https://repositorio.uema.br/jspui/handle/123456789/2052 Centro de Estudos Superiores de Bacabal - CESB Mon, 21 Sep 2026 22:23:54 GMT 2026-09-21T22:23:54Z https://repositorio.uema.br/jspui/handle/123456789/6854 Título: A contribuição da literatura infantil afro-brasileira para a promoção da representatividade na Educação Infantil Abstact: Early Childhood Education represents a fundamental stage in the construction of children's subjectivity and identity, as it is during this period that the foundations of social relationships are established. This study investigates the contribution of AfroBrazilian children's literature to the promotion of representation in the school context, considering the historical silencing and stereotypical portrayals of the Black population in traditional literary collections. The main objective is to analyze how literary works featuring Black protagonists contribute to strengthening self -esteem and fostering a positive ethnic-racial identity among children. The theoretical framework is based on the contributions of Vygotsky and Piaget regarding cognitive development, as well as on the reflections of Regina Zilberman and Antônio Candido concerning the right to literature as a means of humanization. In the field of ethnicracial relations, the study draws upon the works of Nilma Lino Gomes, Eliane Debus, Bell Hooks, and Laura Santos. Methodologically, this research is characterized as applied, with a qualitative-quantitative approach and a descriptive nature, using bibliographic and field research as technical procedures. Data were collected through questionnaires administered to teachers at Unidade de Educação Infantil Plim Plim, located in the municipality of Bacabal, Maranhão, Brazil. The findings revealed that teachers recognize the importance of Afro-Brazilian children's literature in promoting representation and valuing ethnic-racial diversity. These literary works function as important tools for identification and learning, enabling Black children to develop a positive self-image while encouraging non-Black children to cultivate empathy and respect for differences. It is concluded that the role of the teacher as a mediator, guided by an engaged pedagogy and critical racial literacy, is essential for literature to fulfill its social function, contributing to the construction of an anti-racist, inclusive education aligned with the guidelines established by Law No. 10,639/03. Thu, 16 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6854 2026-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6853 Título: Contribuições da literatura infantil afro-brasileira na construção da identidade negra de alunos do 4° ano do Ensino Fundamental da U.E.F. Desembargador Thales Ribeiro Gonçalves Abstact: This work aims to analyze the contributions of Afro-Brazilian Children's Literature in shaping the Black Identity of 4th-grade students at U.EF. Desembargador Thales Ribeiro Gonçalves, in the city of Bacabal, Maranhão. To support the investigation, a theoretical review was carried out on the concepts of race, racism, ethnicity, prejudice, and Black identity. In addition, the influence of the Black Movement on the achievement of rights in the 1988 Federal Constitution was contextualized, a landmark that encouraged the creation of laws like Law No. 10.639/2003, which mandates the teaching of Afro-Brazilian and African history and culture in schools. The discussion shows how this legal support enables the shift from a Eurocentric perspective in children's literature, which historically marginalized Black people in stereotypical, caricatured, and storyless roles, to a narrative of appreciation and representation based on literary works Contemporary literary works by authors like Nilma Lino Gomes, Kiusam de Oliveira, Sonia Rosa, and others. The field research, qualitative in nature and of the pedagogical intervention type, was carried out in the classroom setting. For data collection, two questionnaires were used: No. 1, in the initial meeting, aimed to identify students' perceptions regarding their own skin color, hair, and other phenotypic traits, as well as their perception of Black representation in the stories they already knew; No. 2, applied in the final meetings, aimed to identify the changes that occurred in this process of identity construction. The methodological path involved guided reading of the selected works, discussion circles, and students creating drawings and self-portraits. Critical reflections on racism, bullying, and prejudice were promoted. Through these educational actions focused on Black culture, history, and aesthetics, the goal was to strengthen the students' self-image. The results show that introducing positive, Black main characters in literature was essential for children to see themselves in the stories, promoting self-acceptance, pride in their features, and respect for cultural diversity. The changes observed confirm the positive impact of the intervention on students' selfesteem, highlighting Afro-Brazilian children's literature as a powerful tool to fight structural racism and showing the need for continuous, anti-racist practices. Mon, 13 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6853 2026-07-13T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6849 Título: Inclusão digital: recursos tecnológicos como ferramenta para dinamizar o processo de ensino e aprendizagem dos alunos da Educação de Jovens e Adultos-EJA Abstact: Youth and Adult Education (YAE) plays a fundamental role in ensuring access to education for individuals who were unable to begin or complete their formal schooling at the appropriate age. Given the growing presence of Digital Information and Communication Technologies (DICT) in contemporary society, integrating these resources into YAE pedagogical practices has become increasingly necessary, expanding teaching and learning opportunities. In this context, this study aimed to analyze, through a literature review, the use of DICT in Youth and Adult Education, addressing their impacts on the teaching and learning process, as well as issues related to digital inclusion, technological resources, and the challenges faced by students and teachers in their implementation. To achieve this objective, a literature review was conducted based on scientific articles, books, theses, and undergraduate dissertations, whose findings were discussed in light of the existing scientific literature on the subject. The results showed that, when purposefully integrated into pedagogical practices, DICT promote more meaningful learning, strengthen students' autonomy and active participation, and expand opportunities for digital inclusion. However, challenges related to technological infrastructure in educational institutions and teacher training for the pedagogical use of these technologies were also identified. It is concluded that the integration of DICT into Youth and Adult Education represents an important strategy for improving the educational process, provided that it is accompanied by investments in infrastructure, teacher education, and pedagogical practices aligned with the specific characteristics of this educational modality. Thu, 16 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6849 2026-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6846 Título: A ludicidade como mediadora da aprendizagem na perspectiva histórico-cultural de Vygotsky: uma proposta para a UEF Professora Maria Nogueira Abstact: This study analyzes how playfulness acts as a mediator of learning among secondgrade elementary school students from the perspective of Vygotsky's CulturalHistorical Theory. It is based on the understanding that play is a culturally mediated activity capable of promoting knowledge construction, the development of higher psychological functions, and the appropriation of culture through social interactions. The objective of the study was to analyze how playful practices contribute to the teaching and learning process in a second-grade class at UEF Professora Maria Nogueira, located in Bacabal, Maranhão, Brazil. The research adopted a qualitative approach, combining bibliographical and field research, and was grounded in the theoretical contributions of Vygotsky, Leontiev, Luria, Rego, and Kishimoto. Data were produced through participant observation, a field diary, a semi-structured interview with the classroom teacher, and questionnaires administered to the students. The analysis showed that playfulness, when intentionally integrated into pedagogical planning, promotes students' active participation, strengthens social interaction, enhances pedagogical mediation, and supports the collective construction of knowledge. The findings also revealed that playful activities contributed to the development of autonomy, language, imagination, attention, memory, and cooperation, corroborating the assumptions of the Cultural-Historical Theory. It is concluded that playfulness should not be understood as a complementary or merely recreational resource, but rather as a guiding principle of pedagogical practice, capable of fostering meaningful learning and promoting the integral development of children in the early years of elementary education. Thu, 16 Jul 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6846 2026-07-16T00:00:00Z