https://repositorio.ufpb.br/jspui/handle/123456789/1133 2026-04-13T17:55:55Z 2026-04-13T17:55:55Z Laurindo, Priscila Fernandes https://repositorio.ufpb.br/jspui/handle/123456789/37574 2026-02-10T06:07:01Z 2019-10-18T00:00:00Z

Título: “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: TCC

2019-10-18T00:00:00Z Santos, Camila Melo dos https://repositorio.ufpb.br/jspui/handle/123456789/36950 2025-12-20T06:12:57Z 2025-05-07T00:00:00Z

Título: Contribuições e desafios do estágio supervisionado no processo de formação docente do curso de pedagogia do CCHSA - UFPB Autor(es): Santos, Camila Melo dos Orientador: Martins, Maurício Rebelo Abstract: This article is based on the following question: What are the contributions and challenges of the supervised internship in the Pedagogy degree course at UFPB campus III? In this sense, the general objective was to identify the contributions and challenges of the supervised internship in the Pedagogy degree course at UFPB campus III. To support this objective, we chose the following specific objectives: to examine the duties of the supervised internship in the Pedagogical Project of the Course and in the internship resolution of the Pedagogy degree course at UFPB campus III; to verify, in the view of the students, how the supervised internship contributes to the formation of their professional teaching identity and to investigate what changes could contribute to improving the student experience during the supervised internship. We used the help of scholars such as António Nóvoa and Selma Garrido Pimenta on supervised internships and teacher training, and the Pedagogy course's PPC and the internship resolution. Our research is of a basic nature, with a qualitative and exploratory approach to the objects of study. In terms of procedures, it is characterized as bibliographical, documentary and a case study. To collect the data, we used a structured questionnaire with students who had already taken the supervised internship course and a semi-structured interview with students who had completed the course during the 2024.2 academic term. The students of the Pedagogy course shared important observations in their statements, including the obstacles they face due to transportation, the financial difficulties in paying for teaching materials, the short deadlines for completing the internships and the lack of motivation they feel in relation to some of the statements made by their supervising teachers. In addition, it is essential to mention the contributions that the internships have brought to the students, since they emphasized the relevance of these experiences in living the daily school life, which helps them to understand how it works, as well as being a decisive factor in choosing their future field of work. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-05-07T00:00:00Z Nicácio, Maria Fernanda Evaristo https://repositorio.ufpb.br/jspui/handle/123456789/36945 2025-12-20T06:12:20Z 2025-10-08T00:00:00Z

Título: Interfaces entre formação docente e prática educativa na educação de jovens e adultos de municípios do brejo paraibano Autor(es): Nicácio, Maria Fernanda Evaristo Orientador: Lucena, Helen Halinne Rodrigues Abstract: No abstract Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-08T00:00:00Z Barros, Cristina Santos de Braga, Mary Kate de Barros https://repositorio.ufpb.br/jspui/handle/123456789/36928 2025-12-20T06:12:31Z 2024-10-30T00:00:00Z

Título: Desafios e possibilidades formativas no Pibid no período da pandemia: O olhar de duas estudantes de pedagogia Autor(es): Barros, Cristina Santos de; Braga, Mary Kate de Barros Orientador: Dutra, Maria da Conceição Farias da Silva Gurgel Abstract: No abstract Editor: Universidade Federal da Paraíba Tipo: TCC

2024-10-30T00:00:00Z