https://repositorio.ufpb.br/jspui/handle/123456789/2391 presencial 2026-07-25T17:06:20Z https://repositorio.ufpb.br/jspui/handle/123456789/38411 Título: O papel da leitura literária na formação crítica de adolescentes em medidas socioeducativas: a literatura como instrumento de liberdade em João Pessoa - PB Autor(es): Batista, Geovanna Raniegila Barros Oliveira Orientador: Kunz, Marinês Andrea Abstract: This study, situated within the fields of Pedagogy and Social Education, focusesonthe role of literary reading in the critical formation of adolescents servingsocio-educational measures in João Pessoa, Paraíba, Brazil. The main objectiveistoanalyze the role of literary reading in the development of critical consciousnessamong these adolescents. The specific objectives are: to analyzehowtheexperience of literary reading fosters reflections on freedomand self-knowledge; todescribe the historical trajectory of the Brazilian socio-educational system, fromthe1927 Code of Minors to the Child and Adolescent Statute (ECA) and theNational Socio-Educational Service System (SINASE); to understand the implementationofsocio-educational measures in João Pessoa based on institutional and documentarydata, identifying key structural challenges and the potential of reading practices; andfinally, to analyze how reading can contribute to processes of reflection, there-signification of life trajectories, and the construction of critical consciousnesswithinthe context of socio-educational measures, using census data to understandthetarget population. This bibliographical and documentary research is groundedinauthors such as Antonio Candido, Paulo Freire, and Michèle Petit. Its mainsourcesinclude the National Census of Reading Practices (CNJ, 2023), reportsfromFUNDAC-PB, and institutional documents. The research problemis: howcanliteraryreading act as an instrument of freedom and critical formation for adolescentsundersocio-educational measures in João Pessoa? The results indicate ascenarioofcontrasts within the Paraíba system. Although there are no non-literateadolescentsand the percentage of units with libraries (71%) is above the national average,significant structural challenges persist: 29% of units lack any readingspace; theaverage number of books per adolescent (14.1) is below the national average(18.1);only 6% of units have librarians; and, notably, 60% of units in Paraíbaimposerestrictions on collection development — the highest percentage in theNortheastregion. Meanwhile, adolescents predominantly request comic books (39%) andnovels (23%), and their testimonies reveal that reading acts as a space for "personal growth" and an "escape valve." It is concluded that, although there arepromisinginitiatives and recognition of reading's potential by both professionals andyouths, therealization of this right still faces structural challenges, such as the lack of adequatespaces, collection restrictions, and a shortage of qualified mediation. Theselimitations hinder its transformative potential and reveal a gap betweenthehumanizing potential of literature and the concrete conditions of its provisioninsocio-educational units in Paraíba. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-06T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38410 Título: Formação de professores em educação emocional: um novo olhar sobre as práticas pedagógicas dos profissionais da educação especial da FUNAD Autor(es): Silva, Alyce Liberato Verissimo da Orientador: Dantas, Taísa Caldas Abstract: Historically, educational institutions have perpetuated a model of instruction rooted in rationalism, disregarding the influence of emotions on teaching and learning processes. The implications of this model continue to plague contemporary society through practices that fail to value individuals in their entirety, contributing to processes of exclusion and stigmatization, particularly within the context of Special Education. From this perspective, the overall objective of this study is to analyze the potential benefits of training in Emotional Education for improving the pedagogical practices of Special Education professionals at FUNAD, addressing the following question: How can teacher training in Emotional Education contribute to the improvement of the pedagogical practices of Special Education professionals? The research is characterized as qualitative with a field study. For data collection, two semi-structured interview guides were used at different times, the first before the training and the second after; the research participants are seven active teachers from Adult and Youth Education and Specialized Educational Assistance. The findings of this study highlight the importance of continuing education for improving teaching practices, given the gaps left by initial teacher training. The results also indicate that training in Emotional Education broadened the conceptual repertoire regarding ableism, emphasizing the role of teachers as agents for ending discriminatory practices in the educational environment. Furthermore, the training also facilitated the dissemination of practices in Emotional Education, contributing to the promotion of an education system that is more responsive to the needs of students and educators. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-07T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38409 Título: A contribuição da literatura infantil para a alfabetização e o letramento de alunos do 2° ano do ensino fundamental: a experiência no clube divertilendo Autor(es): Silva, Rafaela Soares da Orientador: Kunz, Mârines Andrea Abstract: This Undergraduate Thesis aims to analyze how children's literature can contribute to the literacy process and the development of reading and writing practices in second-grade elementary school students. The research was conducted within the scope of the PROBEX Extension Project, through the Divertilendo Reading Club, in public schools in the municipality of Cabedelo, Paraíba, Brazil. It is a qualitative study, characterized as an experience report, using the inductive method. The theoretical framework is based on the contributions of Magda Soares, Emília Ferreiro, and Ana Teberosky, addressing the psychogenesis of written language and the concept of “alfaletrar.” Based on the activities carried out, it was observed that working with literary texts contributed to the development of writing and interpretation skills, expanded vocabulary, strengthened oral and written expression, and encouraged active student participation, regardless of their writing hypotheses. The results indicate that children's literature supports the understanding of the social function of writing, promotes student autonomy, and fosters attitudes of respect, empathy, and reflection. It is concluded that the use of children's literature as a pedagogical practice in the second year of elementary education is viable and relevant, as it integrates literacy, social literacy practices, and playfulness, promoting meaningful learning and contributing to the development of critical and autonomous individuals. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-10T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38408 Título: Vivências de educação emocional com mulheres-mães de estudantes com deficiência: um relato de experiência PROBEX- UFPB Autor(es): Rocha, Mohanna Assis da Silva Orientador: Dantas, Taisa Caldas Abstract: This work presents an experience report carried out in a University Extension project, which developed Emotional Education workshops with women who are mothers of students with disabilities, at the Ana Paula Ribeiro Barbosa Lira school, located within the facilities of the Integrated Support Center for People with Disabilities (FUNAD) in João Pessoa. The guiding question of this research is: what is the impact of Emotional Education experiences on the emotional strengthening, empowerment, and well-being of women who are mothers of students with disabilities? The general objective is to analyze and report the experience of Emotional Education activities and their impact on the emotional strengthening, empowerment, and well-being of women who are mothers of students with disabilities, within the scope of PROBEX-UFPB. The research is qualitative, of the field study type with participant observation. The semi-structured interview and focus group techniques were used for data collection, analyzing the participants' narratives. The results reveal that motherhood, for these women, is marked by mental and physical overload, evidenced by the continuous care of their sons and daughters, as well as by sadness and fear regarding the future and autonomy of these young people. It is concluded that experiences in Emotional Education function as a welcoming space, allowing participants to feel comfortable sharing their life paths, expressing their emotions, and developing strategies for emotional strengthening, factors that aid in empowerment and coping with daily challenges. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-13T00:00:00Z