Centro de Estudos Superiores de Caxias (CESC) https://repositorio.uema.br/jspui/handle/123456789/1960 2026-06-09T23:24:45Z 2026-06-09T23:24:45Z https://repositorio.uema.br/jspui/handle/123456789/6178 2026-06-08T12:58:28Z 2021-08-17T00:00:00Z

Título: A sequência de fibonacci e o número de ouro e suas aplicações na arte e arquitetura Abstact: The present work has as purpose the study of the Fibonacci sequence and the golden number and its application in the field of arts and architecture. The justification for choosing this topic is due to its contribution to Algebra and for having several applications of its theory in various fields, such as the focus of our work in Art and Architecture, so that they learn the theory and its practical application. Thus, we sought to answer the following question: What are the applications of the Fibonacci sequence related to the golden number, used in works of art and construction? We described the history of Fibonacci and the problem he solved about the reproduction of rabbits, giving rise to the Fibonacci numbers and sequence. We present the demonstrations of the properties of the sequence and the powers of the golden number. We show the definitions of the golden ratio and the geometric constructions of the golden rectangle and the golden triangle until it forms the golden spiral, known as the Fibonacci spiral, and we also define the regular pentagon and the pentagram. This is bibliographic research of materials such as books, articles, monographs, and dissertations. Analyzing the applications in architectural projects from antiquity to the present day, in the paintings of great artists, present in music and photographs.

2021-08-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6177 2026-06-08T12:20:58Z 2021-08-17T00:00:00Z

Título: A inserção do kahoot no ensino da Matemática Abstact: It is believed that the inclusion of educational software in the classroom can collaborate with the teaching of student learning. In this sense, we ask how to make students learn and actively participate in classes? Therefore, the work had to investigate the benefits of Kahoot for the teaching and learning process of the Mathematics discipline. In developing the study, we sought to: contextualize and demonstrate the benefits of including Kahoot in the school environment; description as phases of digital technologies, relating the use of Kahoot to the teaching of Mathematics. As a theoretical framework, we use researchers who study the formation of the Mathematics teacher, such as Mizukami (2006); Brzezinski (1995), including the use of digital technologies in the classroom Borba, Silva and Gadanidis (2020), as well as the use of applications in teaching and learning situations in the school environment, Costa (2016). To elucidate the research question, questionnaires with closed questions were used, answered by 150 students and two teachers from municipal schools in Caxias - MA. So that they could expose the results found in this school stage. Then, the data collected in the descriptive research were announced, arranged in tables and discussed in the light of the theoretical framework. The collected information concludes that the use of software or digital technologies in the teaching of Mathematics is an important aiding tool in the teaching and learning process of mathematical content.

2021-08-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6168 2026-06-01T13:57:30Z 2026-01-13T00:00:00Z

Título: As práticas avaliativas docentes na educação infantil da cidade de Caxias- MA à vista da psicologia histórico-cultural Abstact: The study develops the following object: Teaching assessment practices in education from the perspective of historical-cultural psychology. It poses the following question: How do teaching assessment practices contribute to child development from the perspective of historical-cultural psychology? In this sense, the study has the following general objective: To analyze teaching assessment practices that contribute to child development from the perspective of historicalcultural psychology. Its specific objectives are: to identify teachers' perceptions of assessment in early childhood education in the city of Caxias, Maranhão; to characterize teachers' assessment practices in early childhood education in the city of Caxias, Maranhão; and to analyze teaching assessment practices in light of historical-cultural psychology for child development from a humanizing perspective. The theoretical framework is based on authors who articulate assessment practices in a historical and cultural context, drawing on: Ariés (1981), Kuhlmann Jr. (2015), Paschoal and Machado (2009), Pasqualini (2006), Vygotsky; Luria (1996), Vygotsky (1998, 2001, 2004), among others. Methodology: the work is based on a qualitative approach. We used the following data production devices: observation and dialogic participant interviews. It was observed that the practice of teachers, in most of the responses given, is to file the results of the assessments, where the intention to use them to redirect their pedagogical practice was minimally verified. There is a need to better prepare teachers working in the field of Early Childhood Education so that they can correctly execute the continuous cycle of the child assessment process, which consists of observation, reflection, and pedagogical action, as was evident in the statements of the authors surveyed.

2026-01-13T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6147 2026-05-19T14:41:06Z 2025-12-15T00:00:00Z

Título: Letramento literário nos anos finais do ensino fundamental: a importância da leitura para o desenvolvimento do pensamento crítico Abstact: Literary literacy has gained prominence as an essential practice in the final years of Elementary Education, especially considering contemporary demands that require readers capable of understanding, interpreting, and critically positioning themselves in relation to diverse social and cultural manifestations. Within this context, it is observed that many students demonstrate lack of motivation and difficulty in attributing meaning to reading, revealing a distance between schoolbased literature and their life experiences. Based on this situation, the presente study analyzed how literary literacy can contribute to the development of critical thinking among students at this stage of schooling. The research, qualitative in nature and bibliographic in character, was grounded in authors such as Soares (2005), Kleiman (2005), Street (2014), Cosson (2006), Freire (1989), and Zilberman (1988), articulating theoretical perspectives with pedagogical practice. For analytical exemplification, the work A Terra dos Meninos Pelados, by Graciliano Ramos, was used as a possibility for promoting critical reading in the classroom. The results indicated that literary literacy, when understood as a social practice and intentionally mediated, enables the development of Reading autonomy, broadens interpretative abilities, and encourages students’ critical positioning. The study also highlighted challenges such as the use of literature solely for evaluative purposes and the absence of dialogic spaces, as well as possibilities for overcoming these issues through meaningful pedagogical practices and teacher mediation. It is concluded that literary literacy constitutes a relevant path for strengthening students’ critical formation and promoting Reading experiences that dialogue with their lived realities, contributing to integral and participatory development within the school context.

2025-12-15T00:00:00Z