https://repositorio.ufpb.br/jspui/handle/123456789/1125 2026-05-21T18:25:24Z https://repositorio.ufpb.br/jspui/handle/123456789/38105 Título: O trabalho do pedagogo em espaços não escolar: as possibilidades estabelecidas pelo curso de pedagogia do Campus IV - UFPB Autor(es): Silva, Maria de Fátima da Orientador: Alencar, Sabrina Grisi Pinho de Abstract: This monograph addresses the role of pedagogues in non-school settings. Its main objective is to analyze the opportunities offered by the Pedagogy program at UFPB Campus IV to students regarding work in non-school settings. We present a brief history of education and a brief history of the Pedagogy program in Brazil to contextualize the topic. We seek to understand the individual perceptions of pedagogues, based on a questionnaire regarding work in non-school settings after completing initial training at the University and possible continuing education that can be obtained through extension projects offered in non-school settings. This qualitative work was conducted through a questionnaire administered to all Pedagogy students at Campus IV to understand their perceptions of the topic. Only 10 respondents responded. Through the responses, it was clear that other possibilities for action should be presented in the early semesters of the course, as this way, many students, as they complete the training process, become aware that not only the classroom awaits them. Other possibilities for the pedagogue's work are only presented to this audience in the 8th semester with the subject "Organization and Practice in Non-School Spaces." We demonstrate the history of education since prehistory (Aranha, 2012), a brief history of education in Brazil (Melo, 2012), and the training of pedagogues in Brazil. Furthermore, the work presents a discussion on a still complex and controversial topic: the work of pedagogues in non-school settings, highlighting the benefits of expanding the range of possibilities that the Pedagogy program can offer. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-05-05T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/35734 Título: O processo de inclusão escolar de alunos surdos do ensino fundamental no município de Mamanguape - PB. Autor(es): Tavares, Silvânia da Silva Orientador: Silva, Sônia Maria Cândido da Abstract: This course completion work aims to investigate which scholl pratics are offered to deaf students in the initial years of Elementary School with a focus on the Municipality of Mamanguape-PB, taking into account the challenges that teachers face in the scope of inclusive education. For this purpose, it was decided to use qualitative field research. The data collection instruments used were a structured questionnaire, carried out with the manager, teacher and interpreter. To this end, some guiding questions were used, as well as a descriptive report of the experience of the schools in question. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-04-28T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/35726 Título: A contribuição da psicologia na inclusão escolar de alunos com deficiência Autor(es): Lima, Raquel Leobino de Orientador: Garcia, Renata Monteiro Abstract: School inclusion is essential, because it ensures for all students an equal education, respecting diversity. Qualified professionals are fundamental to contribute to this process, since as they are crucial to meeting the needs of all students and thus promoting a welcoming educational environment, which fosters collaborative and respectful learning. The aim of this research is to investigate and analyze the contribution of psychology to the education and inclusion of students with disabilities in public schools. In this way, this research will answer the following question: what has psychology contributed to the educational development of students with disabilities?. The research was theoretically based on Amiralian (2005), Martinez (2010), Bzuneck (1999) and other authors. The official documents used were Resolution No. 4 of October 2, 2009, Law No. 13,146 of July 6, 2015, Law No. 13935 of December 11, 2019, as well as other mentioned documents. The methodological approach used was qualitative, in which two semi-structured interviews were conducted with an educational psychologist and a pedagogue, both of whom work at public schools in Pedro Régis – PB. In the content analysis, the interviews revealed that psychology can have an important contribution on the educators training and consequently in the inclusion process of students with disabilities, because it promotes the understanding of learning, emotional and social difficulties. Thus, it is concluded that the results of this research provides important reflections on the Psychology role in promoting actions for the inclusion of the person with disabilities in educational setting. Editor: Universidade Federal da Paraíba Tipo: TCC 2024-10-21T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/35725 Título: Da educação indígena à educação escolar indígena: reafirmando os saberes específicos da cultura potiguara Autor(es): Nascimento, Dilma Maurício do Orientador: Pereira, Antonio Alberto Abstract: This final course paper was developed with the aim of making visible the cultural richness embedded in the teaching and learning practices present in Indigenous School Education, particularly among the Potiguara people of Paraíba. It promotes a broad movement of ethnic and cultural reaffirmation by valuing the identity, knowledge, and history of this Indigenous group. The general objective is to identify Potiguara cultural practices within the context of Indigenous School Education. The specific objectives are to understand the relationship between traditional Indigenous education and formal Indigenous school education, and to identify the cultural practices developed at the Akajutibiró State Indigenous School, located in the Akajutibiró village in Baía da Traição, Paraíba. The research employed a qualitative methodology, based on direct observation and semi-structured interviews with female teachers working in early childhood education (nursery, preschool I and II) and the early years of elementary education (1st to 5th grade). The theoretical framework is based on authors such as Brandão (1984), Cardoso and Guimarães (2012), Nascimento (2017), Freire (2001), Barcelos (2014), and Pereira (2020). The results demonstrate the key role of Indigenous School Education in preserving cultural identity, strengthening ethnic self-recognition, valuing ancestral knowledge, and integrating education with territoriality and spirituality. The study also highlights the need for enhanced training of Indigenous teachers and the development of didactic materials that align with the cultural realities of Indigenous communities. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-04-29T00:00:00Z