https://repositorio.ufpb.br/jspui/handle/123456789/54 2026-05-05T12:37:37Z 2026-05-05T12:37:37Z Santos, José César dos https://repositorio.ufpb.br/jspui/handle/123456789/37989 2026-05-05T06:06:41Z 2026-03-25T00:00:00Z

Título: Vislumbrando uma práxis educativo-coletiva no estágio curricular de geografia no ensino médio Autor(es): Santos, José César dos Orientador: Marques, Ana Carolina de Oliveira Abstract: This report on the Curricular Internship in Geography, developed within the scope of the Supervised Teaching Internship III course, presents a set of information, data, experiences, and insights gained throughout the period of this formative activity, which ran from July 7, 2025, to September 9, 2025. Fulfilling a mandatory and indispensable requirement for the completion of the Geography Licentiate Degree at UFPB, its main objective was to provide the geography student and intern with knowledge of the reality of education, the school, and the professional practice of a Basic Education teacher (High School), in all its dimensions, complexities, actions, and pedagogical practices inherent to this educational level. In this case, the internship was carried out at the Escola Estadual de Ensino Médio Regular Professora Antônia Rangel de Farias, located in the Torre neighborhood, in the city of João Pessoa-PB. Among the main actions and practices developed, from a theoretical, methodological, and practical point of view, the following stand out: bibliographic records and studies to establish the theoretical and conceptual references and foundations of this internship experience; documentary research and information gathering with the internship supervisor and other education professionals providing pedagogical support, in order to understand and outline a basic profile of this school; active and attentive observation of the school's daily life, institutional practices, and pedagogical actions developed by education professionals within that school space; especially and in a more in-depth manner, observation and monitoring of the classes and teaching practice of the geography teacher and supervisor of this teacher training process; planning and conducting the classes of this teaching experience in Geography at the public school; finally, evaluation of the internship experience as a whole, considering the evaluation of the supervisor and also the pedagogical and educational results obtained throughout this training process. Even understanding the risks of falling into conceptions of internships tied to the reproduction of traditional, instrumental, and technocratic didactics, or even of resorting to empty and sterile criticism, this internship modestly and boldly envisioned the possibility of breaking with the fragmentation of knowledge based on the separation between theory and practice, bringing introductory and propositional elements for the development of a well-situated educational-collective praxis, which shares the idea of the internship as a space for reflection and research, capable of overcoming the unreflective and alienated character of pedagogical practices in general, establishing horizons of human dignity for the subjects of this process, inside and outside educational environments. Editor: Universidade Federal da Paraíba Tipo: TCC

2026-03-25T00:00:00Z Dantas, Wellington Miguel https://repositorio.ufpb.br/jspui/handle/123456789/37880 2026-03-24T06:03:44Z 2025-10-08T00:00:00Z

Título: A abordagem das relações étnicos raciais no ensino fundamental- II: um olhar na E.M.E.F. Agripino Ribeiro Filho, Município de Araçagi-PB Autor(es): Dantas, Wellington Miguel Orientador: Galvão, Josias de Castro Abstract: In the field of education, one of the greatest challenges in addressing the topic of ethnic-racial relations is essentially the lack of training in schools, particularly for teachers, who are responsible for developing critical and reflective citizens. This research, based on the F. Agripino Ribeiro Elementary School, located in the municipality of Araçagi, Paraíba, Brazil, began with the following guiding question: How is the topic of ethnic-racial relations developed at this school? Thus, the objective of this research was to analyze the development of the topic of ethnic-racial relations in schools and in Geography teaching, with an emphasis on basic education, the aforementioned elementary school. The methodological guidelines are based on a qualitative approach, as we used a bibliographical survey, refined documentary research, and fieldwork. Using instruments such as field diaries and semi-structured interviews, we investigated and reflected on the proposed theme of ethnic-racial relations in education, with an emphasis on Geography. We are anchored in authors such as: Gonzalez and Hasenbalg (1982), Munanga (1988), Pontuschka (2007), Adichie (2009), Hooks (2013), Ribeiro (2017), Silva, (2017), Cardoso (2017), Almeida (2019), Marques et al. (2021), Campos and Nascimento Júnior (2024) and in the legal frameworks law 10.639/2003 and 11.645/2008 that discuss the theme of ethnic-racial relations. The need for anti-racist education to combat racism and racial discrimination is well-documented in the literature, and there is a constant demand from national agencies such as the Ministry of Education and Culture (MEC) for actions and practices that prioritize historical and cultural knowledge and the contributions of Black and Indigenous people, emphasizing the content Geography offers teachers that can address in their classes, reflecting the knowledge and social contrasts existing within the geographic space. Therefore, this research is highly relevant because it will consist of a database on the topic of ethnicracial relations and will serve as guidance for education professionals, especially geography teachers, who have the knowledge on this topic that needs to be addressed in all schools, with the aim of promoting anti-racist education and racial equality for the Afro-Brazilian population. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-08T00:00:00Z Gomes, Miguel Barros Claudino https://repositorio.ufpb.br/jspui/handle/123456789/37872 2026-03-20T06:02:46Z 2025-10-02T00:00:00Z

