DSpace Communidade:https://repositorio.uema.br/jspui/handle/123456789/23012026-04-08T09:40:01Z2026-04-08T09:40:01ZA práxis pedagógica dos professores de atendimento educacional especializado na alfabetização e letramento dos estudantes com deficiência intelectualhttps://repositorio.uema.br/jspui/handle/123456789/59842026-03-25T12:19:26Z2024-11-07T00:00:00ZTítulo: A práxis pedagógica dos professores de atendimento educacional especializado na alfabetização e letramento dos estudantes com deficiência intelectual
Abstact: This study is linked to the Research Line on Practices and Training Processes of Educators
for Inclusive Education, of the Professional Master's Program in Inclusive Education
(PROFEI) at the State University of Maranhão and covers the actions carried out during
research on literate and literacy of students with Intellectual Disabilities (ID) enrolled at UEB
Dra. Maria Alice Coutinho, belonging to the municipal public network of São Luís – MA. The
objective of the research is to analyze the possibilities of access, permanence and learning of
students with intellectual disabilities, when supported by Specialized Educational Assistance
(AEE), and how much this Special Education service can contribute to students' literate and
literacy processes intellectually disabled. The theoretical assumptions that underlie this study,
regarding Inclusive Education, Intellectual Disability, Specialized Educational Assistance and
Literate and Literacy for Students with Intellectual Disabilities, are outlined based on the
contributions of Vygotsky (2022), Hehir (2022), Bourdieu ( 2020), Zerbato; Mendes (2018),
Diamond (2016), Noronha (2016), Garcia (2015), Barnes (2013), Poulin, Figueiredo; Gomes
(2013) and Figueiredo (2012), among others. In addition to official normative documents that
support and regulate the Education of people with intellectual disabilities. Regarding the
methodology, it is characterized by using a qualitative approach, of an applied nature,
regarding explanatory objectives, and the methodological procedures are outlined as
bibliographic, documentary and case study, using the instruments, on-site observation,
interview scripts and questionnaires, the results of which will serve as the basis for the
production of an orientation guide that contributes to the pedagogical praxis teachers about
literate and literacy of students with intellectual disabilities, in response to the problem and
research objectives2024-11-07T00:00:00ZInclusão de estudantes surdos: abordagens metodológicas visuais em salas de recursoshttps://repositorio.uema.br/jspui/handle/123456789/59592026-03-23T15:45:20Z2024-10-31T00:00:00ZTítulo: Inclusão de estudantes surdos: abordagens metodológicas visuais em salas de recursos
Abstact: Deaf education has been marked by changes and adaptations over the years, but still requires
more in-depth analysis. Due to their linguistic condition In different ways, many Deaf people
face difficulties in building school knowledge, resulting from failures in the planning and
execution of classes. This highlights the need for methodological adjustments that promote an
effective inclusive process and allow these students to advance in their achievements. This
research aims to evaluate visual methodologies as potential tools for the inclusion and
learning of Deaf students, with a focus on service in Resource Rooms. In this context, issues
related to inclusion in the school environment are addressed, which unfold in the
methodologies, resources and forms of evaluation in teaching Brazilian Sign Language
(Libras) and Portuguese Language for deaf people in written form, as well as in Specialized
Educational Service (AEE). Therefore, educational possibilities are discussed and proposed
for these students. This research is classified as Applied. Data collection is carried out through
a Survey, characterized as a Qualitative approach research due to the relationship between
researcher/participant. As for the objectives, it is Descriptive and Exploratory. The systematic
search for literature was carried out online in libraries of Postgraduate Programs in Education,
SciELO, ERIC - Education Resources Information Center, CAPES Portal, Google Scholar, in
addition to the Unicamp Scientific and Intellectual Production Repository and the Institutional
Repository of UFSC. The literature review also included physical books and other digital
works, based on studies by several authors, such as Leyser (2019), Pietzar (2017), Fernandes
(2019), Baggio (2006), Lodi and Muttão (2018), Boneti (2010), Campelo (2008), Damázio
(2007), Mantoan (2011), Santiago (2017), Santos (2016), Siquelli (2017) and Skliar (2001),
among others, which enrich discussions on inclusion of Deaf students. For data collection,
interviews were carried out with eight teachers from the municipal and state education
network in the municipality of Bacabal, with the aim of verifying the methodologies used in
their pedagogical practices in the Resource Rooms when including Deaf students in
Elementary and High School. Finally, the results obtained in the research culminated in the
elaboration of the Technical-Technological Product (PTT), showing that visual methodologies
have potential for the construction of knowledge in the school environment for Deaf students2024-10-31T00:00:00ZA formação continuada de professores com vistas a práticas pedagógicas inclusivahttps://repositorio.uema.br/jspui/handle/123456789/59482026-03-11T19:20:14Z2024-01-01T00:00:00ZTítulo: A formação continuada de professores com vistas a práticas pedagógicas inclusiva
Abstact: The research aims to understand how continuing teacher training can contribute to Inclusive
Education, highlighting its importance in overcoming obstacles that hinder the teaching and
learning of Special Education students. Thus, the dissertation was presented to the
Professional Master's Program in Inclusive Education in the National Network - PROFEI, of
the State University of Maranhão - UEMA, within the research line on Training Practices and
Processes of Educators for Inclusive Education, bringing up for discussion the following
