presencial https://repositorio.ufpb.br/jspui/handle/123456789/2391 2026-04-05T21:18:55Z 2026-04-05T21:18:55Z Santos, Wanderlice de Oliveira dos https://repositorio.ufpb.br/jspui/handle/123456789/36870 2025-12-17T06:11:16Z 2025-10-06T00:00:00Z

Título: Ludicidade e inclusão de crianças com transtorno do espectro autista (TEA) na educação infantil: o que dizem os TCC's do curso de Pedagogia Autor(es): Santos, Wanderlice de Oliveira dos Orientador: Sousa, Nadia Jane de Abstract: The present study aims to understand how playfulness and inclusion are experienced by children with Autism Spectrum Disorder (ASD) in Early Childhood Education, in light of what is shown by undergraduate theses from recent years, more precisely, from January 2020 to December 2024. Grounded in the understanding that play, when proposed with pedagogical intentionality, can foster the child’s comprehensive development, this research sought to answer the following question: How is play, when proposed with pedagogical intent, experienced by these children, and how can it contribute to their overall development? The main objective was to investigate how playfulness is experienced in the daily lives of children with ASD in early childhood education, drawing on what has been discussed in academic literature. Methodologically, this is a qualitative and bibliographic study, developed through the selection of undergraduate dissertations available in academic repositories. Data collection was conducted through the critical analysis of these works, considering their objectives, methodologies, and results, which enabled the identification of different perspectives and a critical reflection on their contributions. The findings revealed that playfulness, when implemented in the school context—especially in early childhood education—significantly contributes to the cognitive, social, and emotional development of children with ASD, fostering communication, socialization, and peer interaction. Another key point concerns the teacher’s role as a mediator, which is essential for ensuring that inclusive strategies are created with pedagogical intentionality to enhance learning. Therefore, it can be concluded that when play is recognized as a child’s right in early childhood education, it broadens learning experiences, promotes the appreciation of diversity, and combats exclusionary and discriminatory practices, reinforcing the importance of inclusion. Thus, this study contributes to the reflection and debate on the role of playfulness as an inclusive pedagogical tool for children with autism. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-06T00:00:00Z Souza, Lorena Maria Helen https://repositorio.ufpb.br/jspui/handle/123456789/36869 2025-12-17T06:11:18Z 2025-10-01T00:00:00Z

Título: Por dentro da escola pública: narrativa autobiográfica do processo ensino-aprendizagem e a formação cidadã Autor(es): Souza, Lorena Maria Helen Orientador: Gabriel, Gilvete de Lima Abstract: This Final Course Paper aims to reflect on the importance of public schools in citizenship education and pedagogical practices, based on an autobiographical experience. The study analyzes pedagogical practices that promote social inclusion and critical education, relating them to educational theories and highlighting the relevance of public schools in shaping teaching identity. It also seeks to demonstrate how autobiographical writing contributes to a critical analysis of teaching practices and to the appreciation of public education. The research was developed through a qualitative approach, combining bibliographic review and autobiographical narrative writing as a tool for reflection on the author’s formative trajectory. The narrative is grounded in Paul Ricoeur’s concept of triple mimesis, which enables reflective organization and the re-signification of school experiences. The guiding question was: how did the experiences lived in a public school contribute to the author’s citizenship formation and teaching constitution? The analysis is based on authors of critical pedagogy, such as Paulo Freire, Saviani, and Miguel Arroyo, and dialogues with the Brazilian historical and educational context of the early 2000s, marked by inclusion policies but also by structural contradictions. The results show that cultural, artistic, and pedagogical practices, even in contexts of social vulnerability, can promote inclusion, social justice, and citizenship education. It is concluded that autobiographical narrative is a space for reflection and reconstruction of formative practices, reaffirming public school as a territory of citizenship, belonging, and social transformation. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-01T00:00:00Z Silva, Anderson Brasil da https://repositorio.ufpb.br/jspui/handle/123456789/36867 2025-12-17T06:11:19Z 2025-10-08T00:00:00Z

Título: O processo de inclusão de estudantes com deficiência intelectual: vozes docentes da educação básica Autor(es): Silva, Anderson Brasil da Orientador: Farias, Adenize Queiroz de Abstract: The growing presence of students with intellectual disabilities in mainstream education faces a series of challenges that span across various areas, requiring schools to rethink pedagogical concepts, as well as train teachers who must be prepared to welcome all students without discrimination. From this perspective, considering the new conceptions regarding intellectual disability, Brazilian legislation, and the right to inclusion of these students, this study aims to discuss the role of mainstream education teachers in the educational journey of students with intellectual disabilities. To achieve this objective, field research was conducted based on a qualitative approach, using a questionnaire as a data collection tool administered to eight teachers from three municipal schools in João Pessoa, Paraíba. The investigation results revealed a certain level of insecurity among teachers due to the lack of specific training and material and human resources for the inclusion of students with intellectual disabilities. According to the research findings, challenges include a high number of students with intellectual disabilities per class, lack of support, the need for collaboration with other professionals and families, and the elimination of attitudinal barriers in schools. In light of these results, we indicate the need for further research focused on aspects involving the inclusion of students with intellectual disabilities, taking into account the inadequate training of teachers, the lack of resources and appropriate infrastructure, and prejudice or lack of knowledge about the specific needs of students with intellectual disabilities. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-08T00:00:00Z Venâncio, Rafaella Marques https://repositorio.ufpb.br/jspui/handle/123456789/36866 2025-12-17T06:11:13Z 2025-10-02T00:00:00Z

Título: Experiência, identidade e estágio supervisionado: crianças do 5º ano do ensino fundamental não alfabetizadas Autor(es): Venâncio, Rafaella Marques Orientador: Brunieri, Hermes Talles dos Santos Abstract: Literacy has been a major challenge up to the present day; such difficulties are further maximized in the context where children are not literate in the 5th year of Elementary School, thus making the process of written language acquisition even more difficult. In this sense, in this monograph, I discuss this problem in light of the experience in the mandatory supervised internship in a 5th-year class with children at the most diverse levels of literacy, focusing mainly on those who are not literate. My objective is to analyze how the experiences that occurred in the Mandatory Supervised Internship with non-literate 5th-year children of the Initial Years of Elementary School contributed to the construction of my professional identity as a future literacy teacher and my understanding of the literacy process. To achieve this, I developed a scientific investigation based on the qualitative approach, employing autobiographical narrative as a methodological approach, as a way to not only investigate this theme but also to reflect on its impact on my teacher training. In addition to literacy, the central theme of this work, I address the discussion about teacher training, as well as teaching identity. Furthermore, by reflecting on literacy outside the expected age, I bring up the discussion of learning recomposition, which is an educational strategy aimed at assisting and recovering knowledge that was lost or not fully learned in the foreseen period, highlighting its importance in the school environment and emphasizing the urgency for research focused on this policy. I conclude that non-literate children, especially in the 5th year of elementary school, should not be separated from the teaching process through differentiated proposals, but included, with activities whose theme is the same as the other students and adapted to their learning needs, demanding analysis, observation, intentionality, planning, and above all, affection with the student from the teacher. I consider, finally, that this investigation contributed to my training as a future teacher and literacy teacher, as I understood that being a teacher is not restricted to content learning, but rather, an articulation of knowledge that forms the identity of teachers, making me reflect on my practice as an intern, in order to understand that the teacher is in constant learning, articulating academic knowledge to their practice in the classroom. Editor: Universidade Federal da Paraíba Tipo: TCC

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