DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/20452026-04-13T09:07:09Z2026-04-13T09:07:09ZA importância do diálogo sobre relações étnico raciais no âmbito escolar no 2º período da educação infantil na escola municipal EMEF Nazaré Rodrigues em Timon-MAhttps://repositorio.uema.br/jspui/handle/123456789/54682025-10-14T19:56:23Z2024-04-04T00:00:00ZTítulo: A importância do diálogo sobre relações étnico raciais no âmbito escolar no 2º período da educação infantil na escola municipal EMEF Nazaré Rodrigues em Timon-MA
Abstact: Considering that Brazil was a country that suffered for more than three centuries from slavery,
racist practices are practiced daily in various environments, including schools, and this becomes
a concern. In this scenario, we seek to understand the importance of ethnic-racial relations in
the school environment in the 2nd period of early childhood education at the municipal school
EMEF Nazaré Rodrigues in Timon-Ma. The general objective of this study was to analyze anti-
racist pedagogical practices as a way of raising awareness and combating racism among
students in early childhood education. In this context, the objectives of ethnic-racial relations
education aim to enable the recognition of black people in Brazilian culture, based on their
epistemological, artistic, cultural and other contributions as a way of expanding the world view,
developing empathetic, humanized and that respect the existence of others, an education open
to diversity. To this end, we built a pedagogical proposal with varied methodologies with the
purpose of working on ethnic-racial relations in early childhood education, in a playful but also
critical way, as a way of combating racism. The research approach was qualitative research and
used field research, as well as observation in a 2nd period early childhood education class at
the EMEF Nazaré Rodrigues school. Furthermore, an interview was carried out with the teacher
of that class. As a result, we see that there is a need to work on racial education on a daily basis,
not only in commemorative data as seen in school life, therefore we have developed a
pedagogical proposal with the aim of raising awareness through the same intervention actions
in early childhood education.2024-04-04T00:00:00ZA aprendizagem do aluno com transtorno de espectro autista no ensino fundamental na cidade de Teresinahttps://repositorio.uema.br/jspui/handle/123456789/53972025-09-17T21:07:09Z2025-06-17T00:00:00ZTítulo: A aprendizagem do aluno com transtorno de espectro autista no ensino fundamental na cidade de Teresina
Abstact: TEA (Autism Spectrum Disorder) can cause a series of difficulties that can influence
the subject's school life and learning. The delicacy of some cases related to this type
of disorder can cause difficulties related to the inclusion and education of these
subjects. Knowing trying to understand how the school class, teaching a learning and
learning to learn how to work and learn how to learn the general learning process: The
realization of this analysis offers a student with Autism Spectrum Disorder; To
understand how the student with Autism Spectrum Disorder lives at school,
considering factors beyond learning, such as: his movement in the school space, his
contact with the teacher, his contact with the class and the way he deals with the
different dynamics that they are part of the daily life of the school; Observe how
students with Autism Spectrum Disorder are inserted within the pedagogical
procedures; To identify factors, in the school environment, that can harm and
contribute to the learning of students with Autism Spectrum Disorder. The topic
discussed is based on the survey where the MSD Manual (2021), Silva (2020),
Chequetto and Gonçalves (2005), Saad & Goldfeld (2009), Mello (2007), Teixeira
(2004) were consulted. respect as Autistic Spectrum Disorder and its characteristics.
Paula and Peixoto (2019), Uchôa (2015), Gracioli and Bianchi (2014), Faria et al (2012)
Oliveira (2011), Tezani (2009), Sanchis and Mahfoud (2007), Rodrigues (2006) and
Silva et al (2005). The analysis took place through an interview with an elementary
school teacher in early years and the observation of where she works. The research
results indicate that all the problems of a positive coexistence with a student with ASD
can make the inclusion of a delicate process that needs to accentuate the family
support and that the personal factors (ASD framework, family support, verbal
communication) and educational professionalization, social resources used in this
process of educational inclusion.2025-06-17T00:00:00ZO pesquisar na formação inicial: desafios enfrentados pelos discentes de pedagogia da UEMAhttps://repositorio.uema.br/jspui/handle/123456789/53682025-09-08T21:10:18Z2025-01-28T00:00:00ZTítulo: O pesquisar na formação inicial: desafios enfrentados pelos discentes de pedagogia da UEMA
Abstact: Scientific research is a very dynamic practice, full of complexities, which can be accompanied
by many challenges. In the context of initial training, the main people affected by these
obstacles are students, who may have difficulties when carrying out investigative practices,
whether inside or outside the academic context. The general objectives of this research are to
understand how the challenges faced by Pedagogy students at UEMA - Campus Timon can
interfere with the development of investigative skills. The specific objectives are To describe
the difficulties encountered by Pedagogy students at UEMA - Campus Timon in carrying out
research practices; to understand how the use of scientific research can help to improve teaching
practices; and to specify the main contributions arising from the use of research. The research
problem poses the following question: What are the main challenges that students on the
Pedagogy course at UEMA - Campus Timon face when carrying out research practices? Interest
in the subject arose from reports by colleagues during their undergraduate studies, in which
they expressed negative perceptions about scientific research, conceiving it as something bad,
which aroused curiosity and questions about the possible reasons that led these subjects to have
such conceptions. This study uses a qualitative approach (Minayo, 2009) and narrative research
(Clandinin and Connely, 2015). The empirical data was produced by means of a structured
interview, in which (05) five students from the course in question took part, the empirical field
being the aforementioned institution. The data was analyzed using content analysis (Severino,
2013). As for the theoretical framework, we used scholars who deal with education, as well as
teaching practices and teacher training (Freire, 2011, 2013), the teaching knowledge necessary
for professional training (Tardif, 2014), scientific research as an educational practice (Demo,
2021), and others. Therefore, the more contact students have with scientific research, the more
accustomed they will become to this tool, and the more meaningful their preparation and
efficient their learning will be during their academic career. In addition, they will not experience
many difficulties when they encounter this practice in higher education.2025-01-28T00:00:00ZParticipação ativa da família no processo educativo: desafios e contribuições no desenvolvimento dos alunos que estudam em uma escola da rede privada em Timonhttps://repositorio.uema.br/jspui/handle/123456789/53442025-09-01T19:50:52Z2025-02-06T00:00:00ZTítulo: Participação ativa da família no processo educativo: desafios e contribuições no desenvolvimento dos alunos que estudam em uma escola da rede privada em Timon
Abstact: This study examines family participation in early childhood education at a private
school, identifying challenges and positive impacts on children’s cognitive, emotional
and social development. Through specific objectives, we sought to identify the main
challenges faced by families and the institution to promote effective participation in the
educational process of students, understanding the forms of contribution that family
participation offers to the cognitive, emotional and social development of children in
daycare. Propose strategies that encourage closer collaboration between the family
and the daycare center, aiming to strengthen the educational and social development
of students. In qualitative empirical research, information constructed from individual
interviews with teachers and questionnaires to parents was analyzed, dividing five
dimensions: school-class, teacher, child and learning in dialogue with theoretical bases.
The results highlight the impacts of family involvement with school with more emphasis
on children’s disposition towards school work and their attitudes, in establishing
relationships with peers and teachers.2025-02-06T00:00:00Z