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Práticas decoloniais no programa assistência à docência
(Universidade do Estado do Amazonas, 2025) Feijó, Ruth Helena da Silva; Wanzeler, Eglê Betânia Portela; http://lattes.cnpq.br/0060709651046345; http://lattes.cnpq.br/6537022130746178; Machado, Vinicius Azevedo; http://lattes.cnpq.br/9439187681387352; Afonso, Angela Maria; http://lattes.cnpq.br/9449111149410129
During academic training, there is a notable gap in the approach to the concepts
of decoloniality, which compromises the understanding of the impacts of colonialism on
education. In this context, the Teaching Assistance Program (PAD), adopting a
decolonial perspective, emerges as an agent of pedagogical and
epistemological transformation, offering new perspectives in teacher training by fostering a
critical reflection on their practices and identities. This research is established by the
under-representation of decoloniality throughout teacher training, with the aim of
analyzing the Teaching Assistance Program through its political,
epistemological and decolonial references, seen as strategies for the construction of identity
teacher. For the methodological basis of the research, we dialogued with Nilda Alves'
in/of/with everyday life approach, with an empirical focus on the
training experiences of teaching assistants, using reports, documents and audiovisual products
in the construction of data. The analyses show that the PAD, under a decolonial approach,
transforms educational practices by integrating theory and practice in a dynamic way, allowing
teaching assistants to adapt their approaches to local needs, valuing the
cultural diversity of the students and strengthening a teaching identity that is sensitive to different
cultural realities. Therefore, the construction of teaching identity appears as a complex process
that requires constant intercultural negotiation, commitment to
continuous professional development and an inclusive pedagogy. In this context, the PAD
plays a crucial role in providing opportunities for future educators
to explore intercultural and decolonial pedagogical practices.
Keywords: Decoloniality, Teaching Assistance Program, Teacher Identity.
Deficiência visual: desafios e possibilidades frente aos avanços tecnológicos de acesso à leitura
(Universidade do Estado do Amazonas, 2025) Beloni, Leopoldo Borges; Oliveira, Sebastião Reis de; http://lattes.cnpq.br/1067655877703091; Reis, Joab Grana; http://lattes.cnpq.br/4326050959750580; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745
Braille enabled blind people to have direct access to reading through the use of touch, however,
we perceive its disuse currently in Brazil due to the creation of Screen Readers software,
digitized books, text enlargers used in smartphones and computers, which came to facilitate the
daily lives of people who are blind and have low vision. Considering this panorama, this
research refers to the use of reading access technologies that help the visually impaired in an
educational environment. The general objective was to research on the technologies of access
to reading used by blind and low vision people. As specific objectives, to investigate the
contribution of screen reader software to the reading process of the blind person and to its
inclusion in different spaces; describe the applicability of screen reader software for reading
access for visually impaired and sighted people; Identify which Screen Readers software is
currently used for reading. The methodology of nature was qualitative, because it is a research
about the effectiveness regarding phenomenon, while the field research adopted was the
exploratory with qualitative focus, because it lived with the subjects researched, students and
teachers with visual impairment, allowing the investigator to increase his experience around a
certain problem of approximate type, about a certain fact when the chosen theme is little
explored, because there was coexistence with the subjects researched, students and teachers
with visual impairment. The results of the research prove, the challenges faced by people with
visual impairment to access to technologies of access to reading and in the educational context
are many, from the difficulty of access to didactic materials to the lack of specific adaptations
in schools. However, we found that outside the educational environment the participants of the
research follow the advances being a learning continues as new technologies of access to
reading are emerging.
Keywords: Visual impairment; Technologies; Screen Readersoftwares.
