https://tede.unisantos.br/handle/tede/7327 Sun, 19 Apr 2026 12:11:32 GMT 2026-04-19T12:11:32Z https://tede.unisantos.br/handle/tede/8099 Title: Hábitos de leitura de estudantes de graduação em um Instituto Federal de Cubatão-SP Abstract: This master's dissertation aimed to investigate reading and related habits in a more general context. The research focused on retrospective life stages and the influence that contact, or lack thereof, with books had on undergraduates. It was administered to a specific group of undergraduate students at the Instituto Federal de São Paulo-Cubatão Campus. The overall objective of the research was to understand the reading habits of undergraduate students. The level of interaction between these students and reading and literature was investigated through analysis of bibliographic and documentary material, as well as an online questionnaire. Therefore, it comprised quantitative, documentary, and cross-sectional research. The research consisted of three stages, which were developed using the following methodological procedures: First stage: bibliographic and descriptive research of the knowledge generated on the topic of reading, including books, the Capes Journals Portal, SciELO, and BDTD. The second stage involved documentary research of primary source reports taken from the Pergamum Library System used by the library. The third stage involved administering a closed-ended questionnaire on Google Forms aimed at the research's target audience. Regarding the research results, we can affirm that the research objectives were partially achieved, requiring further specific research, although, in general, the undergraduates identified themselves within the retrospective contexts and interactivity with literature today. Therefore, we conclude that the earlier children have contact with books, the greater their reading ability will be by the time they graduate. Type: Dissertação Wed, 25 Jun 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8099 2025-06-25T00:00:00Z https://tede.unisantos.br/handle/tede/8093 Title: Associação entre exposição ao material particulado inalável, qualidade do sono e desempenho cognitivo em adultos Abstract: Introduction: During human development, changes related to sleep patterns and architecture fundamentally affect the expansion and improvement of cognitive and behavioral processes, with cortical maturation as a backdrop. Interestingly, studies indicate a relationship between air pollution and sleep quality when individuals are exposed to high concentrations of air pollutants. Among pollutants, airborne nanoparticles can reach the cortical regions, basal ganglia, and cerebellum through the olfactory nerve after inhalation. Thus, chronic exposure to high concentrations of pollutants can trigger inflammatory processes and alter the levels of neurotransmitters that regulate sleep cycles, which can consequently impair sleep quality, leading to a potential impact on cognition. Objectives: This study sought to analyze the relationship between chronic exposure to inhalable particulate matter and cognitive performance among adults, to the detriment of sleep quality. Methods: Fifty-six volunteers of both sexes, aged between 18 and 35 years, living in Baixada Santista, participated in the study. Exposure to MP₁₀ was estimated based on the average daily levels recorded in the 14 days preceding the neuropsychological evaluation, according to data from CETESB. In addition to self-report inventories, sleep patterns were measured by home polysomnography with a portable sensor (Biologix®). To assess cognitive and affective functions, standardized neuropsychological instruments were used for general intelligence (Wechsler Abbreviated Intelligence Scale), verbal episodic memory (Rey Auditory-Verbal Learning Test), visual episodic memory (Rey Complex Figures), cognitive flexibility (Wisconsin Card Sorting Test), self-reported executive functions (Barkley Executive Dysfunction Rating Scale), depressive symptoms (Beck Depression Inventory) and impulsivity (Barratt Impulsivity Scale). Results: The mean exposure to MP₁₀ was 33±1μg/m³, indicating high chronic exposure. Regarding sleep, the mean sleep efficiency was 82±1%, peripheral oxygen saturation was 9±1% and desaturation index was 2.9±1.9 events/hour. Regarding cognitive performance, participants presented scores within normal limits in the main domains evaluated, such as general intelligence (108±1), verbal episodic memory (68±3), visual episodic memory (0.3±0.1), and cognitive flexibility, represented by the number of perseverative errors (10±1). Regarding self-reported executive functions, the factors of organization and problem-solving (47±2), emotional regulation (26±1), and time management (42±2) stand out. Finally, regarding affective and behavioral aspects, participants presented mild levels of depressive symptoms (11±8) and controlled global impulsivity (66±1). We observed a significant inverse correlation between chronic exposure to MP₁₀ and the forgetting speed index (ρ= -0.30; P= 0.02), as well as a trend towards a positive correlation with inattentional impulsivity (ρ= 0.23; P= 0.10). The other variables did not show significant associations, including peripheral oxygen saturation and cognitive domains. Conclusion: The data suggest that chronic exposure to MP₁₀ may selectively affect the consolidation of verbal episodic memory and attentional aspects, highlighting the importance of investigating