http://www.bdtd.uerj.br/handle/1/3607 2026-09-15T21:05:06Z 2026-09-15T21:05:06Z Silva, Yeda Cristina Ferreira Vasconcellos da http://www.bdtd.uerj.br/handle/1/25316 2026-02-23T17:16:28Z 2025-08-21T00:00:00Z

Título: Orientação espacial de alunos do ensino fundamental com baixo rendimento escolar Autor: Silva, Yeda Cristina Ferreira Vasconcellos da Primeiro orientador: Vianna, Jose Antonio Abstract: This study aimed to analyze the Chronological Age (CA) and Motor Age (MA) in the rightleft Spatial Orientation (SO) of Elementary School students from a public school located in the northern part of the city of Rio de Janeiro. The study included 107 5th grade elementary school students, 66 girls and 41 boys, where it was possible to observe an average CAof 10.3years, which is compatible with the expected school age. Participants were divided into two groups with subjects without any diagnosis of pathology that could compromise school learning: Group 1 (G1) - students in a situation of recomposition and reinforcement, whowerethe subjects classified for having obtained the proficiency level Below Basic and Basic in the Rio 2024 Test; Group 2 (G2) - subjects with normal school performance, classified for having obtained the Adequate and Advanced proficiency level in the Rio 2024 Test. As a data collection instrument, the Piaget-Head spatial orientation test adapted from Granjon was used,in which the individual is subjected to the execution of several tasks that are specific toe a chage group evaluated. The data showed that the overall average MA in right-left SO of the participants was 6.5 years, lower than the average of the CA, indicating a mismatch between the CA and the average motor performance of the group in the SO. Regarding the analysis by group, G1 had an average CA of 10.3 years, but an average MA in the right-left SOof5.6years, below the average CA, which indicates that the majority of individuals in G1havetheirSO compromised. G2 had a mean CA of 10.2 years and a mean MA of 7.5 years. The results suggest more advanced motor performance in the left anterior segment of G2 compared to G1.However, both groups had a lower mean MA than the CA. Regarding the analysis bysex, theaverage CA between boys and girls was close, however, boys presented a higher motor performance in the SO on average, compared to girls. The research contributes to the debateon interdisciplinary practices in education, especially by highlighting the role of motor experiences in the literacy process. Work focused on developing SOskills should not belimited to the Physical Education teacher, but rather to all teachers in the school. As an educational product, a video lesson explaining the application of the Piaget-Head Spatial Orientation Test adapted from Granjon was produced. This product is available on YouTube through the link: https://www.youtube.com/watch?v=1UfqMxRAfXk Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-08-21T00:00:00Z Gomes, Stefany Santana Terra Ribeiro http://www.bdtd.uerj.br/handle/1/25315 2026-02-23T17:15:35Z 2025-08-22T00:00:00Z

Título: Praxiologia motriz: análises das expressões das emoções dos participantes em jogos tradicionais, afro-brasileiros e indígenas. Autor: Gomes, Stefany Santana Terra Ribeiro Primeiro orientador: Vianna, Jose Antonio Abstract: Physical Education, a mandatory component of basic education, has prioritized sports, relegating other physical activities to the background. Traditional, Afro-Brazilian, and Indigenous games offer an alternative way to enrich classes, valuingculture, identity, and socio-emotional development. Using Motor Praxiology, this research analyzes the human relationships and emotions aroused by these activities,highlighting their relevance for comprehensive education. Although legislation provides for their inclusion in the curriculum, the lack of continuing education and teaching materials remains a challenge for teachers. The objective of this research was to identify the effects of teaching sequences of traditional, Afro-Brazilian, and Indigenous games on the emotions of 8th and 9th grade students. This is a quasi-experimental study conducted at a school in the west zone of Rio de Janeiro, with the participation of 23 students between the ages of 13 and 15. Participants experienced three sessions, each dedicated to a different set of games, and at theend, they completed the Games Emotion Scale II questionnaire, recording the emotions perceived during the activities. The research results showed that the positive emotion of joy predominated in all sessions, while negative emotions were less intense in the selected activities. The analysis concluded that the games used, when well-planned and consciously implemented, can awaken positive emotions instudents, contributing to a more welcoming, affectionate, and supportive school environment. Systematized teaching sequences were developed as educational tools, providing support for pedagogical planning for Physical Education in schools. The researchs ought to contribute to students' self-awareness in managing their emotions and to teaching practice by expanding the possibilities for addressing cultural and socio-emotional issues in class. In the academic sphere, the study is expected to strengthen discussions on the ethnic-racial dimension of the movement. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-08-22T00:00:00Z Botelho, Emili Amaral Nunes http://www.bdtd.uerj.br/handle/1/25314 2026-04-14T16:30:27Z 2025-05-28T00:00:00Z

