Companion Proceedings of the Education Seminar (SemiEdu)
Digital Literature of Mato Grosso – Analyzing the JuMtos Magazine
This paper does not include an abstract.
The Use of Technologies in Early Childhood Education
State of Knowledge on the Productions of the LêTece Research Group (2009–2024)
The remediation of digital platforms in literature: changes in literary reading confronted with new interfaces
The Remediation of Machado de Assis' Narratives on Wattpad and the Reading Process in the Comments
Disinformation and the Perceptions of Students from Emeb Celina Fialho Bezerra Regarding School Attacks in Brazil
Poetry and Photography: An Analysis of the Instagram Profile @yuddeus in the Digital Literature Collection of Mato Grosso
Teacher Training for Indigenous Education: Challenges, Practices, and Perspectives for an Intercultural and Inclusive Education in the Context of Geography Teaching at Korogedo Paru Indigenous State School, Córrego Grande Village in Santo Antônio de Leverger
Cultural Literacy in Indigenous Communities: A Transformative Perspective
The Inclusion of Deaf Students: The Use of Sign Language and Its Challenges in High School
Challenges and Perspectives in Higher Education: The Academic Journey of Deaf Students
Autonomy vs. Dependency: An Investigation into Accessibility at the Federal University of Mato Grosso
Pedagogical Mediation and Inclusive Education: A Case Study
Implementation of an ecopoint in a state school in Mato Grosso as an environmental education tool
Interdisciplinarity in Chemistry Teaching: Knowledge Areas That Can Be Related to Chemistry from the Perspective of Graduates of the Pedagogical Residency Program
Exploring Bodies, Gender, and Sexualities in Basic Education
Foi desenvolvida uma oficina com pessoas da comunidade LGBTQIAPN+, de diferentes identidades de gênero e orientações sexuais, na cidade de Cuiabá. A oficina tinha o objetivo de facilitar o diálogo sobre as experiências e memórias dos participantes relacionadas às aulas de biologia na Educação Básica, contribuindo para fortalecer suas vozes e identidades. A partir disso, o pôster tem a intenção de demonstrar os resultados, metodologias e as discussões produzidas em decorrência deste projeto.
Chemical and Mystical Aspects of the Mandrake in the Relationship Between Cinema and the History of Science
Approach to Mathematical Literacy: Integration with Reading and Writing
A Perspective on Research: The Ethnomathematical Approach to Concepts and Structures of Mathematics in the Handcrafting of the Viola de Cocho
Analysis of the Workbook from the Structured Teaching System of Mato Grosso from the Perspective of the Importance of Financial Mathematics in Developing Critical Thinking
Teacher Conceptions and Practices in Financial Mathematics Education in Basic Education
The Use of Gamification in Mathematics Education in Baixada Cuiabana
Inclusive Education and the Use of Sign Language in Early Childhood Education: Challenges Faced by Deaf Students
Children's Drawings and the Literacy Process
Environmental Education in Early Childhood Education
The Challenge of Collaborative Work in Planning the Individualized Educational Plan
Didactic Material and Methodologies Provided by Alfabetiza MT: Analysis of the Text Production Axis for the 2nd Year of Elementary School
The Meaning of Formative Itineraries in the Language Area in the State of Mato Grosso
Life and Formation with Literary Practices in Early Childhood Education: Currere as a Constitutive Teaching Element
Teaching Through Research: Scientific Initiation in Integrated High School in the Context of Federal Institutes
The Effects of the Curriculum Policy of the Mais Inglês MT Program on High School Students' Learning
Kerzi Samary de Olinda Custodio Hartmann
Chess and Podcasts as a Didactic-Pedagogical Tool: Experience Report
The Importance of Chess in Sports Practice at Professora Arlete Maria da Silva State School
Afro-Libras Curriculum: Initial Training for Translators and Interpreters
This is Me! Identity in Early Childhood Education
Azimuthal Projection Workshop with Plastic Bottles: A Possibility for Teaching Cartography
The University Curriculum: Perceptions of Indigenous Graduates
Continuous Training for Literacy Teachers Under the Alfabetiza-MT Program
Formative Policies as an Emancipatory and Constructive Conception of Teacher Professionalism
Débora Aparecida Blanco Gonsales Rodrigues
Undergraduate Pedagogy Program: Supervised Internship Conducted Remotely at DEAD/UNEMAT, Diamantino/MT Campus
Teaching and Learning Process of Invertebrate Zoology: An Integrative Review