Concepções dos professores sobre práticas pedagógicas com estudantes com déficit de atenção/hiperatividade (TDAH) em uma turma de 5º do ensino fundamental I
(Universidade do Estado do Amazonas, 2025) Souza, Julie Saruby de; Machado, Andrezza Belota Lopes; http://lattes.cnpq.br/1078436779666761; http://lattes.cnpq.br/1995066865031548; Reis, Joab Grana; http://lattes.cnpq.br/4326050959750580; Araújo, Cleusa Suzana de Oliveira; http://lattes.cnpq.br/7489509648411701
This work: Educators' Conceptions of Pedagogical Practices with Students
with Attention-Deficit/Hyperactivity Disorder (ADHD) in a 5th grade elementary school
class, has the general objective of "understanding the learning process of students
with ADHD, reflecting on the contributions of inclusive pedagogical practices based
on active methodologies". And, as specific objectives: 1) To know the historical
evolution of the concept of ADHD and the most common characteristics in the
development and learning process of children with this profile; 2) To investigate
pedagogical practice from the perspective of inclusive education and based on active
methodologies, reflecting on how they can contribute to the learning of children with
ADHD; 3) To identify teachers' conceptions of ADHD and how inclusive practices and
active methodologies can contribute to the learning of students with this
neurodevelopmental disorder. Methodologically, the study took a qualitative
approach, with field research as the technical procedure, enriched by bibliographical
research to provide a scientific basis for the subject being researched. A
semi-structured interview was used as the data collection instrument, through which
we learned about the conceptions of the three teachers who were the subjects of the
research. The results were then presented and analyzed using Bardin's (2011)
content analysis method. After carrying out the research, the results showed that
ADHD is a neurobiological disorder that arises in childhood and causes a series of
behavioral factors that significantly influence the person's life, with the family and
school playing a fundamental role in monitoring and stimulating the child's
performance. In addition, the research made it possible to understand how
pedagogical practices linked to continuing education can contribute to more inclusive
teaching work with students with ADHD, as well as how active methodologies can
add to the constitution and construction of this inclusive bias, with the student playing
a more active role, with diversified practices and, with this, increasing their chances
of success in learning.
Keywords: Attention Deficit/Hyperactivity Disorder (ADHD); Pedagogical Practices;
Inclusive Education; Active Methodologies.
Transições escolares de crianças do ensino fundamental I para o fundamental II: experiências e impactos na aprendizagem dos estudantes
(Universidade do Estado do Amazonas, 2025) Fernandes, Jacira de Moraes; Santos, Márcio Gonçalves dos; http://lattes.cnpq.br/5268445515720062; http://lattes.cnpq.br/3191479213783673; Rotondano, Érica Vidal; http://lattes.cnpq.br/3874466468716941; Souza, Kelly Christiane Silva de; http://lattes.cnpq.br/1196386667892565
This study deepens the understanding of school transitions in Elementary School,
focusing on students' experiences and the impacts of these transitions on learning. Observations
in the Pedagogical Residency Program highlight the importance of pedagogical practices and
emotional support. The qualitative research, carried out mainly in a municipal school in Manaus,
used a methodology based on a socio-historical perspective based on the construction of centers
of meaning and meanings. As collection instruments, we used the writing of letters by students,
which were analyzed taking into account their experiences during the school transition. The
results show that friendship, communication with teachers, family support and adaptation to the
school environment are crucial for a successful transition. Students with greater emotional and
pedagogical support adapt better and have a more positive educational experience. The study
suggests future research with broader and more diverse samples, in addition to other methods,
and highlights the importance of pedagogical practices that integrate students' academic and
emotional development, contributing to a more welcoming and effective educational environment.
Keywords: School Transitions, Learning, Students, Pedagogical
Os deveres da família e da escola na perspectiva da legislação brasileira acerca do direito à educação das crianças
(Universidade do Estado do Amazonas, 2025) Guimarães, Juliana Costa; Silva, Vanderlete Pereira da; http://lattes.cnpq.br/9541529698411066; http://lattes.cnpq.br/6069160351368343; Araujo, Cristina Carvalho de; http://lattes.cnpq.br/7160553382993953; Ischkanian, Simone Helen Drumond; http://lattes.cnpq.br/7754056216556377
The presente work, entitled “The duties of family and the school from the perspective
of brazilian education regarding children’s right to education”, raises the question of
what duties are assigned by brazilian legislation to the family and school to ensure
children’s right to education. The research aims to describe the historical trajectory of
the realization of children’s rights, investigate how the legislation adresses family cares
to ensure the child’s right to education, and examine the roles assigned to families and
schools, as well as the relationship between these two instituitions in brazilian
education law. This is a qualitative, bibliographical research focused on documents
that govern educational practices in the country. The analysis of the gathered
documentes revealed the progress made in protectiong children’s right to education
throughout brazilian history, highlighting the responsbility of families and education
institutions. However, we still face neglect of children’s right to education, indicating
the need to enforce the laws that have been created.
Keywords: Child. Right to education. Family. School.