Título: Os desafios para a formação de professores na era das inteligências artificiais Autor(es): Gomes, Miguel Barros Claudino Orientador: Santos, Joel Silva dos Abstract: We are currently experiencing rapid technological advances, an example of which was the rapid popularization of artificial intelligence tools, such as ChatGPT and others. These advances are incorporated in one way or another into the educational sphere, with various implications for teaching and learning processes. Thus, this research fits into this context and has as its main objective to verify how students in the geography degree program at UFPB use AI tools in their initial training process. The research starts from a critical theoretical perspective based on the choice of the Theoretical Framework for the study, always with a critical eye and concern for the effects of AI on education. In terms of methodology, this research can be classified as qualitative in approach and, in terms of objectives, it can be considered descriptive and exploratory with a case study. For data collection, the instrument adopted was a thematic questionnaire applied to students in the 8th and 9th periods, divided into two parts: the socioeconomic and cultural profile of undergraduate students in the geography program at UFPB Campus I, and the use of AI in the initial training process of students in the geography program at UFPB. The research outlined the profile of students by gender, age, and whether they intend to teach after graduation. In addition, half are from public schools and more than half are working Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-02T00:00:00Z Gomes Neto, José Guedes https://repositorio.ufpb.br/jspui/handle/123456789/37803 2026-03-05T06:10:28Z 2025-10-03T00:00:00Z

Título: O ensino dos componentes físico-naturais na formação inicial dos discentes do Curso de Licenciatura em Geografia da Universidade Federal da Paraíba (UFPB): desafios e perspectivas Autor(es): Gomes Neto, José Guedes Orientador: Santos, Joel Silva dos Abstract: Geographic education has been gaining increasing prominence and concern regarding socio-environmental issues and the teaching of physical-natural components. The need for contextualized, holistic, and interdisciplinary teaching enables the use of the term "physical-natural components" to describe the elements of the natural landscape—rock, relief, soil, climate, vegetation, rivers—worked in an integrated manner in the understanding of geographic space. It is worth noting that these topics are often studied in a Cartesian and dichotomized manner in teacher training programs, which compromises the teaching methods of geography teachers in elementary schools. Thus, this research seeks to understand how physical-natural components are taught in initial training for the Geography Bachelor's degree program at the Federal University of Paraíba (UFPB). To conduct the research, a bibliographical survey on the topics in question was initially conducted. A thematic questionnaire was then administered using Google Forms to some students in the program to assess how courses related to the physical-natural components of geographic space are taught in initial teacher training. Thirty-four questionnaires were administered to 6th, 7th, 8th, 9th, and 10th-semester classes of the Geography undergraduate program at UFPB. The responses were organized and interpreted in light of the theoretical framework through content analysis. The survey data present the profile of the program, as well as the profile of students in the initial teacher training program, in addition to the approach to the physical-natural components in the initial training of the Geography undergraduate program at UFPB. Editor: Universidade Federal da Paraíba Tipo: TCC

2025-10-03T00:00:00Z