https://tede.unisantos.br/handle/tede/39 Tue, 28 Apr 2026 03:47:47 GMT 2026-04-28T03:47:47Z https://tede.unisantos.br/handle/tede/8121 Title: Formação docente e transtorno do espectro autista: desafios e possibilidades no cotidiano escolar Abstract: This dissertation, part of the research project "Teacher Training and Autism Spectrum Disorder: Challenges and Possibilities in Daily School Life," conducted for a Master's degree in Education from the Catholic University of Santos, addressed the challenges faced by primary and secondary school teachers when working with the inclusion of students with Autism Spectrum Disorder (ASD). According to data from the 2023 School Census, the number of students enrolled in regular education reached 1.7 million, with the highest concentration in primary education. Of these, 636,202 (35.9%) are students with Autism Spectrum Disorder (ASD). Given this scenario, this qualitative, critical-humanistic research posed the following question: what are the training difficulties faced by primary and secondary school teachers in their work with the inclusion of students with ASD? The overall objective was to identify the training difficulties faced by primary and secondary school teachers in working with these students. The specific objectives were: to analyze the perception of teacher training for working with students with ASD; to identify the main challenges faced by teachers in the daily routine of inclusion; and to propose training material on ASD for teachers in service. The theoretical framework was based on legislation on educational inclusion and authors such as Maria Teresa Eglér Mantoan, Lucelmo Lacerda de Brito, Paulo Freire, Claudio Roberto Baptista, Tiago Castro, and Debora Kecher. Data were collected through semi-structured interviews with 12 teachers from two public schools in Praia Grande – SP, from the initial years of elementary school, selected by the management teams. Thematic content analysis (Bardin's technique) was used for analysis. The results showed that teachers face significant challenges in the inclusion of students with ASD, mainly due to a lack of specific initial and continuing training, the absence of pedagogical resources, and limited institutional support. The development of the Individualized Education Plan (IEP), although recognized for its importance, still occurs in isolation and without the technical support that teachers would like. It was also observed that collaboration between teachers, professionals from Specialized Educational Services (SEN), and therapists is weak, hindering the development of integrated pedagogical practices. Furthermore, the school-family relationship still presents obstacles, especially given the resistance of some parents to accepting the child's diagnosis. On the other hand, teachers demonstrated a growing interest in pedagogical and therapeutic practices, as well as in the articulation between health and education. It is concluded that true school inclusion will only be possible when science, ethics, and critical thinking unite in favor of a truly emancipatory and humanizing education. It is hoped that this research can contribute to reflection on teacher training regarding the inclusion of students with ASD, through the identification of formative difficulties and obstacles that teachers face when working with these students. Type: Dissertação Thu, 12 Feb 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8121 2026-02-12T00:00:00Z https://tede.unisantos.br/handle/tede/8120 Title: Adolescentes com diagnóstico de TDAH e seu desempenho escolar: uma revisão sistemática sobre a aprendizagem de matemática Abstract: In the contemporary educational context, difficulties in learning Mathematics are recurrent in the school environment, mainly arising among students who struggle with domains of cognitive functions, such as Attention Deficit Hyperactivity Disorder (ADHD). The teaching of the subject, often associated with mechanical repetition, creates stigmas over time and can be influenced by students’ lack of interest—especially those with ADHD, who have difficulty maintaining focus. Thus, the present study aimed to evaluate psychological and pedagogical strategies for intervention in Mathematics learning, such as the use of playful activities through games, manipulatives, and technological resources to improve learning for this group. Furthermore, the research sought to investigate and describe pedagogical and psychological approaches that contribute to intervention in Mathematics learning for adolescents with ADHD and, as expected outcomes, promote mitigation of the main symptoms as well as develop mathematical skills through proposals aimed at enhancing concentration. The specific strategies may be highlighted as promising possibilities for stimulating learning in ways that allow students to take interest and participate, while respecting their individuality and pace. To achieve these objectives, a literature review was conducted on the relationship between Mathematics teaching and ADHD, consulting databases and selecting sources in December 2024, such as the Virtual Health Library (BVS), the CAPES Journal Portal, and Science Direct (Elsevier), using the descriptors “Attention Deficit Hyperactivity Disorder,” “Learning,” and “Mathematics” in Portuguese and English, following the Health Sciences Descriptors (DeCS). The analyzed materials indicated that understanding the factors related to ADHD is essential for implementing effective educational strategies, and also emphasized the importance of playful and interactive approaches, which promote learning and allow more adequate interventions in the teaching of Mathematics for students with this disorder. As an applied result of this research, the technological product “Continuing Education Course for Teachers: Strategies for Teaching Mathematics to Students with ADHD” was developed, aiming to provide educators with practical, reflective, and inclusive tools for classroom work. This technological product contributes to broadening teachers’ repertoires and strengthening the construction of more accessible, sensitive, and supportive educational environments that promote meaningful learning in Mathematics. Type: Dissertação Thu, 30 Oct 