https://repositorio.uema.br/jspui/handle/123456789/2072 Sat, 11 Apr 2026 14:05:04 GMT 2026-04-11T14:05:04Z http://repositorio.uema.br:80/jspui/retrieve/4a5b3c0a-93a3-4076-a2b2-bc63cc2eb12b/emblema de pedagogia.jpg https://repositorio.uema.br/jspui/handle/123456789/2072 https://repositorio.uema.br/jspui/handle/123456789/5739 Título: Educação de Jovens e Adultos (EJA): o dia a dia dos educandos de uma escola municipal de Bacabal - MA Abstact: This article aims to analyze and understand the daily lives of students in Youth and Adult Education (EJA) and to point out the contradictions and challenges of this type of education. Many of these students face difficulties in entering or staying in school due to a lack of incentives to take the first steps towards literacy, where this entire process requires willingness and focus. Although the challenges may be numerous, there are those who seek not only to learn to read and write, but also to understand their rights and the laws that govern the country. Thus, EJA helps men and women achieve possible improvements in their lives in an honest way without distinction, completing the important stages of education and, in many cases, giving them the opportunity to continue their school life. The research was conducted in a municipal school in the city of Bacabal/MA. The main objective is to analyze, through pedagogical practices, the daily lives of students and the social role of EJA in combating social inequalities. To this end, we interviewed former students of this modality, in order to verify to what extent education, and in this case, the EJA teaching modality, contributes to a possible personal and social change. To carry out this study, we based ourselves on some theorists, such as: Paulo Freire, Moacir Gadotti, Pablo Gentili and Jordi Estivill. We concluded that it is not enough to simply guarantee enrollment for individuals or to include them in school. It is necessary to create conditions for the students to remain, since inclusion is not limited to the act of inclusion, but to provide continuous assistance in the full development of the learner. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5739 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5537 Título: Transtorno do espectro autista e o lúdico na aprendizagem: desafios e perspectivas no desenvolvimento dos alunos com TEA do 1° ano da U.E.F Professora Maria Nogueira em Bacabal – MA Abstact: Playfulness is an indispensable pedagogical tool for making the teaching and learning process, in any teaching modalities, more attractive and meaningful. By directing playful activities to the classroom context, we are providing typical and atypical students with conditions to develop significant skills such as social, emotional, physical and cognitive. The general objective of this work is to analyze the challenges and perspectives in the development of students with ASD in the 1st year of UEF Professora Maria Nogueira in Bacabal - MA. This study was carried out through field research, of a bibliographic nature, with a quantitative-qualitative approach and an exploratory field character in a public school institution in the city of Bacabal, with an autistic student in the 1st year of elementary school. In view of this, data collection was carried out through observations and application of a questionnaire applied to the teacher and the two mediators of the autistic children. The theoretical framework of the research is based on the following authors: Caminha (2019); Brites, Brites (2019); Grandin (2015) e Pontis (2022), among other bibliographic collections and legal documents. Through data analysis, questionnaires and observations, it was possible to conclude that playful activities help in the development process of autistic children, as they demonstrated more interest in activities that opted for play than just writing in the transition from early childhood education to elementary school. Therefore, it is necessary to develop skills, knowledge and behavioral changes in autistic students; and the professional needs to be qualified to develop pedagogical strategies that facilitate the process of inclusion and social life of autistic children. Thu, 06 Feb 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5537 2025-02-06T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5493 Título: Jogos e brincadeiras: uma abordagem sobre o desenvolvimento da criança na Educação Infantil Abstact: This paper deals with games and play, an approach to child development in early childhood education at the Professora Maria Fernandes Freitas Municipal Daycare Center. It highlights the importance of playfulness in the school environment, as well as in pedagogical practices, in the educator's mediation when carrying out their activities in the classroom. It talks about recognizing playfulness as a tool of great relevance for the development of children in the process of learning, socialization, psychomotor, respecting rules and differences. It also sought to ascertain the knowledge of educators in relation to playfulness in the school environment. The educator as a mediator in the teaching-learning process needs to have a broad vision about working playfulness in their classes, when used correctly, the child has opportunities to develop according to what is in the BNCC. It also addresses the stages of child development, in which it is of utmost importance in the child's cognitive, personal and school process. Thus, the general objective of this study is to analyze games and play and their importance for the development of children in early childhood education, and the specific objectives are: to highlight the concept of play in early childhood education; to recognize the teacher as a facilitator and mediator of playful activities and games; to emphasize the importance of cooperation between the family and the school to improve the learning and development of children in early childhood education. As a theoretical contribution to support the research, authors such as Piaget (19720), Vygotsky (1999), Kishimoto (2011), Teixeira (2018), among other authors, were used. The methodological procedures used to carry out this work start from a bibliographic study and field research with a qualitative, exploratory, descriptive approach. The research subjects were educators who work in early childhood education. Based on the information obtained through the data, it was found that educators are aware of the importance of working with games and play for child development. However, it is clear that such tools are not used continuously in their practices, but in specific activities or only in the classroom, since the physical space to develop playful activities is not always viable. The purpose of this proposal is to promote the complete development of children through games and play. Since there was a lack of resources, workshops were developed to produce playful materials for educators, with the aim of enhancing their practices. Thu, 06 Feb 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5493 2025-02-06T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5490 Título: Educação sexual: estudos e possibilidades didáticas a respeito do combate ao abuso sexual infantil na Unidade de Ensino Fundamental Sebastião Moreira Maranhão em Bacabal – MA Abstact: This study discusses sexual education and the fight against child sexual abuse through didactic possibilities in Elementary School I, at U. E. F. Sebastião Moreira Maranhão, in Bacabal - MA. Therefore, this work is bibliographic, exploratory and descriptive, and its analysis is of a qualitative nature, carried out through an open questionnaire applied to educators (Gil, 2002; Gil, 2009; Prodanov and Freitas, 2013). In view of this, the guiding question of the work was: in what way can didactic strategies, with regard to sexual education in the classroom, help in the fight against child sexual abuse? For this research to be successful, the following general objective was produced: to understand sexual education as a bridge for building dialogues about child sexual abuse and the didactic possibilities for its prevention, and more specifically: to verify the importance of sexual education in Elementary School I, to point out the didactic strategies for preventing child sexual abuse and to investigate the role of the school in preventing child sexual abuse. As theoretical references, we have Flores (1994), Caminha (1994), Lima (2012), BNCC (2018), LDBEN (2017), which provide information on the importance and possibilities of implementing sexual education in the classroom, the aspects of prevention and the consequences of child sexual abuse. In view of this, it was verified that there is a need for pedagogical tools for teaching Sexual Education in Elementary School I and the promotion of training for educators on the subject. Wed, 05 Feb 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5490 2025-02-05T00:00:00Z