https://repositorio.ufpb.br/jspui/handle/123456789/1133 2026-09-22T08:37:39Z https://repositorio.ufpb.br/jspui/handle/123456789/39222 Título: Desafios didático-metodológicos na educação do campo em Arara-PB: Reflexões sobre formação docente e currículo Autor(es): Souza, Ana Clícia Santos de Orientador: Silva, Silvânia Lúcia de Araújo Abstract: No abstract Editor: Universidade Federal da Paraíba Tipo: TCC 2026-08-14T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39217 Título: O uso de materiais didáticos produzidos em biscuit como recurso pedagógico no ensino de ciências em turmas de 5º ano do ensino fundamental Autor(es): Souza, Josefa de Fatima Lima Orientador: Bandeira, Catarina de Medeiros Abstract: Science education in the early years of elementary school demands pedagogical strategies that favor the active participation of students and the understanding of scientific concepts through concrete and meaningful experiences. In this context, this work aims to analyze the use of didactic materials produced in biscuit (a type of polymer clay) as a pedagogical resource in science teaching, within the scope of the PROLICEN project supporting undergraduate degrees, entitled "Science in Everyday Life," developed by the Center for Human, Social and Agrarian Sciences of the Federal University of Paraíba (CCHSA/UFPB). The proposal consisted of the elaboration and application of didactic models in biscuit used during pedagogical interventions in 5th-grade elementary school classes, seeking to investigate how concrete and manipulable materials can contribute to the learning of scientific content. The research is characterized as qualitative-quantitative, observational and experimental in nature, involving activities developed in the classroom with the accompaniment of the teachers of the participating classes. Data collection instruments included participant observation, questionnaires administered to teachers, and pre- and post-tests with students, aiming to evaluate content comprehension before and after the use of the developed teaching resources. In total, six pedagogical interventions were conducted in three 5th-grade classes, with two interventions in each class, addressing content related to the digestive system and the food chain. The results indicated that the use of biscuit-based teaching materials fostered greater student participation in classes, stimulated curiosity, and contributed to a better understanding of the scientific content covered. It is concluded that the use of manipulable teaching resources, such as biscuit-based models, constitutes a relevant pedagogical strategy for teaching science in the early years, contributing to a more dynamic, participatory, and meaningful teachinglearning process. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39184 Título: A aprendizagem da escrita no 2º ano do ensino fundamental: Experiências formativas no PIBID Autor(es): Sena, Ellen Karolyne Neris e Orientador: Dutra, Maria da Conceição Farias da Silva Gurgel Abstract: This study is anchored in the themes of initial teacher education within the scope of the Institutional Program for Teaching Initiation Scholarships (PIBID) and literacy in public schools. The general objective is to understand the writing learning process of 2nd-grade primary school children within the context of PIBID's formative experiences. The specific objectives are defined as follows: to describe the writing learning activities developed with the children and to investigate child writing in light of the theory of the Psychogenesis of Written Language. The research is justified by PIBID's contributions to public schools and to the education of future teachers, translating into the strengthening of professional identity and the recognition of literacy as a field of action, research, and intervention to improve early writing learning. The theoretical framework is based on António Nóvoa, Magda Soares, Emilia Ferreiro, and Ana Teberosky, creating a dialogue on teacher education, literacy, and learning to read and write. The methodology is characterized as qualitative research in education, using a participant approach, and was conducted in a PIBID partner school in the municipality of Solânea, Paraíba, with a 2nd-grade primary school class. The experiences were recorded through photographs, reports, and scientific abstracts. Additionally, a semiopen questionnaire was administered to the classroom teacher; the responses were integrated into the research data, which were categorized and systematized into two analytical axes: writing activities in the 2nd grade of primary school and children's writing in light of the psychogenesis of written language. The findings show that working with textual genres (poems, popular rhymes, and letters) contributed to authorial writing production, phonological awareness, reading, comprehension, and vocabulary expansion. The writing analysis of five children (four aged eight and one aged seven), grounded in the psychogenesis framework, revealed a predominance of the alphabetic conceptual level, evidenced by the representation of speech sounds with the corresponding graphemes. The pedagogical work carried out enabled the children to progress in their written productions, while also significantly contributing to initial teacher education in the literacy field and strengthening the commitment to remain in the teaching profession. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-08-14T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39164 Título: “Era uma vez... O papel da literatura infantil no processo de letramento literário” Autor(es): Silva, Gabriela Oliveira Mendes da Orientador: Silva, Silvânia Lúcia de Araújo Abstract: No abstract Editor: Universidade Federal da Paraíba Tipo: TCC 2026-07-31T00:00:00Z