https://repositorio.ufpb.br/jspui/handle/123456789/1125 2026-07-15T20:51:23Z https://repositorio.ufpb.br/jspui/handle/123456789/38319 Título: As contribuições do estágio supervisionado para a formação docente: reflexões a partir de narrativas autobiográficas Autor(es): Macena, Maria Fernanda da Silva Orientador: Batista, Aline Cleide Abstract: This study aims to analyze the contributions of the Supervised Curricular Internship to teacher training based on autobiographical narratives. Thus, the present monograph focuses on experiences lived during internships, emphasizing the practices developed in the context of the early years of elementary education. The research analyzes and reflects on teacher training built through the reflection on practice, articulated with theoretical foundations. In this sense, the study draws on the theoretical works of Pimenta (1997), Pimenta and Lima (2017), Nóvoa (1995), Libâneo (2013), and Tardif (2002), which contribute to understanding the practice of the internship in the teacher training process and the construction of professional identity. This is a qualitative research of an autobiographical nature, which uses personal documents and relies on memory to construct narratives. The results indicate that reflecting on the internship in the initial teacher education course facilitates the articulation between theory and practice and contributes to building knowledge of the teaching profession. Likewise, professional activity in the context of the internship promotes the development of critical-reflective thinking. At the same time, this experience contributes to the construction of meaningful knowledge and the re-signification of pedagogical practices. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38318 Título: As contribuições dos jogos matemáticos no processo de ensino aprendizagem nos anos iniciais do ensino fundamental Autor(es): Padilha, Laís da Silva Orientador: Alves, Francisca Terezinha Oliveira Abstract: This study focused on the contributions of mathematical games to the teaching and learning process, with the objective of analyzing the use of mathematical games in Mathematics teaching during the Early Years of Elementary Education, based on the survey of available resources and teachers’ perceptions regarding different pedagogical practices. The research adopted a qualitative approach, using semi-structured interviews with two teachers and a school principal at Jacinta Bezerra School, in order to analyze their perceptions about the use of mathematical games in the classroom. The theoretical framework was based on authors such as Nóvoa (2009), Santos (2014), Nacarato (2004-2005), Áries (1981), Azambuja (2011), Miorim (1998), Veiga (2008), Pimenta (1999), Zaballa (1998), Albuquerque et al. (2020), Tardif (1991), Santos (1998), Silva and Santos (2009), Cascudo (2004), Luckesi (2014), Kishimoto (1998), and Minayo (2001), who discuss teacher education, playfulness, mathematical games, and pedagogical practices. Official documents such as the BNCC (2018), ECA (1990), LDB (1996), and the National Curriculum Parameters for Mathematics (1997) were also used. The results indicate that mathematical games are recognized by teachers and the principal as resources that foster motivation, interest, and content comprehension, although they are not always employed. Finally, the study presents a pedagogical proposal consisting of ten didactic games focused on Mathematics, designed as a methodological suggestion to enrich teaching practices at the research school. It is concluded that mathematical games, when properly planned and mediated, constitute an important resource for enhancing teaching and learning in Basic Education. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-10T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38317 Título: Relato de experiência no projeto residência pedagógica: vivências, desafios e aprendizagens Autor(es): Pereira, Élida Cristina Nascimento Orientador: Batista, Aline Cleide Abstract: This paper aims to present and analyze the experiences developed through the Pedagogical Residency Program, reflecting on its importance in teacher education within the Bachelor’s Degree in Pedagogy. It is understood that the knowledge acquired through experiences in the school environment, together with the articulation between theory and practice, contributes significantly to teacher training. In this context, the Pedagogical Residency Program, established by Notice No. 01/2020, sought to promote the improvement of teacher education by strengthening the relationship between theory and practice. The program activities took place between 2020 and 2022, during the COVID-19 pandemic, providing opportunities for reflection and experiences within emergency remote and hybrid teaching. The study is characterized as exploratory and descriptive, with a qualitative approach, resembling action research, since the author was directly involved in the investigated practice and reported experiences. The theoretical framework used to support the discussions included authors such as Fernandes (2013), Gatti (2010), Imbernón (2000), Libâneo (1994; 2017), Nóvoa (2009), and Pimenta (2005; 2012; 2018), among others, whose contributions address teacher education, its importance, and its challenges. Therefore, this study presents analyses and discussions regarding the experiences carried out in each stage proposed by the Pedagogical Residency Program, promoting reflections on the teacher education process. The results demonstrate that the Pedagogical Residency Program contributes significantly to teacher education, especially by fostering the relationship between theory and practice and by providing experiences related to the future teaching profession. Furthermore, the program helps reduce insecurities and difficulties commonly faced at the beginning of the teaching career by enabling contact with concrete situations from everyday school life and pedagogical interventions. In addition, it provides unique and historic experiences that deserve to be shared and documented. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-10-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38316 Título: Metodologias ativas e atividades experimentais no ensino de Ciências: a aprendizagem por investigação no ensino fundamental Autor(es): Silva, Joseane Francisca da Orientador: Queiroz, Joel Araújo Abstract: This Final Paper investigated how active methodologies and experimental activities can contribute to Science teaching in the early years of Elementary Education, focusing on inquiry-based learning. The study aims to demonstrate how investigative practices, through the use of a suspended garden, can integrate scientific knowledge and promote sustainable actions in Science Education. The study is supported by authors such as Chassot (2003, 2018), who emphasizes scientific literacy as a critical reading of the world, and Sasseron (2014, 2018), who organizes it into three axes: concepts, procedures, and the relationships between science, technology, society, and the environment. It also draws on Berbel (2011) and Nascimento & Coutinho (2016), who highlight active methodologies as practices that foster student autonomy and protagonism. The pedagogical intervention was carried out with 5th grade students through the construction of a hanging garden in three sequential lessons, involving moments of awareness, collective discussion, and experimental practice. The results showed that the activity enhanced scientific literacy, stimulated curiosity, critical thinking, and student engagement, although the suspension of classes limited the monitoring of plant growth. It is concluded that active methodologies, articulated with investigative practices, make Science teaching more dynamic, interdisciplinary, and connected to students’ reality, thus promoting critical and sustainable education. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-09-29T00:00:00Z