https://repositorio.uema.br/jspui/handle/123456789/2086 Sun, 05 Apr 2026 20:06:53 GMT 2026-04-05T20:06:53Z http://repositorio.uema.br:80/jspui/retrieve/c4bef1f9-6e9d-4415-bb59-ecae40960c89/PEDAGOGIA BALSAS.jpg https://repositorio.uema.br/jspui/handle/123456789/2086 https://repositorio.uema.br/jspui/handle/123456789/5824 Título: O processo de alfabetização de alunos com Síndrome de Down no ensino fundamental: relato de experiência como cuidadora escolar Abstact: This project aimed to analyze the challenges and pedagogical practices in the literacy process of students with Down Syndrome/Trisomy 21 (T21) in Elementary Education, in light of current legislation and the principles of Inclusive Education. The research is bibliographic in nature, with a qualitative approach, descriptive character, and a case study design. In addition to the literature review, it includes an account of the author’s experience as a school caregiver in the public school network of Balsas-MA during the 2024 academic year. As a complementary instrument, a Monitoring Protocol was developed, presented in Appendix A, to record observations conducted in the school environment. Down Syndrome, due to its cognitive and motor specificities, requires adapted pedagogical strategies, individualized planning, and adequate mediation. The study highlights the importance of Specialized Educational Assistance (AEE), the collaborative work of school professionals, and active family involvement, as well as addressing the nomenclature change to T21, emphasizing the relevance of scientific and inclusive language. It was found that practices based on visual resources, concrete materials, playful activities, and meaningful tasks contribute to learning and the development of students’ autonomy. It is concluded that the implementation of quality inclusive education depends on a set of articulated actions: curricular adaptations, accessible resources, collaborative practices, and continuing teacher training, aiming to overcome educational barriers and ensure the right to learn Fri, 14 Nov 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5824 2025-11-14T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5768 Título: O uso das tecnologias no processo de alfabetização Abstact: This study aims to analyze the contribution of digital technologies to the development of the literacy process in the early years of schooling. This is a topic that, in recent times, has attracted the interest of several researchers due to its importance and the significant contributions it offers to the educational field. In contemporary times, it is well known that technologies have been providing education professionals with a wide range of digital resources that can facilitate the teaching-learning process in the classroom, when used in alignment with the pedagogical objectives to be achieved. The methodology used in this study consisted of a bibliographic review of articles, theses, and dissertations already published, using scientific databases such as Google Scholar, the Brazilian Library of Theses and Dissertations, among others. The research was conducted between November 1, 2024, and April 22, 2025, and was theoretically supported by authors such as Montanarim (2022), Ferreira (2024), Rotini (2023), Moran (2018), and others, in order to deepen the understanding of this topic and explore current research findings. As a result of this study, it was observed that digital technologies, despite the challenges, represent a significant opportunity for innovation in the field of literacy. Tue, 03 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5768 2025-06-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5767 Título: A educação para mulheres idosas na EJAI: impactos, desafios e possibilidades Abstact: This study aims to identify and analyze the difficulties, impacts, and possibilities that Youth, Adult, and Elderly Education (EJAI in Portuguese) provides for elderly women, in a social context marked by ageism and gender inequalities. The research is based on the understanding that female aging is often associated with social invisibility, which is aggravated by stereotypes that devalue their experiences and limit their access to education, autonomy, and full citizenship. Providing education for elderly women contributes to social inclusion, promoting their active participation in society and developing their autonomy and self-esteem. Furthermore, studying how aging can affect the learning process can provide important data for the theoretical advancement of adult education and for the development of more effective and inclusive public policies, adapted to the educational needs of elderly women. Supported by a broad theoretical framework, which starts from a preliminary bibliographical research, of a qualitative nature, through articles, monographs and related works in the area and field research, in which an EJAI student over 60 years old was interviewed, this work aims to characterize how this teaching modality impacts and conditions challenges and possibilities for elderly women. The interview highlighted how the life trajectories of these women are marked by school interruptions, informal work, family responsibilities and social exclusion, factors that made it difficult for them to access and remain in school. The results reveal that, despite the physical, cognitive and structural limitations, returning to education represents an act of resistance, personal resignification and reconnection with society for these women. The interviewee highlighted the search for knowledge as a way to achieve autonomy and self-esteem, overcoming prejudices and reaffirming her identity as an active subject. It is concluded that EJAI should be designed based on inclusive methodologies that are sensitive to the specificities of elderly women, valuing their knowledge, experiences and potential. Overcoming ageism requires educational actions, effective public policies and a cultural transformation that recognizes aging as a phase rich in learning, dignity and social participation. It is worth mentioning that this work had as its main theoretical contribution the educational proposal of Paulo Freire (1968). Mon, 23 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5767 2025-06-23T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5766 Título: A importância das práticas lúdicas intencionais na educação infantil Abstact: This study aims to analyze the importance of playfulness as a didactic resource in the teaching-learning process in early childhood education. This topic has attracted the interest of several researchers in contemporary times due to its relevance and the significant contributions it offers to the educational field. The use of playfulness represents a strategy that enables teachers to diversify their teaching methods by incorporating games and playing into the educational process. Although widely appreciated, the integration of playful practices in the educational context still encounters challenges, mainly concerning the adaptation of these activities to the specific needs and characteristics of students. The methodology employed involved field and bibliographic research, based on previously published articles, theses, and dissertations. The following scientific databases were used: Coordination for the Improvement of Higher Education Personnel and the Brazilian Digital Library of Theses and Dissertations. The research was conducted between November 1, 2024, and June 9, 2025, with theoretical support from Oliveira (2023), Silva Neto (2024), Lima and Neto (2023), among others. As a result of this research, it was observed that playful practices promote the integral development of children in a dynamic and affective manner. Wed, 25 Jun 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5766 2025-06-25T00:00:00Z