https://repositorio.uema.br/jspui/handle/123456789/1934 Thu, 16 Apr 2026 15:18:06 GMT 2026-04-16T15:18:06Z http://repositorio.uema.br:80/jspui/retrieve/a1a59f96-3848-45c0-b30c-ff0754903fb6/Captura de tela 2024-06-17 115825.png https://repositorio.uema.br/jspui/handle/123456789/1934 https://repositorio.uema.br/jspui/handle/123456789/5812 Título: Musicalidade na educação infantil: uma proposta pedagógica rica em ludicidade Abstact: The history of musicalization in education has gone through various processes of transition and transformation in the school space, which until today has sought its inclusion and appreciation significantly in the curriculum of basic education, even functioning as a set of activities aimed at raising awareness, the musical experience, involving the cognitive, aesthetic and social aspects. This qualitative and participatory study analyzes the musicalization practices developed by the teachers of 2 public and 2 private schools, having as locus the Creche Escola Clube de Mães do Turú, culminating in the realization of a workshop and also some forms of intervention. In the process of continuing education in the area of musicalization in early childhood education, using sustainable instruments and techniques, the semi-structured interview was used as a data collection instrument. For the analysis of the observed data, the literature review was sought in Brito's studies. (2003), Faraco and Moura (1998), Fernandes (2013), Granja (2003), LDB (1996), Mársico (2003), Ponso (2011Santos and Moura (2005), Simões (2016), Snyders (2008), Gohn (2010) and Recnei (1998) guidelines.In this research it was found that the musical repertoire has evolved in the proportionality in which technologies have been expanding and bringing new forms. those of musicalization in early childhood education, which requires changing repertoires and continuing education of teachers in the area. Tue, 01 Jan 2019 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5812 2019-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5811 Título: Os desafios da tríade de atendimentos para inclusão de uma estudante com síndrome de Patau Abstact: This monographic study is based on the challenges of the triad of attendance - Specialized Educational Attendance, Hospital Educational Attendance and Home Pedagogic Attendance - for the inclusion of a student with Patau's syndrome in the public education of the country of São Luís-Maranhão. The research aimed to identify what are the challenges faced by the attendance to include a student diagnosed with a rare syndrome associated with multiple disabilities in the common teaching. In order to do so, a field study was conducted in order to explore and describe how interventions have been given in the environments experienced by the student aiming at autonomy and stimulation of their abilities. In this research, the qualitative approach was adopted, using indirect observation and semi-structured interviews as instruments for data collection. From the studies of Patau (1960), Ribate (2010) and Zen (2008) on the Patau's syndrome and its characteristics, from Farrel (2008a, 2008b) on the severe learning difficulties and the multiple deficiencies and inclusion legislation pointed out by official documents. During the research, we sought to understand how the right to education for students with multiple disabilities in the municipal public education network is being ensured by identifying how the teachers of the regular teaching room and the multifunctional resource room worked to promote student autonomy with Patau Syndrome, as well as identifying if there was communication between the schools and the hospital responsible for the treatment of the student. With this study, it was inferred that the schools face several challenges, such as lack of knowledge, affectivity, structure, accessibility and communication between schools and other professionals responsible for the treatment of student's health. Although they were already guaranteed in other documents, Hospital Educational Attendance and Pedagogic Home Care became mandatory in 2018, which resulted in the inactivity of the services and, consequently, the lack of awareness of this right by many people Tue, 09 Jul 2019 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5811 2019-07-09T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5810 Título: Avaliação da educação superior: qual a impressão dos estudantes sobre o Enade? Abstact: The present study analyzes the perception of students about Enade from the test-printing questionnaire. The clipping is in the students of the Pedagogy course at the State University of Maranhão (UEMA), in São Luís, in the present modality. The objective here is to analyze data obtained in the exam report, edition, 2017 in the students' perception questionnaire about the test. To deepen the study was made an approach of the National Higher Education Evaluation System (Sinaes), highlighting the main evaluation programs of the Brazilian higher education, as well as the evaluation function, whether it is regulatory or formative, making a structure based on Dias Sobrinho (2003), Barreyro and Rothen (2008), Cunha (1997) and others. Regarding Sinaes, the historical concept of its creation, its axes, components and quality indicators were discussed. An important point considered was the importance of selfassessment in the context of institutional evaluation, covering various aspects analyzed in the course evaluation and student evaluation, performing an important function, to integrate all evaluation axes to obtain an assessment capable of recognizing diversity. of the system. The data analyzed here take into consideration the work performed in order to consider the data extracted from the questionnaire, bringing the reflection on how the UEMA Pedagogy course is being evaluated. Wed, 18 Dec 2019 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5810 2019-12-18T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5802 Título: Educação inclusiva: o trabalho docente no atendimento ao estudante com transtorno do espectro autista no ensino comum Abstact: This course conclusion work sought to study the phenomenon of inclusive education in the context of teaching, which addresses the service in the common education offered to students with Autism Spectrum Disorder (ASD). Signed is thus in a theoretical basis for understanding and background in reliable sources as Alarcão (2007), Bereohff (1994), Beyer (2013), Carvalho (2002), Wedge (2016), Favero (2013), Ferreira (2005), Mantoan (2006), Martins (2008), Pires (2008), Riviére (2004), among others who have contributed to a better understanding of the phenomenon studied. It qualitative approach used and the case study method. It is classified as a descriptive and explanatory research, since it uses standardized data collection techniques such as questionnaire and observation of open questions without interference room,the phenomenon of inclusive education in two public schools from the experience of the contribution of teachers with students with ASD. The overall objective focused onanalyze how is the care of students with ASD in the early years of elementary school, confronting the perception of teachers in two public schools in São Luís / MA on learning and socialization. For specific objectives, was elected: define concept and characteristics of ASD; identify the teaching and aspects related to the counsel leading to the inclusion of students with ASD; relate to inclusion with the teaching from the perspective of teachers in two public schools in São Luís / MA. As one of the results presented by teachers, is the lack of assistance in the classroom, and show difficulties in exercising their teaching with students with ASD, due to the school routine. So this research sought to understand how You configure the inclusion and learning of children with ASD in the early years of elementary school in the view of teachers and what the working conditions of teachers to promote inclusion and the learning of students with autism spectrum disorder. Tue, 01 Jan 2019 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5802 2019-01-01T00:00:00Z