https://repositorio.uema.br/jspui/handle/123456789/2302 2026-09-21T23:39:01Z https://repositorio.uema.br/jspui/handle/123456789/6758 Título: Tecnologias digitais no ensino de alunos surdos: uma análise do uso dos aplicativos Hand Talk e LibrasLab em Caxias - MA Abstact: The inclusion of deaf students in mainstream classrooms still faces challenges—such as a lack of teacher training in LIBRAS (Brazilian Sign Language), a scarcity of accessible materials, and limited institutional support—which compromise the quality of education. In this context, assistive technology emerges as a promising resource to make the learning process more visual, interactive, and inclusive. The research is guided by the question: How can the Hand Talk and LIBRASLab applications contribute to improving the teaching and learning process for deaf students in mainstream classrooms in the municipality of Caxias, Maranhão? The general objective is to analyze the contributions of these applications to the teaching and learning process of deaf students. Specific objectives include: describing the use of technologies and educational apps; presenting the functionalities of Hand Talk and LIBRASLab while highlighting their pedagogical potential; implementing the apps in selected school settings and observing their interaction with deaf students; analyzing the effects of using the apps on the teaching and learning process based on pedagogical records and observations; and developing a guidance e-book—based on research with participants—that addresses the use of Hand Talk and LIBRASLab. The study was conducted with teachers of the final years of elementary education and deaf students within the municipal school system of Caxias, Maranhão, using interviews, questionnaires, and classroom observations, alongside a mixed-methods analysis with a qualitative focus. Results indicate that the use of bilingual applications fosters student engagement—particularly in visual and interactive activities—promoting autonomy, curiosity, and motivation, although limitations regarding internet access and a lack of electronic devices persist. The study concludes that it is necessary to invest in teacher training regarding digital technologies and inclusive methodologies, as well as in public policies that ensure adequate infrastructure and universal access to devices and high-quality internet. 2026-03-24T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6691 Título: Barreiras atitudinais na escolarização de autistas na educação básica do município de Pedreiras Abstact: The inclusion of students with Autism Spectrum Disorder (ASD) in the school environment represents a significant challenge, especially in addressing attitudinal barriers associated with teacher education, school culture, and the reproduction of stigma. This dissertation aimed to analyze how these barriers manifest themselves in the school context and to understand how the pedagogical practices of teachers at a school unit in the municipality of Pedreiras, Maranhão, affect the schooling process of students with ASD. The study adopted a qualitative, exploratory-descriptive approach, with data produced through an instrument composed of openended and closed-ended questions administered to teachers at the institution. For analytical purposes, the participants’ discursive responses were prioritized. The study engages with contemporary references on ASD and inclusive education, as well as with the biopsychosocial perspective and the social model of disability, including the discussion of ableism and barriers to participation, articulated with the normative framework of the right to inclusive education in Brazil. The results indicate that, despite individual efforts, weaknesses persist in continuing teacher education and in the organization of responsive pedagogical practices, with the presence of attitudinal barriers affecting the participation, learning, and sense of belonging of autistic students. It is concluded that there is a need to strengthen teacher education policies and pedagogical and institutional strategies that promote an inclusive school culture and ensure the right to education under conditions of equality. 2026-04-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6607 Título: A interdisciplinaridade no documento curricular do território maranhense para os anos iniciais do ensino fundamental: aproximações e distanciamentos na formação humana Abstact: The master’s thesis entitled “Interdisciplinarity in the Curriculum Document of the Territory of Maranhão for the Early Years of Elementary Education: Convergences and Divergences in Human Formation,” conducted within the Graduate Program in Education (PPGE/UEMA) – Professional Master’s in Education, is situated within the research line of Educational and School Management. The central research question guiding this study is: How do teachers appropriate the concept of interdisciplinarity proposed by the Curriculum Document of the Territory of Maranhão (DCTM) to inform their pedagogical practice? The general objective of this research is to analyze teachers’ conceptions and practices of interdisciplinarity in the process of knowledge socialization in Elementary Education, as referenced by the Curriculum Document of the Territory of Maranhão. The study draws on critical theoretical foundations of interdisciplinarity (Frigotto, 2008; Severino, 2012; Tonet, 