presencial https://repositorio.ufpb.br/jspui/handle/123456789/2391 2026-09-03T10:21:53Z 2026-09-03T10:21:53Z Santana, Monique Martins https://repositorio.ufpb.br/jspui/handle/123456789/38737 2026-08-21T06:11:48Z 2026-04-13T00:00:00Z

Título: A literatura afro-brasileira infantil e seu papel na formação da identidade de crianças negras Autor(es): Santana, Monique Martins Orientador: Kunz, Marinês Andrea Abstract: Children's literature plays a fundamental role in shaping children's identity and self-esteem. However, for a long time, Brazilian literary production did not contemplate ethnic-racial diversity, contributing to the invisibility of the Black population. From this perspective, AfroBrazilian literature contributes to the appreciation of the identity and belonging of Black children. Thus, this study aims to analyze the contribution of Afro-Brazilian literature to the formation of the identity and self-esteem of Black children, based on the work *O Pequeno Príncipe Preto* (The Little Black Prince), by Rodrigo França. This is a qualitative, bibliographical research, based on studies on children's literature, representativeness, and anti-racist education. The results show that the presence of Black characters in positions of protagonism contributes to strengthening self-esteem, cultural recognition, and the feeling of belonging. It is concluded that Afro-Brazilian literature constitutes an important cultural expression for the promotion of anti-racist education. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-13T00:00:00Z Andrade, Alessandra Emilly Nunes de https://repositorio.ufpb.br/jspui/handle/123456789/38736 2026-08-21T06:11:33Z 2026-04-13T00:00:00Z

Título: A educação de pessoas jovens, adultas e idosas: uma percepção de seus sujeitos Autor(es): Andrade, Alessandra Emilly Nunes de Orientador: Calaca, Suelídia Maria Abstract: This study addresses Youth and Adult Education (EJA) and is based on the following research problem: understanding how this educational modality is perceived and experienced by students and teachers, as well as identifying the main challenges present in the school routine. The objective is to discuss these challenges from the perspective of the subjects involved, considering their experiences and life trajectories. The research has a qualitative approach, characterized as an ethnographic study, carried out in a public school in João Pessoa–PB, Brazil. Data were collected through field observations, diary records, and semi-structured questionnaires applied to two teachers and four students of the EJA program. The results show that EJA is seen as an opportunity for a new beginning, promoting confidence, autonomy, and new life perspectives for students. However, it also reveals challenges such as fatigue after work, school dropout, learning gaps, and the need for pedagogical practices that are more connected to the students’ realities. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-13T00:00:00Z Silveira, Luana Rodrigues Soares da https://repositorio.ufpb.br/jspui/handle/123456789/38710 2026-08-20T06:12:15Z 2026-04-10T00:00:00Z

Título: Capoeira como prática educativa: vivenciando os valores afrobrasileiros e a filosofia ubuntu na comunidade da Penha, João Pessoa – PB Autor(es): Silveira, Luana Rodrigues Soares da Orientador: Lula, Aurora Camboim Lopes de Andrade Abstract: Capoeira, as an Afro-Brazilian cultural expression and Intangible Cultural Heritage of Humanity, is a rich educational practice offering possibilities for valuing and reclaiming ancestral knowledge. In this sense, this work aims to report and analyze the extension experience developed in the Praia da Penha community, in João Pessoa – PB, through the extension projects “Strengthening Popular Culture in Peripheral Communities: Capoeira, Ubuntu and Afro-Brazilian Values” (2023/2024) and “Afro-Brazilian Culture in the Praia da Penha Community: Play and Nature” (2024/2025), linked to the Federal University of Paraíba. The research starts from the understanding of capoeira as an Afro-Brazilian cultural practice that articulates education, culture, and resistance, enabling the appreciation of popular knowledge and the strengthening of collective identities. This study is based on the principles of Popular Education, especially the contributions of Paulo Freire, as well as the African philosophy of Ubuntu and Afro-Brazilian civilizational values. It is a qualitative experience report, based on participant observation and the recording of experiences with children and adolescents in the community. The activities involved capoeira classes, storytelling, traditional games, cultural workshops, and educational actions aimed at valuing Afro-Brazilian culture, collectivity, and care for the environment. The results show that capoeira, as a pedagogical and cultural practice, contributes to strengthening self-esteem, cultural identity, socialization, and a sense of belonging among children, in addition to promoting values such as cooperation, respect, and solidarity, aligned with the principles of the Ubuntu philosophy. It is concluded that outreach experiences mediated by popular culture constitute important strategies for promoting anti-racist education and valuing Afro-Brazilian knowledge, also highlighting the fundamental role of the Brazilian public university in building socially committed educational practices and strengthening the dialogue between academic and community knowledge. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-10T00:00:00Z Fonseca, Suzanny Amarante da https://repositorio.ufpb.br/jspui/handle/123456789/38709 2026-08-20T06:12:04Z 2026-04-09T00:00:00Z

Título: Relato de experiência: contribuições do projeto clube divertilendo no processo de alfabetização de crianças do 2° ano Autor(es): Fonseca, Suzanny Amarante da Orientador: Kunz, Marinês Andrea Abstract: This Final Course Project (TCC) aims to report on the experience of the project and its contributions to the children's progress. Its specific objectives include: clarifying the role of literacy in the development of writing; presenting the experience of the PROLICEN project regarding the literacy of second-grade children; and analyzing the contributions of literacy to overcome the difficulties encountered by second-grade students in the process of appropriating the alphabetic writing system, based on the analysis of activities developed within the PROLICEN project. To develop this work, an exploratory action research approach was chosen, as the practical part of the research was developed through a planned and systematized action by the author, who produced and collected data through participation in the project at a school in the municipality of Cabedelo, as a scholarship recipient. The research is bibliographic, therefore relying on theoretical studies published in books, articles, and documents such as the BNCC (National Common Core Curriculum). Based especially on the studies of Magda Soares, literacy is understood as a conjunction of alphabetization and literacy skills, considered two distinct but complementary processes. Literacy skills, understood as the social use of writing, expanded through the reading of texts, and here, mainly literary texts, contributes to alphabetization insofar as the child begins to perceive the language in its rhythm, its sound, and in the construction of meaning. Through such experience, the alphabetization process is enhanced, since it has the text as the basic unit of the study of writing and language as a whole. The experience in the PROLICEN project showed that the use of literacy skills is essential for the integral formation of the student and their development not only in reading but also in alphabetic writing. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-04-09T00:00:00Z