concluded that tackling bullying requires continuous, collective, and systemic pedagogical actions, grounded in socio-emotional education, the creation of safe listening channels, and the shared responsibility of the entire school community Thu, 22 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6102 2026-01-22T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6089 Título: Para além da sala de aula: o turismo pedagógico na casa de cultura Prof. Galeno Edgar Brandes como prática educativa nos anos iniciais do ensino fundamental Abstact: This Course Conclusion Paper aims to analyze and report a pedagogical intervention proposal based on educational tourism, developed from a diagnostic research conducted at the Unidade Integrada Professor Galeno Edgar Brandes, in the municipality of Barra do Corda, Maranhão, Brazil. Initially, the research sought to verify whether the school had already adopted educational tourism as a teaching and learning methodology, as well as to understand pedagogical practices related to the use of non-formal educational spaces. Based on the results obtained in the diagnostic stage, the absence of systematized actions focused on educational tourism was identified, which motivated the design and implementation of an intervention project using the Casa de Cultura Professor Galeno Edgar Brandes as a learning space for 5th-grade elementary school students. The proposal was grounded in the appreciation of local culture, historical memory, and cultural identity, understood as essential elements for students’ holistic development. The methodology consisted of diagnostic research followed by a pedagogical intervention developed in stages, including student awareness activities in the classroom, a guided educational visit to the Casa de Cultura, the development of practical activities, and the socialization of the knowledge constructed throughout the process. During the intervention, a high level of student participation, interest, and engagement was observed, with students showing enthusiasm in learning about and interacting with the presented cultural elements. The results demonstrated that the use of non-formal educational spaces through educational tourism contributes significantly to the teaching-learning process, making it more dynamic, contextualized, and meaningful. It is concluded that educational tourism is an effective strategy to enrich pedagogical practices and strengthen the relationship between school, culture, and community Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6089 2025-01-01T00:00:00Z