presencial https://repositorio.ufpb.br/jspui/handle/123456789/2394 2026-03-12T11:49:20Z 2026-03-12T11:49:20Z Ramalho, Yasmim Carvalho https://repositorio.ufpb.br/jspui/handle/123456789/35054 2025-07-04T06:05:18Z 2024-10-25T00:00:00Z

Título: Tecnologias digitais de informação e comunicação no ensino superior para surdos: uma revisão da literatura Autor(es): Ramalho, Yasmim Carvalho Orientador: Finco, Mateus David Abstract: This literature review investigates the role of Digital Information and Communication Technologies (DICT) as assistive tools in the educational inclusion of deaf students in higher education. Through the analysis of twelve relevant articles, the research reveals that DICT plays a crucial role in promoting accessible and interactive learning environments, facilitating the overcoming of communication barriers and encouraging the active participation of deaf students. Effective pedagogical mediation and adequate teacher training are emphasized as key factors for maximizing the use of these technologies. However, significant challenges remain, such as the need for institutional adaptations and the implementation of inclusive pedagogical practices that consider the specificities of the deaf community. The findings suggest an urgent need for a collaborative commitment among educators, administrators, and the deaf community to ensure inclusive and high-quality higher education. This study also highlights the necessity for future investigations to explore the effectiveness of different pedagogical approaches and inclusive policies to promote equity in higher education. Editor: Universidade Federal da Paraíba Tipo: TCC

2024-10-25T00:00:00Z Venâncio, Vitória Regina Silva https://repositorio.ufpb.br/jspui/handle/123456789/35053 2025-07-04T06:05:17Z 2024-07-24T00:00:00Z

Título: Deixando para depois: a procrastinação e aprendizagem em acadêmicos do curso de psicopedagogia Autor(es): Venâncio, Vitória Regina Silva Orientador: Batista, Amanda Trajano Abstract: This study aimed to describe how psychopedagogy students perceive procrastination in their learning. To this end, a qualitative, exploratory and descriptive study was conducted with participants who were mostly female (n=37), with an average age of 23 years (SD=6.91). As a data collection instrument, a structured questionnaire was used, made available by the Google Forms platform, consisting of questions about the causes and consequences of academic procrastination, in addition to the strategies used by students to reduce this practice. Sociodemographic data were analyzed through descriptive statistics, using the SPSS Statistics software, while qualitative content was submitted to Bardin's Categorical-Thematic Content Analysis technique. It was found that among the participants, 20 were in the initial periods and 20 in the final periods, only 03 (7.5%) had another higher education degree, and 26 (65%) did not have an employment relationship. Regarding the qualitative data, six categories of analysis were obtained: forms of procrastination, causes of procrastination, consequences of procrastination, strategies to reduce the practice of procrastination, feelings after the practice of procrastination and the completion of activities after procrastination. The results obtained highlighted the negative consequences of procrastination in university students, namely, low performance in activities, increased anxiety and lack of time to complete tasks. Thus, this research achieved its objective of describing how procrastinatory behavior affects the learning process of the Psychopedagogy student, by addressing the precedents and consequences of this action. Editor: Universidade Federal da Paraíba Tipo: TCC

2024-07-24T00:00:00Z Santos, Vitória Bezerra Coêlho https://repositorio.ufpb.br/jspui/handle/123456789/35052 2025-07-04T06:05:16Z 2024-10-29T00:00:00Z

Título: Ansiedade matemática e percepção de desempenho em adolescentes Autor(es): Santos, Vitória Bezerra Coêlho Orientador: Almeida, Aline Carvalho de Abstract: The perception that students have of themselves can influence their academic performance. If performance is negative, it can also lead to feelings and concerns, referred to as anxiety related to the subject matter or even an entire discipline, such as mathematics. Thus, the present study aimed to gather information on math anxiety and self-perception of performance in adolescents. The study included 33 students enrolled in the third year of high school at a public school in the city of João Pessoa, with ages ranging from 17 to 19 years (M = 17.63; SD = 0.65). Most participants were male (51.5%), mixed-race (45.5%), and belonged to the middle class (66.7%). Participants responded to a semi-structured interview with questions on math anxiety and selfperception of performance, as well as a sociodemographic questionnaire. The textual content was processed using IRAMUTEQ software and analyzed through Word Cloud, Similarity Analysis, and Hierarchical Classification techniques. A total of 5,858 word occurrences and 830 distinct forms were observed. Among these, 169 words were classified through Descending Hierarchical Classifications, resulting in six categories: Preparation; Tensions; Didactics and Curriculum; Aversion to Exact Sciences; Frustration with Evaluation; Ease with Humanities. It was concluded that students have a challenging relationship with mathematics, as negative feelings, incompatibility with the teacher’s methodology, excessive concern, aversion to exact sciences, and difficulties with the evaluation system were frequently mentioned in the interviews. Editor: Universidade Federal da Paraíba Tipo: TCC

2024-10-29T00:00:00Z Dantas, Vagner Ramos https://repositorio.ufpb.br/jspui/handle/123456789/35039 2025-07-03T06:05:06Z 2024-10-25T00:00:00Z

Título: Exergames na estimulação das funções executivas de indivíduos com TDAH Autor(es): Dantas, Vagner Ramos Orientador: Finco, Mateus David Abstract: Exergames transform the player's body movements into control actions that can be replicated in electronic games, showing a promising dynamic for stimulating executive functions, which are important for learning but can be compromised in neuroatypical individuals. The aim of this study was to find out the current state of research into exergames and executive functions in individuals with Attention Deficit/Hyperactivity Disorder (ADHD). This is an exploratory study, with a cross-sectional study and a qualitative approach to a literature review from 2019 to 2024 in the following databases: Periódicos CAPES, LILACS, SciELO and Research Rabbit. The following descriptors were used in Portuguese and English: exergames, executive functions and ADHD in the search for original articles. Of the 125 articles found, only 3 met the inclusion criteria. The studies carried out randomized clinical trials with pre-test and post-test, lasting from 4 to 8 weeks, with sessions of between 30 and 50 minutes, with a total audience of 117 individuals aged between 6 and 16. The studies showed a significant improvement in sustained and selective attention, visual perception and executive functions such as working memory, decision-making, inhibitory control and cognitive flexibility in individuals with ADHD after using exergames. The conclusion is that exergames can be used as an alternative treatment for ADHD, stimulating attention, executive functions, motor training and relieving anxiety. However, the ideal would be the development of serious exergames, built for this purpose, to optimize treatment and enhance results. Editor: Universidade Federal da Paraíba Tipo: TCC

2024-10-25T00:00:00Z