DSpace Coleção:https://repositorio.ufpb.br/jspui/handle/123456789/11332026-05-06T21:09:44Z2026-05-06T21:09:44ZInclusão Escolar e o Transtorno do Espectro Autista: Desafios à prática docente para o desenvolvimento e interação social das crianças com TEASilva, Laynne Mayara Lira de Sousa Pereira daMuniz, Maristelahttps://repositorio.ufpb.br/jspui/handle/123456789/379932026-05-06T06:07:04Z2024-05-13T00:00:00ZTítulo: Inclusão Escolar e o Transtorno do Espectro Autista: Desafios à prática docente para o desenvolvimento e interação social das crianças com TEA
Autor(es): Silva, Laynne Mayara Lira de Sousa Pereira da; Muniz, Maristela
Orientador: Montenegro, Fabricia Sousa
Abstract: No abstract
Editor: Universidade Federal da Paraíba
Tipo: TCC2024-05-13T00:00:00ZA implantação da lei 10.639/03 e a sua importância para a valorização da cultura afro-brasileira e africana em uma escola de ensino fundamental no município de Caiçara /PBMartins, Cíntiahttps://repositorio.ufpb.br/jspui/handle/123456789/379902026-05-05T06:06:39Z2026-04-15T00:00:00ZTítulo: A implantação da lei 10.639/03 e a sua importância para a valorização da cultura afro-brasileira e africana em uma escola de ensino fundamental no município de Caiçara /PB
Autor(es): Martins, Cíntia
Orientador: Andrade, Vivian Galdino de
Abstract: The present work aims to discuss the implementation of Law No. 10.639/03 at
the Olivina Carvalho de Queiroz Municipal School, located in Caiçara, Paraíba. To this
end, the following specific objectives were outlined: 1. To analyze the PoliticalPedagogical Project (PPP) of the school, verifying how the institution addresses the
implementation of the Law; 2. To investigate, through questionnaires, the teachers’
perceptions regarding the teaching of ethnic-racial relations at the school; and 3. To
ascertain how pedagogical practices are developing the debate on education for ethnicracial relations, identifying the main challenges faced by the institution. This qualitative
research is characterized as exploratory and descriptive. Methodologically, the
perspective of the case study was updated, investigating how specificities of the school
referred to address the debate on ethnic-racial relations. Data collection was carried out
through the application of a semi-structured questionnaire with 4 teachers from the
institution, along with the analysis of documentary sources, such as the school’s PPP
(Political-Pedagogical Project). A survey indicates that the approach to the theme of
ethnic-racial relations occurs in the school mainly on commemorative dates, and that for
the effective implementation of Law No. 10.639/03, it is necessary to develop a more wellstructured institutional plan, which includes the continuing education of the institution’s
teachers. A joint effort is needed to promote a consistent anti-racist education.
Editor: Universidade Federal da Paraíba
Tipo: TCC2026-04-15T00:00:00ZA IMPLANTAÇÃO DA LEI 10.639/03 E A SUA IMPORTÂNCIA PARA A VALORIZAÇÃO DA CULTURA AFRO-BRASILEIRA E AFRICANA EM UMA ESCOLA DE ENSINO FUNDAMENTAL NO MUNICÍPIO DE CAIÇARA /PBMartins, Cíntiahttps://repositorio.ufpb.br/jspui/handle/123456789/379412026-04-28T06:18:59Z2025-05-06T00:00:00ZTítulo: A IMPLANTAÇÃO DA LEI 10.639/03 E A SUA IMPORTÂNCIA PARA A VALORIZAÇÃO DA CULTURA AFRO-BRASILEIRA E AFRICANA EM UMA ESCOLA DE ENSINO FUNDAMENTAL NO MUNICÍPIO DE CAIÇARA /PB
Autor(es): Martins, Cíntia
Orientador: Andrade, Vivian Galdino de
Abstract: Abstract: The present work aims to discuss the implementation of Law No. 10.639/03 at the Olivina Carvalho de Queiroz Municipal School, located in Caiçara, Paraíba. To this end, the following specific objectives were outlined: 1. To analyze the PoliticalPedagogical Project (PPP) of the school, verifying how the institution addresses the implementation of the Law; 2. To investigate, through questionnaires, the teachers’ perceptions regarding the teaching of ethnic-racial relations at the school; and 3. To ascertain how pedagogical practices are developing the debate on education for ethnicracial relations, identifying the main challenges faced by the institution. This qualitative research is characterized as exploratory and descriptive. Methodologically, the perspective of the case study was updated, investigating how specificities of the school referred to address the debate on ethnic-racial relations. Data collection was carried out through the application of a semi-structured questionnaire with 4 teachers from the institution, along with the analysis of documentary sources, such as the school’s PPP (Political-Pedagogical Project). A survey indicates that the approach to the theme of ethnic-racial relations occurs in the school mainly on commemorative dates, and that for the effective implementation of Law No. 10.639/03, it is necessary to develop a more wellstructured institutional plan, which includes the continuing education of the institution’s teachers. A joint effort is needed to promote a consistent anti-racist education.
Editor: Universidade Federal da Paraíba
Tipo: TCC2025-05-06T00:00:00Z“Ame sem preconceitos”: Reflexões sobre o trabalho docente e a atrofia muscular espinhal numa sala de aula do ensino fundamentalLaurindo, Priscila Fernandeshttps://repositorio.ufpb.br/jspui/handle/123456789/375742026-02-10T06:07:01Z2019-10-18T00:00:00ZTítulo: “Ame sem preconceitos”: Reflexões sobre o trabalho docente e a atrofia muscular espinhal numa sala de aula do ensino fundamental
Autor(es): Laurindo, Priscila Fernandes
Orientador: Silva, Silvânia Lúcia de Araújo
Abstract: This study is a Course Completion Paper in Full Degree Pedagogy, developed at
CCHSA / UFPB. Through this bibliographic research, focused from the perspective of
the teaching work and constituting a strictly pedagogical study, the objective was to
present and analyze the repercussions of the disease AME (Spinal Muscular Atrophy) in
an elementary school classroom, facing of the active target audience and the difficulties
presented in the teaching and learning process. For this, a qualitative approach was
used, in the action research modality, with the researcher as agent of the process, which
also configured in a report of the experiences lived with a child diagnosed with Spinal
Muscular Atrophy, whose disease has a genetic ancestry and has as its The main quality
is secondary muscular atrophy until the degeneration of motor neurons that are in the
anterior horn of the spinal cord. In the course of the analysis, I seek to highlight my experiences with this student, as well as highlighting how the process of school
inclusion has been built, with no intention of disseminating the speeches between viable
and unfeasible situations, activities and methodologies, but, above all, make some
questions, reflections and concerns about the school inclusion of the subject with EBF
today. I close the text with my concluding remarks, which should not be understood as
ready and finished, but as partially conclusive or conclusive for the moment, since the
discussions on the subject in question should not be exhausted, as there must still be
many changes. of behavior and, in particular, the breaking of historical, financial,
physical and attitudinal barriers on inclusive school processes in contemporary times.
Editor: Universidade Federal da Paraíba
Tipo: TCC2019-10-18T00:00:00Z