Digital Memories: Preserving the Historical Archive of Theses and Dissertations of the History of Education and Memory Research Group
The Health of the Black Population and Ethnic-Racial Relations in Academic Training
The (In)Visibility of Black Children in Special Education Curriculum Policy: What the Text and Policy Context Tell Us
Teaching Experiences: Narratives on Challenges and Advances in Inclusive Public School Education in Mato Grosso
Reflections on Play in Different Social Contexts: The Manifestation of These Cultures in the School Space
The sense of Touch and free play in building social relationships
Comics as a Mechanism for Developing Reading and Writing Skills: An Internship Report
(Re)Signification of Indigenous Games in the School Context: Pedagogical Experiences
Abayomi on Stage: Afro-Brazilian Storytelling Workshop
The Big Turnip and Three Mediations Using Reading Strategies and Paratexts
Exploring Sounds with Children Using Unconventional Materials
Poetry, Homology of Processes, and Interdisciplinary Teaching in School Practices
Connections with Africa: The Transformative Power of African Games with Third-Grade Elementary Students
High Jump Experiences in Limited Spaces with Second-Grade Elementary Students
Picture books as a possibility for inclusion and self-esteem development
Fourth-Grade Elementary Students’ Views on Gender Inequality in Society, School, and Sports
Formative Workshops with "Teacher-Wings": Fairy Tales Retold with a Bahian Accent
The Experience of Being a Child: A Possibility for Training in Preschool Education
The Potential of Origami Flights for Reading and Writing in Early Childhood Education: Exploring the 24 Forces and Skills in the Context of Early Education
Foot Table: A New Arena for Learning and Leadership in School Physical Education
Promoting Art and Culture in the School Environment: Literary and Cultural Soirée at E.E. Onze de Março, Cáceres – MT
Pedagogical Experiences in PIBID: Integrating Teaching and Practice at IFRO
Pedagogical Notebook “Advertising and Citizenship: Reading the World Critically, Creatively, and Responsibly” as a Tool for Advertising Literacy
Using Padlet as a Tool in Educational Technology Classes in the Pedagogy Program: An Experience Report
Podpensar Podcast: A Tool for University Extension and Knowledge Mediation at UNEMAT – Juara
Technologies in Teacher Training within the Maker Education Context
Digital Technologies in Mathematics Teaching: Impacts on High School Education
Life Project and Digital Culture: Unveiling (Non)Existent Horizons
Voices of Poconé: A School Podcast as a Tool for Inclusion and Expression for High School Students
Persistence and Female Empowerment in the Technology Field
“Female Voices” Collective: Perceptions of Students at IFRO, Ji-Paraná Campus
Inclusive Education: A Teacher's Reflections
Experience Report: The Diversified Part of the Quilombola School Curriculum
Este trabalho tem o objetivo de apresentar as experiências vivenciadas na sala anexa da comunidade Ninho das Águias que pertence a Escola Estadual Quilombola Tereza Conceição de Arruda. O currículo da escola contempla as disciplinas da parte diversificada, Ciências e Saberes Quilombolas. O presente relato visa demonstrar como a parte diversificada foi desenvolvida na sala e em especial o componente curricular Pratica em Tecnologia Social com os alunos da Educação de Jovens e Adultos. Focaliza-se o trabalho nas propostas pedagógicas apresentadas na Base Nacional Comum Curricular e o Caderno de Orientações Pedagógicas da Educação Escolar Quilombola.
Experiences Participating in Scientific Exhibitions and National Science Olympiads of Traditional, Quilombola, and Indigenous Peoples in/from the State of Mato Grosso
Reflections on Teachers in Basic Education in Postgraduate Studies: A Turning Point
Challenges and Solutions in School Transportation for Riverside Students: An Experience on Piraim Island
The Sirir Dance in the Abolition Community
O Siriri uma dança que representa uma manifestação cultural do estado de Mato Grosso, esta dança faz parte do folclore e da identidade do povo Mato-grossense e com a nova modalidade de ensino criada a partir da resolução número 8 de 20 novembro de 2012 define as diretrizes curriculares nacionais para a educação escolar quilombola, nos permite a adentrar no estudo da cultura do povo Quilombola. Este artigo propõe aprofundar se é exemplificar essa cultura na escola estadual quilombola Maria de Arruda Muller buscando dar visibilidade ao trabalho desenvolvido e ao resgate da cultura desenvolvido nesta unidade de ensino.