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8120 2025-10-30T00:00:00Z https://tede.unisantos.br/handle/tede/8119 Title: Desafios envolvidos no acesso ao benefício de prestação continuada por pessoas idosas da Zona Noroeste do município de Santos/SP Abstract: Introduction: The Continuous Benefit Payment (BPC) provides the amount of one minimum wage per month to individuals with disabilities or elderly individuals aged 65 or over who demonstrate that they do not have the means to provide for themselves or have it provided by family members. The benefit application process involves the Social Assistance Reference Center (CRAS), as it is the gateway to the social assistance network in municipalities. Considering that there are difficulties in seeking and understanding the BPC, and that it is a benefit intended for individuals in situations of social vulnerability, this study aimed to identify the main challenges faced by elderly individuals eligible for the BPC in seeking and accessing information about the benefit. It also described the social, cognitive, and emotional factors that influenced their search, to relate these factors to the delay in initiating the application process. Methods: This is exploratory, quantitative, and cross-sectional research, which included an updated documentary survey on the topic and field research. Twenty-five elderly individuals eligible for BPC from the CRAS (National Health Assistance Program) located in the Northwest Zone of the municipality of Santos, São Paulo, participated in the study. Participants were divided into two groups: 1) those who sought the benefit within three months (TERM Group, n=13) and 2) those who took more than three months (LATE Group, n=12). Data collection was carried out through the application of the following questionnaires: i) Social Support Scale; ii) Sociodemographic Questionnaire; iii) Addenbrooke's Cognitive Examination – Revised Version; iv) Pennsylvania State Worry Questionnaire; v) Brunel Mood Scale; vi) Ruminative Response Scale; vii) Health Status Questionnaire. These instruments aimed to identify emotional, social, cognitive, and information access factors and their relationship with difficulties in seeking BPC. Results: The sample had a mean age of 65 years, a low education level, and overall cognitive performance below the cutoff point, with greater preservation in language and lower performance in memory tasks. The majority (82%) reported difficulties in accessing the benefit, mainly related to information and bureaucracy. The LATE Group was older than the TERM Group (67 [66–71] vs. 65 [65–65]; P=0.01). In the Affective domain of Social Support, the LATE Group had a lower score when compared to the TERM Group (9 [4–12] vs. 12 [12–12]; P=0.05). Regarding mood, the LATE Group had lower levels of fatigue, anger, and tension. High levels of worry and rumination were also observed in the sample. Conclusion: The evidence observed in the present study suggests that older age, emotional variables, and social support influence the time to seek the benefit, highlighting the need for strategies that facilitate the elderly's access to the BPC. However, further studies are needed in different regions and CRAS units to broaden the understanding of the factors associated with access to BPC, both in the municipality of Santos/SP and in other sociocultural contexts. Type: Dissertação Tue, 21 Oct 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8119 2025-10-21T00:00:00Z https://tede.unisantos.br/handle/tede/8118 Title: Escrevendo com as fadas, sacis e lobos : um estudo sobre os contos folclóricos no letramento e no processo da alfabetização da criança Abstract: This research was based on contributions reflecting on the importance of folktales in literacy during the early years of basic education. The study addressed child development during literacy and early childhood literacy, prioritizing folklore, with a focus on valuing Brazilian cultural heritage. The central objective was to identify and analyze whether folktales promote, in the literacy process, the construction of writing and textual comprehension of the narrated content in children. The methodology was qualitative and sought to study the impact of folktales on literacy. The design was action research, developing through interaction between the social actors involved, where there was a planned intervention during the investigative process. The sample consisted of 22 students, boys and girls, enrolled in a public school, attending the 1st year of Elementary School, aged 6 years and older. The data collection procedure was carried out through activities applied in three stages: the first activity involved narration of the story followed by oral retelling, dramatization, and rewriting; the second involved pedagogical activities including a didactic and interdisciplinary sequence; and the third involved playful activities including shadow puppetry, a puppet workshop, and a memory game. The stages occurred sequentially and lasted approximately one week for each story, with the first stage taking place on the first working day of the week; the second stage on the second and third days; and the third stage on the fourth day following. Data collection instruments included observation of the children's interactions, participation, and engagement during the activities, recorded in a field notebook, as well as the collection of participants' productions, written records, or drawings. The final analysis focused on 7 participants, selected according to the defined methodological criteria. A qualitative analysis of the children's productions was performed, examining their understanding of the story, their interpretation, and their oral and written expression skills. The results reveal that the use of various genres of folk tales in the literacy process of children in the early years promotes textual comprehension and the construction of writing. The technical and technological product is an e-book structured in folk tales and didactic sequences, intended to support educators in promoting literacy, reading comprehension, and cultural appreciation in the first year of public elementary education. Type: Dissertação Thu, 23 Oct 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8118 2025-10-23T00:00:00Z