DSpace Coleção:https://repositorio.uema.br/jspui/handle/123456789/26172026-09-21T23:42:34Z2026-09-21T23:42:34ZA música como ferramenta no processo de alfabetização: explorando estratégias e práticas pedagógicas para o desenvolvimento da leitura e escrita no Ensino Fundamental Anos Iniciaishttps://repositorio.uema.br/jspui/handle/123456789/68552026-09-21T23:09:28Z2025-12-11T00:00:00ZTítulo: A música como ferramenta no processo de alfabetização: explorando estratégias e práticas pedagógicas para o desenvolvimento da leitura e escrita no Ensino Fundamental Anos Iniciais
Abstact: This Final Paper aims to analyze music as a pedagogical tool in the literacy process,
investigating strategies and practices that promote the development of reading and
writing in the early years of elementary education. Literacy is an essential stage of
schooling, marked by challenges that require innovative and meaningful teaching
approaches. In this context, music emerges as an educational resource capable of
stimulating cognitive, emotional, motor, and social skills in a playful way, thus favoring
integrated learning. The research adopted a qualitative approach, with an action
research design, and was conducted with a 2nd-grade class from a public elementary
school in Santa Inês – MA, Brazil. The methodology included participant observation,
the implementation of pedagogical activities using music, and descriptive data
analysis, in addition to a literature review on the topic. Three lessons were developed,
addressing literacy content (vowels, vowel combinations, and alphabet sequencing),
combining music, storytelling, and practical activities. A questionnaire was also
administered to the classroom teacher to understand their perception of the use of
music as a pedagogical resource. The results indicated that the use of music
significantly contributed to student engagement, facilitated the assimilation of the
content taught, and promoted a more dynamic and participatory learning environment.
Musical activities supported the development of phonological awareness, oral
expression, motor coordination, and student motivation. Although the teacher
recognized the benefits of using music, they pointed out limitations related to the lack
of specific training, material resources, and planning time. It is concluded that music is
an effective pedagogical tool in the literacy process, provided it is used intentionally
and integrated into the teaching plan. The research reinforces the importance of
expanding teacher training and valuing practices that promote meaningful, creative,
and humanized learning.2025-12-11T00:00:00ZJogando com a Matemática: sugestões de jogos para a educação infantilhttps://repositorio.uema.br/jspui/handle/123456789/68352026-09-21T14:28:18Z2025-12-08T00:00:00ZTítulo: 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.2025-12-08T00:00:00ZO lúdico no processo de ensino e aprendizagem na Educação Infantil: uma proposta pedagógica na Pré-Escola Municipal Raimunda Cunha Pinheiro em Santa Inês-MAhttps://repositorio.uema.br/jspui/handle/123456789/68292026-09-19T18:09:47Z2025-12-17T00:00:00ZTítulo: 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.2025-12-17T00:00:00ZA 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)https://repositorio.uema.br/jspui/handle/123456789/68282026-09-19T13:52:07Z2025-12-17T00:00:00ZTítulo: 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.2025-12-17T00:00:00Z