Mato Grosso Culture in Physical Education Classes: A Pedagogical Experience in UNEMAT’s PIBID Program in Diamantino-MT with Cerrado Fruits
Research in Basic Education and Gastronomy of the São Matheus Community - Várzea Grande/MT
Project-Based Learning: A Formative Experience with Iny, Apyãwa, and Mebêngôkre Peoples
The Linguistic Landscape of Mato Grosso: A Portrait of a School Community’s Perception in Várzea Grande
Memories and Experiences: A Report on Teacher Internship in Intercultural Licensure
Universal Design for Learning: A Pathway to Equitable Education
“Immersion in Specific Needs”: A Report on an Activity to Raise Awareness about Disability Inclusion
Promover de fato a inclusão do aluno com deficiência ainda é um desafio no ambiente escolar. Este desafio se dá para os professores, gestores e alunos. Para que possamos promover mudança no âmbito da inclusão, é necessário conhecer as deficiências e os desafios enfrentados pelos alunos que á possuem. O objetivo deste relato foi compartilhar a percepção sobre o desenvolvimento de uma atividade prática nomeada como “Imersão: nas necessidades específicas”, socializando as atividades propostas e a reação dos participantes frente a esta atividade. Esta atividade foi desenvolvida durante a 2º Semana de inclusão que ocorreu no IFRO no Campus de Colorado. Para a realização das da prática, dividimos a atividade em três estações e cada participante passou por todas as estações. Cada estação possuía atividades que proporcionou a imersão em alguma das na necessidade específica. Estação 1- Cegueira, Estação 2- Surdez e Estação 3- Mobilidade. Tivemos um total de 23 participantes, dentre eles alunos do ensino médio integrado ao técnico, alunos de graduação e servidores. Durante a realização desta atividade os participantes puderam perceber o quão desafiador é o dia a dia de pessoas com deficiência. Atividades simples como buscar uma água, ou transmitir uma informação, pode ser muito mais complexa para pessoas com deficiência. A sensibilização dos participantes perante as dificuldades enfrentadas pela pessoa com deficiência pode facilitar a configuração do ambiente escolar. Um ambiente escolar positivo proporciona um clima de respeito, confiança e apoio mútuo entre todos envolvidos.
Through the Community's Eyes: Female Reflections and Narratives
Integrating the Academic Community Through Brazilian Sign Language (Libras)
Roots of Emotions, Branches of Hope: The Tree of Dreams in Perspective
Promoting Respect for Diversity and School Interaction Among Children with Disabilities Through Socio-Emotional Skills
Climate Collapse and Extreme Weather Events: Weaving Considerations
Artistic Environmental Experiences in Early Childhood Education
Discovering the Geometric Universe: Diverse Strategies in Geometry Teaching in Early Grades
Gamification: A Fun Approach to Learning Mathematics Through the Matific Platform
Sharing Mathematics Teaching Experiences in Continuing Education Spaces in Várzea Grande-MT’s School Network
Potential of the Matific Gamification Platform in Teacher Training for Mathematics
Fun Mathematics in Supervised Internship Through Alumni Perspectives: An Experience Report
Pedagogical Training: The Golden Material for Teaching and Learning Development in Mathematics
Creative and Hands-On Mathematics Experiences
The Impacts of Continuing Education in Mathematics
Exploring Solid Volume: A Practical Experience in the Mathematics Laboratory
Continuing Education as a Tool for Reflecting on Mathematics Teaching Practices
Games as Pedagogical Tools: Reflections on Teaching Practice in Mathematics
Wordall: Educational Platform for Teaching and Learning Mathematics
Exploring Magnetism in Early Childhood Education
“What Could It Be?” Sensory Stimulation Activities for the Development of Blind Children
Encouraging Children’s Text Production: An Experience Report
Project Painting Play: Focusing on Childhood Protagonism
From Traditional Journey to Full-Time Schooling: Transformations in School Dynamics
A realização de aulas de campo viabiliza abordagens metodológicas que permitem a compreensão de diferentes conceitos cotidianos aos estudantes. O relato de experiência apresenta uma discussão da inserção do Ensino Integral na Escola Quilombola Maria de Arruda Muller em 2024, localizada no município de Santo Antônio do Leverger-MT, destacando a implementação da Parte Diversificada do currículo do modelo da Escola da Escolha e a Parte Diversificada do currículo das escolas de campo quilombolas. O objetivo desse relato de experiência é investigar como a introdução da parte diversificada do currículo pode contribuir para o desenvolvimento integral dos estudantes, bem como a valorização da cultura local e o protagonismo juvenil.
Making Sense of Reading: Between Texts and Interpretations
Developing the IEP with Playful Strategies in the Multifunctional Resource Room
Este relato busca refletir sobre a elaboração do Plano Educacional Individualizado com a inclusão de estratégias lúdicas na Sala de Recurso Multifuncional de duas escolas públicas (Municipal e Estadual). Dessa forma, é pautado em experiências práticas que busca colaborar com a problematização de que uma escola inclusiva não é aquela que apenas coloca o aluno com necessidades educacionais especiais em sala regular, mas que, para além da sala de aula, busque estratégias que promovam o acesso destes ao currículo do ensino regular. Para o aporte teórico utilizamos estudos de UJIIE (2012), KISHIMOTO (2006), LUCKESI (2005), FELTRIN, OLIVEIRA (2021). Os resultados obtidos demonstraram que as atividades lúdicas, quando dirigidas, objetivadas e mediadas, são capazes de instigar a vontade de aprender. Segundo relatos de professores da sala regular de ensino, após o trabalho desenvolvido foi possível perceber que o rendimento escolar destes, alcançou avanços significativos: tornaram-se mais participativos, motivados e tiveram maior frequência.