the neurocognitive effects of air pollution in adult populations. Type: Dissertação Wed, 06 Aug 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8093 2025-08-06T00:00:00Z https://tede.unisantos.br/handle/tede/8092 Title: Jogos de regra como desenvolvimento do raciocínio lógico na aprendizagem de matemática Abstract: The research aimed to verify how rule games develop logical reasoning in mathematical content related to first-degree equations of adolescents in the 7th grade of Elementary School. To survey and identify the rule games that promote the development of logical reasoning in the understanding of the unknown X in the First-degree Equation and to analyze the development of inductive and deductive logical reasoning of the participants through the application of activities in the didactic sequence. The methodology adopted was exploratory, with an action research design. Thirty-one students from a private school in Baixada Santista participated in the study, of which six (06) were selected by lottery for analysis of the results. The research included eight (08) playful workshops that incorporated rule games and twelve (12) didactic sequence classes focused on first-degree equations. The eight (08) workshops and four (04) activities of the didactic sequence were analyzed. The results demonstrated improvements in the participants' deductive logical reasoning skills, reflecting an improvement in their understanding of the unknown "X" in the equations. The in-depth discussions showed that all 31 participants who completed the research stages used inductive reasoning, based on concrete observations to solve problems. However, throughout the didactic sequence and the workshops, they began to transition to deductive reasoning, applying general rules and principles. This change was evident in the interactions during the games, where the participants evaluated clues, formulated strategies and made informed decisions, consolidating their logical reasoning skills and promoting effective and collaborative learning. Among the six (06) participants analyzed in depth, there was a significant evolution in logical reasoning skills. Participant A1 achieved an advanced level in deductive logical reasoning, while A3 and A5 showed remarkable progress in their problem-solving skills and application of strategies, advancing effectively in deductive logical reasoning, A4 demonstrated consistent logical reasoning by learning to eliminate options during games, A6 managed to advance and apply deductive logical reasoning in the final workshops, and A2 demonstrated impressive growth in inductive logical reasoning. The research demonstrated the importance of methodologies that encourage the active construction of knowledge, aligning with the role of rule games in education. The continuity of this approach in schools can further stimulate mathematical learning and the integral development of participants. As a technical product, an E-book entitled “Ludic Mathematics: Developing logical reasoning through rule games and the study of first-degree equations” was developed. This material compiles the experiences and practices of the workshops, offering a valuable resource for educators. Type: Dissertação Tue, 13 May 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8092 2025-05-13T00:00:00Z https://tede.unisantos.br/handle/tede/8091 Title: Desvendando contextos de aprendizagem à luz das práticas de Reggio Emilia na educação infantil Abstract: This study investigates the application of learning contexts inspired by the Reggio Emilia approach in the context of Early Childhood Education, analyzing their impacts on children's development. The research is based on the concept that children are the protagonists of their own learning, being encouraged to explore different expressive languages in environments that favor autonomy, collaboration and creativity. The main objective was to understand how pedagogical practices based on the Reggio Emilia approach can contribute to the development of communication, social interaction, autonomy and artistic expression of the participating children. The methodology adopted was qualitative, with assessment through an instrument developed by the author and participant observation as the main data collection tool. The children's interactions were recorded in field diaries and documented through photographs and written records, allowing a detailed analysis of the evolution of each participant throughout the period of application of the contexts. The results indicated significant advances in the children's linguistic and social skills, with greater capacity for argumentation, expansion of the communicative repertoire and strengthening of the sense of belonging to the group. Furthermore, artistic expression has developed considerably, evidencing a refinement in the exploration of materials and graphic composition. Despite the advances, a limitation was the fact that no proposals specifically aimed at musical experimentation were planned, which may have restricted the expression of this language by the children throughout the research. Thus, it is concluded that the Reggio Emilia approach, by encouraging autonomy and the multiplicity of children's expressions, contributes significantly to a more participatory, investigative education that is aligned with the children's potential. Type: Dissertação Thu, 24 Apr 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8091 2025-04-24T00:00:00Z