2006, 2013; Thiesen, 2008), curriculum (Apple, 2011, 2013; Malanchen, 2016; Moreira and Tadeu, 2013; Sacristán, 2000, 2013; Santomé, 1998) and human formation (Frigotto, 2012; Tonet, 2005, 2016; Mueller, Bianchetti and Jantsch, 2008) as analytical lenses for examining conceptions and practices of interdisciplinarity within the DCTM (Maranhão, 2019). To achieve the proposed objective, the research adopts a critical-dialectical approach, as proposed by Kosik (1969), Netto (2011) and Severino (2001). Data collection instruments include questionnaires and interviews, grounded in Gil’s (2002) methodological framework. The study was conducted in public municipal schools offering the Early Years of Elementary Education in Caxias (MA). The study involves specifically teachers working in grades 1 through 5. The findings indicate that although interdisciplinarity is widely present in Brazilian education reforms and is emphasized in the Curriculum Document of the Territory of Maranhão, particularly through comprehensive education and integrative themes, its materialization in the school context tends to be reduced to practices of content integration, often treated in a simplified manner and predominantly guided by teachers’ individual professional experience. In the Early Years of Elementary Education, teachers’ understanding moves among different conceptions, with a predominance of integration among disciplines, implemented both through spontaneous connections across subject areas and through methodologies such as texts, games and inquiry-based activities. However, despite recognition of its pedagogical potential, interdisciplinarity remains dependent on teachers’ intentionality and occasional opportunities and is constrained by limitations related to time, resources, infrastructure, and curriculum organization. This scenario results in sporadic and weakly systematized experiences, which led to the proposal of a Technical,Technological Product (PTT) in the form of an extension course structured as a seminar. The course is aimed at fostering the management of knowledge socialization from an interdisciplinary perspective, promoting the critical appropriation of the DCTM, strengthening the relationship between theory and practice, and contributing to overcoming the fragmentation of knowledge 2026-03-25T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6594 Título: Formação inclusiva de professores em ambiente maker: impactos, desafios e oportunidades Abstact: Inclusive education in Brazil, supported by legal frameworks and curricular guidelines, demands teachers capable of working in heterogeneous contexts, although gaps persist in initial and continuing training for addressing diversity. In this scenario, Maker Culture emerges as a pedagogical approach aligned with active methodologies and the principles of inclusion, valuing experimentation, collaboration, and student protagonism. Following this understanding, the present study aimed to investigate the effects of inclusive teacher training, developed in Maker environments, on the pedagogical practices of basic education teachers, aiming at the promotion of an equitable and collaborative school culture and the development of a guide focused on teacher training. Thus, it was hypothesized that formative experiences anchored in experimentation, authorship, and collaborative problem-solving could promote significant and sustainable transformations in pedagogical practices, especially in serving students who are the target audience of Special Education. Thus, the research adopted a qualitative, descriptive, and applied approach, with investigations carried out at the Instituto Estadual do Maranhão Desembargador Sarney (IEMA), in São Luís – MA, involving teachers from that institution. Data collection occurred through questionnaires and semi-structured interviews, and the material was analyzed according to the content analysis technique proposed by Bardin. The results indicated that Maker environments are relevant mediators for more dynamic, collaborative, and accessible pedagogical practices, favoring student engagement and reducing barriers to learning. Teachers recognized the potential of active methodologies and Maker Culture for promoting inclusion, especially in serving students with intellectual disabilities. However, the data also showed that this potential is not realized automatically, being dependent on intentional pedagogical planning, ongoing teacher training, adequate infrastructure, and institutional support. Thus, the research hypothesis was partially confirmed, since training in Maker environments proved capable of promoting changes in pedagogical practices, provided it is articulated with continuous training processes and favorable institutional conditions. In turn, as an educational product, an e-book aimed at the continuing education of teachers for inclusive practices mediated by Maker Culture was proposed, focusing on serving students with intellectual disabilities. Considering these aspects, it was concluded that the integration between inclusive education, Maker Culture, and the principles of Universal Design for Learning can contribute to the construction of more flexible, accessible, and meaningful educational environments, provided it is supported by institutional policies, consistent teacher training, and intentional pedagogical planning 2026-03-27T00:00:00Z