Teaching Portuguese Language in Early Grades: An Experience with Language Practice and Linguistic Analysis
Language in use in Portuguese classes: dialogues with Functional Linguistics
Pré-Enem Digit@l MT: Enhancing Teaching for Learning Recovery
Várzea Grande-MT Heads to the United States: A Creative Expedition and the Origins of the Passion Project
Challenges of Teaching the “Life Project” Subject in a School in Cuiabá – MT
The Challenge of "Lunch Hour" in Full-Time Schools in Cuiabá: Analysis and Proposals to Improve Student Retention
O modelo de educação em tempo integral visa garantir uma formação mais ampla e diversificada para os alunos, oferecendo atividades complementares e oportunidades de desenvolvimento integral. No entanto, sua implementação em escolas públicas tem enfrentado desafios relacionados à falta de infraestrutura, pessoal qualificado e, principalmente, à ausência de cobertura educacional no horário de almoço, conhecido como "vazio do almoço". Este artigo analisa a problemática do "vazio do almoço" nas escolas de tempo integral de Cuiabá, utilizando exemplos de unidades urbanas e campesinas, e propõe soluções baseadas em experiências bem-sucedidas, como a Escola Municipal Francisca Figueiredo Martins, além de outras iniciativas que envolveram a reorganização curricular e o engajamento da comunidade escolar.
Mental Health and Education: Reflections on Yellow September
Challenges and Strategies for Promoting Engagement and Discipline in Elementary Education: An Experience Report
Teacher Training and the Use of Narrative Methodology
A Perspective on Continuing Education in the Learning Recovery Process – APA
Reflections on French Teacher Training from the Experience of FLE Teaching Internships
From Idea to Practice: Process Homology in the Training of Teachers in Várzea Grande’s Municipal Network
Teacher Training from a Maker Perspective
Continuing education for inclusion support professionals in Várzea Grande, MT: a reflective experience
Developing Skills: A Report on Socio-Emotional Training in Education at DRE Pontes e Lacerda-MT
What’s “New” in Public Schools in Mato Grosso? Experience Report on English Language Supervised Internship I
Enhancing Teacher Continuing Education in Mato Grosso’s Educational Context
Pedagogy and Didactics: Elements for Reflection
Structured Education System: Contemporary Reading Practices in Basic Education from the Intellectual Legacy of Natalino Ferreira Mendes
Play as Social Community Work with Children
The Importance of Collectivity and Participation in the Garden Group
Maria Beatriz Martins Pacífico de Oliveira
Playing and Living in Community: Warao Children
Adapting Language in Addressing Violence Against Women with Children and Youth Audiences
Rural Schools: A Territory of Unheard Voices
A Educação do Campo inclui e celebra a terra, é um contraponto que causa movimento na ação humana. Essa pesquisa apoia-se nos conceitos da pesquisa qualitativa na perspectiva histórico-dialética. Essa pesquisa nasceu da pesquisa de campo na Sala Anexa da Escola Estadual Professor João Florentino Silva Neto no Distrito de Nova Cáceres-MT, tendo por objetivo apreender a importância do território na identidade dos sujeitos da escola do campo. O território em foco é o camponês, onde se constroem existências e memórias. Quando essa educação considera a identidade do povo do campo existe a valorização da cultura e, assim existe o respeito a sua identidade.
Challenges and meanings of individual trajectories in university student retention in Mozambique
Education and Black Awareness: The Role of Schools in Dismantling Racism
Paths of Education: The Ancestral Strength of Women and African Mathematics
Social Education, Experience, and Literacy for Youth and Adults in Non-School Spaces
Jeane Cristina da Silva Oliveira de Souza
Redimensioning: Experience of an Assistant Pedagogue in Coordination
Este relato narra a experiência de uma professora pedagoga auxiliar de coordenação em uma escola pública estadual de Mato Grosso, no contexto do redimensionamento educacional ocorrido em 2023. A autora destaca os desafios impostos pela nova função, como a sobrecarga de tarefas e a adaptação a novas responsabilidades. A principal atribuição envolve auxiliar o coordenador pedagógico no planejamento e acompanhamento de atividades escolares. Apesar das dificuldades, como a falta de professores e a gestão de demandas administrativas, o relato demonstra que a experiência proporcionou um significativo crescimento profissional e impacto positivo na comunidade escolar.
Initial Teacher Training: A Didactic Experience in Chemistry and Mathematics/UFMT