https://repositorio.uema.br/jspui/handle/123456789/2021 2026-04-20T19:49:56Z https://repositorio.uema.br/jspui/handle/123456789/4085 Título: Educação e tecnologia: a inclusão da tecnologia no ensino/aprendizagem na educação nos anos iniciais do ensino fundamental Abstact: The topic addressed in this research was chosen due to the need to contribute to the teaching-learning process, making education more meaningful for students, through the use of technologies in the classrooms of the initial grades of elementary and auxiliary education, expanding the knowledge acquired, and multiplying knowledge for the teachers of our school. This research aimed to analyze how technological tools can contribute to the teaching-learning process in elementary education. This study analyzed the concepts related to information and communication technologies, which in the educational environment can be defined as a set of technological resources, used in an integrated manner, with a common objective. To conduct the research, a questionnaire was prepared, thus allowing for a more comprehensive investigation, we will obtain information on the importance of using digital information and communication technologies in the initial grades of elementary education. The field research carried out in this work analyzed precisely the application of these technologies in the classroom. This research aims to use information technology for educational purposes, where students can learn to use technological tools, mastering technology with pedagogical objectives directed through the support of the Center in partnership with teachers, managers and the entire school network 2022-07-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4084 Título: A literatura infantil no desenvolvimento educacional: análise das práticas pedagógicas dos professores da educação infantil Abstact: The central theme of this work is Children's Literature in educational development: analysis of pedagogical practices in Early Childhood Education. This study began with the following question: how does Children's Literature help in the educational, emotional and cognitive development of children? To answer this question, data collection was carried out using a semi-structured interview, in which it was possible to observe, through the teachers' responses, how literature is used in pedagogical practice and its importance in the formation of young readers. The research had the general objective of analyzing Children's Literature in the process of children's educational development, and the specific objectives were: to reflect on Children's Literature in children's lives; to understand the contribution of children's books in the educational development of children; to characterize the contributions of Children's Literature in the social, cognitive and emotional development of children. To this end, four early childhood education teachers collaborated with the study, enabling a better understanding of the use of children's literature as a way to develop imagination, creativity, emotions and feelings in an attractive and playful way in children's development. The interest in the study arose from an approach obtained with some subjects throughout the course, such as: reading and text production, children's and young adult literature, playfulness and education. The aim was to report how pedagogical practices can help children experience enriching experiences of their real knowledge and stimulate their imagination with elements of fantasy. The relevance of this work for the academic field lies in the possibility of future education professionals developing practices and reflections on the children's literary universe, understanding how children's literature can encourage children to live with reading. To guide our discussions, authors such as Abramovich (1997), Coelho (2000), Cavalcanti (2009), Cademartori (1986) among others were used 2022-07-27T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4080 Título: A brinquedoteca como contexto de desenvolvimento integral de crianças da educação infantil Abstact: This research aimed to discuss the toy library as an instrument for child development. The general objective was to analyze the importance of the toy library in the integral development of children in early childhood education. The specific objectives were: to characterize the importance of using the toy library in early childhood education, to reflect on the importance of recording children's play, and to identify the way in which play is approached by professionals in the institution. The research provides a brief history of the toy library since its inception, as well as its importance. Based on this, it sought to highlight the need to have a toy library in early childhood education institutions, since society has been changing more and more. The lack of a toy library has serious consequences for children's play, since parents, who could carry out this play, lack the time and willingness. Methodologically, this is a qualitative research, in which a bibliographical survey was carried out from books, articles and documents that theoretically discussed the theme based on the ideas of Andrade (2010), Cunha (1994), Kishimoto (2011), Leontiev (2001), Rau (2013), among others. In addition, a field research was carried out in an Early Childhood Education institution, where observations were made among the classes and interviews with three teachers were conducted. With the data, the teachers' perception of the toy library was perceived, in addition to discussions about play and play in Early Childhood Education 2022-07-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4062 Título: Estágio supervisionado e a construção da identidade do pedagogo: os saberes e fazeres construídos no processo formativo Abstact: The results presented in this monographic study are an integral part of the work plan entitled: “Supervised internship and the knowledge and skills constructed in the training process”, referring to the scientific initiation scholarship approved through the Institutional Scientific Initiation Scholarship Program of UEMA/PIBIC/UEMA/FAPEMA — UEMA/PPG Notice No. 15/2020, from the Pro-Rectory of Research and Graduate Studies of the State University of Maranhão — UEMA. Realizing the importance of internships in the training process, the need arose to investigate how the elements that make up supervised internships influence the construction of the teaching identity of the future pedagogue, since the school environment is a vast field of knowledge that provides interns with new experiences of the reality of the teaching profession, reflection on their pedagogical practices and provides new knowledge and skills in the activities developed during internships. Therefore, we seek, through the analysis and reflections of the narratives of the participants who recently graduated from the Pedagogy course at CESC/UEMA, to respond to the main purpose of this investigation that has the following general objective: To investigate the knowledge and skills constructed in the formation of the pedagogue's identity during the supervised internship. To theoretically support this research, we used theorists who deal with the topic investigated, among them: Pimenta (1999/2012); Maciel (2012); Tardif (2014); Pimenta and Lima (2017); Nascimento (2017/2018); Silva (2018); among other authors who contributed to address the issue of supervised internship and its importance for the formation and construction of teacher identity. This research is of a qualitative nature with an emphasis on the narratives of the participants involved with the problem. The results reveal the relevance that supervised internships have on the educational process of the pedagogue. It was found in the analyses that the essential elements that make up the internships develop new knowledge and actions that influence the decision-making about being or not being an educator, including the challenges and difficulties experienced during the supervised internships. The results achieved so far are satisfactory, but they do not conclude the investigations on the topic we propose to investigate. On the contrary, they motivate us to research and construct new studies on the formative process and identity construction of the pedagogue, based on initial training and supervised internships 2022-07-27T00:00:00Z