https://repositorio.uema.br/jspui/handle/123456789/1918 Licenciaturas e Bacharelados Fri, 29 May 2026 18:26:51 GMT 2026-05-29T18:26:51Z http://repositorio.uema.br:80/jspui/retrieve/de31f42c-52ca-4fc8-bfe0-b28038c07ff7/CECEN UEMA.png https://repositorio.uema.br/jspui/handle/123456789/1918 https://repositorio.uema.br/jspui/handle/123456789/6160 Título: Coro acadêmico da UEMA: um relato de experiência. Abstact: This work presents an account of my experience conducting the Academic Choir of the State University of Maranhão (UEMA), developed over the years 2023 and 2024 as part of the activities of the Culture Scholarship. The study analyzes how the experience as a scholarship-conductor contributed to my musical, pedagogical, and human development, articulating theory and practice in an extension context. The experience allowed the development of musical skills related to vocal technique, repertoire preparation, conducting rehearsals, and understanding the interactions between the voices of the choir. In the educational and organizational context, processes of leadership, planning, group management, conflict resolution, and adaptation to the needs of the participants were experienced. The project involved two distinct groups, facing challenges such as irregular attendance by choir members, differences in musical experience, and difficulties in assimilating the repertoire. Nevertheless, progress was observed in musical perception, collective practice, participant engagement, and integration between the university and the community. The experience reinforces the role of the university choir as a space for holistic education, promoting technical development, artistic sensitivity, autonomy, responsibility, and social engagement. It is concluded that choral conducting is an essential practice in the training of music educators, providing experiences that broaden the understanding of teaching, the management of artistic processes, and cultural mediation Mon, 05 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6160 2026-01-05T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6155 Título: Educação Ambiental no Ensino de Jovens e Adultos: estudo sobre a inserção da Educação Ambiental no Ensino Médio no Centro de Ensino Liceu Maranhense - São Luís - MA Abstact: The theme of this work was Environmental Education in the Teaching of Young People and Adults: a study on the insertion of Environmental Education in High School at the Liceu Maranhense Teaching Center - São Luís – MA. The present study aimed to understand the relationship between EJA high school students at Escola Liceu Maranhense in São Luís - Maranhão and the environment. This research contains a questionnaire on Environmental Education, which is essentially based on the strategy of understanding the relationship between human beings and nature. Environmental perception is the way people interpret the environment, and the application of questionnaires served as a parameter to evaluate this perception. The application of the questionnaire to the students served to evaluate them, both their behavior related to the environment inside and outside the classroom, and served to raise awareness about environmental conservation practices, given the need that our planet has faced. Schools, in partnership with government educational bodies, urgently need to define the role of environmental education within EJA and all teaching modalities. This topic needs to be more prominent, and can be an autonomous discipline Tue, 26 Nov 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6155 2024-11-26T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6154 Título: Ensino de geografia e currículo flexibilizado na EJA em São Luís do Maranhão Abstact: This study aims to analyze the flexibility of the geography curriculum component within the context of EJA (Youth and Adult Education) and EJATEC (Youth and Adult Education in Technical Education), focusing on understanding the factors that influence student learning, lesson planning, and pedagogical practice in two public schools in São Luís-MA, considering the curricular flexibility of content, also based on two skills from the BNCC (Brazilian National Curriculum Base), namely: EM13CHS103, which deals with economic dynamics in geographic space, and EF08GE01, which addresses the description and analysis of the interdependence of physical aspects of geography. This is qualitative research, as it involves obtaining descriptive data, collected through the researcher's direct contact with the studied situation, emphasizing the process more than the product and concerned with portraying the participants' perspective (Bogdan & Biklen, 2003). This study is also configured as a case study, as it seeks to answer the research questions "why" and "how," enabling the understanding of social phenomena through a detailed analysis of the situational context (Yin, 2001). Above all, considering that our research field involves two public schools in São Luís: UEB Tancredo Neves and Centro Educa Mais Paulo VI, in which we aim to characterize the pedagogical practices in the teaching of Geography, based on the skills foreseen in the BNCC (National Common Core Curriculum). To this end, through documentary research, we will analyze teacher planning, focusing on curricular flexibility (compaction of content), in order to identify challenges and possibilities in planning and pedagogical practice. Thus, through bibliographic and documentary research, field studies, in situ observations, and data collection, it is expected that the study will contribute to a better educational understanding, generating a direct impact on the specific target audience. In organizing the theoretical framework, we used the studies of the following authors: Moura and Oliveira (2020), who address discussions on curricular flexibility; Freire (2011), Mota (2019), and Machado (2016), who deal with pedagogical practice; and Castellar (2011), who discusses the teaching of Geography Sat, 18 Oct 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6154 2025-10-18T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6153 Título: O uso de metodologias ativas no ensino da geografia: uma revisão literária Abstact: Active methodologies consist of the possibility for the teacher/teacher to build a path to transmit knowledge through the active participation of the student in the teaching- learning process. It is a literature review, with a qualitative approach, considering that the bibliographic research deals with the theoretical and documentary path already taken by other researchers and, therefore, it is a technique in tune with the purposes of the research activity, in general. Studies state that students' perception of active methodologies generally indicates a significant increase in the level of engagement with the content, and compared to traditional methods, they have shown a more significant impact on the development of essential skills in students, such as critical thinking, problem solving, and application of knowledge in practical contexts. It was concluded, therefore, that the learning associated with the use of active methodologies allows greater expansion and apprehension of the knowledge that the teacher wishes to transmit in the classroom, understanding that this social context allows both autonomy and information to be worked on from the encouragement of creativity and interactivity Mon, 23 Dec 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6153 2024-12-23T00:00:00Z