question: how can continuing teacher training contribute to Inclusive Education? The study's
main objective was to analyze the potential of continuing education for inclusive pedagogical
practices. The general objective included understanding teachers' perceptions of continuing
education in this context, developing training situations addressing Collaborative Teaching
and Universal Design for Learning (UDL), and producing a pedagogical proposal in e-book
format. The training material developed aims to assist teachers in implementing these
approaches. The following concepts are the primary guides of this study: Inclusive Education,
Teacher Training, Collaborative Teaching, Universal Design for Learning, and Pedagogical
Project. The methodology adopted included qualitative bibliographic research from the
perspective of Cultural Studies in Education and field research at U. E. B. Dra. Maria Alice
Coutinho, in São Luís, Maranhão. As part of the action research, semi-structured interviews
were conducted with teachers from the school and the organization of training moments on
UDL and Collaborative Teaching. A pedagogical proposal addressing these themes was sent
to this school as a suggestion to compose its Pedagogical Project. Data analysis was based on
Bardin's (2011) content analysis methodology. The research results indicate that, in Brazil,
there have been significant advances in formulating regulations on school inclusion. However,
there are still challenges in implementing these guidelines, especially regarding teacher
training. Researchers and education professionals have accepted Collaborative Teaching and
UDL as promising approaches to inclusion. The training sessions promoted in the research
were evaluated positively by the participating teachers, who recognized the importance of
ongoing training to strengthen the inclusive process. In addition, the teachers demonstrated
interest and receptiveness towards UDL and Collaborative Teaching. Still, they pointed out
challenges for their implementation, such as the lack of adequate support to serve Special
Education students and the work overload, which reduces the time available for ongoing
training and more thoughtful planning, as proposed by UDL. One of the challenges faced
during the research was the low adherence of teachers to the project activities, which reflects difficulties in reconciling school demands and professional training. The research resulted in
the creation of a Technical Technological Product (TTP), in the form of an e-book, containing
a pedagogical proposal that discusses and guides the application of UDL and Collaborative
Teaching in schools, contributing to inclusive teaching practice. The developed pedagogical
proposal reinforces the need to invest in ongoing training for teachers and expand institutional
support, aiming at realizing a genuinely inclusive school. The study concludes that, despite
the existing barriers, ongoing training for teachers and adopting innovative pedagogical
practices are important ways to implement Inclusive Education in the country2024-01-01T00:00:00ZUso das geotecnologias no aprendizado de geografia de alunos autistashttps://repositorio.uema.br/jspui/handle/123456789/59472026-03-11T19:19:55Z2024-01-01T00:00:00ZTítulo: Uso das geotecnologias no aprendizado de geografia de alunos autistas
Abstact: The study addresses the use of geotechnologies, such as the Global Positioning System (GPS)
and digital maps, in Geography teaching for students with Autism Spectrum Disorder (ASD).
The research was conducted at UEB José Gomes Rodrigues - Colégio Militar Tiradentes XXIII,
located in the municipality of Itapecuru Mirim, Maranhão, and aimed to analyze how these tools
can contribute to the learning process and educational inclusion. It is based on the need for
innovative pedagogical methodologies that promote the inclusion of autistic students in the
school environment. Using qualitative and quantitative approaches, questionnaires, interviews,
and observations were employed to collect data on students’ interactions with geotechnologies.
Statistical and content analysis allowed for the evaluation of the impact of these tools on the
development of cognitive and spatial skills. Geotechnologies were used as teaching resources
to make learning more dynamic and interactive, facilitating the understanding of abstract
geographical concepts through concrete practices. Students participated in activities using GPS
and digital maps, exploring the location of geographical points, navigating routes, and analyzing
landscapes and coordinates. These activities stimulated engagement, curiosity, and
collaboration among participants. In addition to the impact on learning, the results indicated
that the use of technologies contributed to the students' social and emotional development,
strengthening communication and teamwork skills. Digital maps and GPS facilitated spatial
visualization and enhanced the interpretation of geographical data, providing more meaningful
and contextualized learning experiences. The research also resulted in the development of an ebook
for teachers, offering practical guidance on the use of geotechnologies in Geography
teaching. This material aims to assist educators in effectively applying these tools, promoting
inclusion and diversifying pedagogical strategies. It is concluded that integrating
geotechnologies into Geography teaching is a promising approach to strengthening inclusive
education, especially for autistic students. The study demonstrates that the use of these tools
enhances learning, stimulates the development of socio-emotional skills, and facilitates
curriculum adaptation, making lessons more accessible and engaging. Finally, this study
contributes to the development of new pedagogical practices in inclusive education by
combining technology and adapted teaching methods. The proposal is to expand learning
possibilities and provide resources for teacher training, consolidating more equitable and
efficient educational strategies2024-01-01T00:00:00Z