Título: A inserção da Física no 8º ano do Ensino Fundamental por meio de atividades práticas e simuladores PhET e Vascak: formação continuada para professores de Ciências Autor: Botelho, Emili Amaral Nunes Primeiro orientador: Porto, Maria Beatriz Dias da Silva Maia Abstract: According to the Brazilian National Common Curricular Base (BNCC), Physics concepts are included in the specific skills outlined for Natural Sciences from Year 6 of primary education. However, many schools and students only begin to recognise Physics as a distinct subject from Year 9 or during secondary education. By the time they reach this stage, students often carry misconceptions about the subject, perceiving it as inaccessible, overly abstract, or limited to the application of mathematical formulas. Aiming to demystify these ideas and make Physics teaching more engaging and meaningful, this research proposes the integration of practical activities and the use of digital simulators — such as PhET and Vascak — in Year 8 classes, with a focus on the thematic unit “Matter and Energy”. The topics covered include electricity, electromagnetism, electric circuits, conscious energy consumption, and sources of electrical generation, as outlined by the BNCC for this stage. The research is grounded in the principles of Scientific Literacy, Meaningful Learning, and the use of active methodologies supported by digital technologies in Science education. The methodological approach adopted is Action Research, as the study was based on the researcher’s own teaching practice and involved the active participation of students from her classes, and, at a later stage, also of teachers. The research was therefore carried out with Year 8 classes in a private school, where didactic sequences involving practical activities and simulators were developed and tested. These were compiled in the activity booklet titled “Eletrizando!” (“Electrifying!”). The "Electrifying" was therefore applied and evaluated by the students. The result of the evaluation was generally positive, with the students highlighting the innovative methodology. Based on this experience, the e-book "PROFESSORS WHO ELECTRIZE!" was created, a pedagogical manual aimed at Science teachers in the final years of Elementary School, containing theoretical foundations and suggestions for activities. As a result of the research, a continuing education course was also proposed for Science Teachers working in the second segment of Elementary School, to whom the Manual was presented and applied. The course and the manual, educational products resulting from the research, were evaluated and validated by the teachers who attended the course, who highlighted positive aspects of the material, valued the use of simulators and made suggestions. The research and educational products seek to offer concrete pedagogical support to teachers working in the second segment of Elementary School, promoting more interactive practices, breaking with stigmas associated with Physics and favoring the Scientific Literacy of students. It is hoped, therefore, to contribute to a more fluid transition to High School, encouraging student protagonism and the formation of critical, competent and socially conscious individuals. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-05-28T00:00:00Z Monteiro, Débora Esther Kommers Barrientos http://www.bdtd.uerj.br/handle/1/25313 2026-03-03T16:22:25Z 2025-11-28T00:00:00Z

Título: Banco de dados de materiais didáticos de ensino de línguas: perspectivas para a democratização do acesso e inovação Autor: Monteiro, Débora Esther Kommers Barrientos Primeiro orientador: Oliveira, Esequiel Rodrigues Abstract: The research aims to create a free database of teaching proposals and didactic materials for language teaching in Brazil. In this sense, it also aims to stimulate questions and provoke debates on the subject, contributing to the democratization of access to learning modern foreign linguagens (LEFFA, 2016). This work is motivated by profound personal, professional, and. academic reflections on the influences on learning and human development exerted by linguagens and cultures that blend in everyday social interactions. We know that linguistic and. cultural heritage carries within it the great potential to change paradigms in society and toenable effective changes, both social and economic, through ideas, discussions, proposals, and public policies that are possible and achievable when in concrete partnerships with different segments of society (FREIRE, 2019). The methodology, based on the concept of action research (MARLI et al, 2021) with a quantitative-qualitative approach (SOUZA and KERBAUY, 2017), is justified byaction with and in everyday life (FERRAÇO, 2007). This "everyday life," whose social inequality is explicit, is the inspiration for this work. The research is methodologically supported by the concepts of: meaningful learning (AUSUBEL, 2000), cyberculture (LÉVY, 1999), foreign language teaching and learning(LEFFA, 2016), and popular education (FREIRE, 2019). The results confirmed the existence of a demand for databases for language teaching in Brazil and enabledthe development of a prototype database on the Moodle platform and the creation of a protocol for developing databases of teaching materials for language teaching. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-11-28T00:00:00Z