https://repositorio.ufpb.br/jspui/handle/123456789/2393 EAD 2026-03-11T04:21:45Z https://repositorio.ufpb.br/jspui/handle/123456789/35102 Título: A relevância da ludicidade no processo de ensino aprendizagem na educação infantil Autor(es): Pontes, Maria José Guedes Orientador: Lima, Norma Maria de Abstract: Early childhood education is a crucial phase in the development of individuals. This phase demands an active pedagogical approach that goes beyond the simple transmission of content. In this sense, play stands out as an essential teaching and learning methodology for the construction of children's knowledge. We assume that playing is an activity inherent to children in childhood and this is fundamental for the development of playful pedagogical practices, since they are provided for in the national curricular guidelines and Curricular Parameters for Early Childhood Education. This study aims to understand the relevance of playfulness in the teaching-learning process in early childhood education. Understanding and analyzing playfulness in the context of early childhood education is necessary within the scope of this study. Regarding the methodological aspects, this work was constructed through a bibliographic review, with the aim of fulfilling the proposed objectives. Through the analysis of articles, books and other materials that discuss the relationship between playfulness and learning, we conducted a qualitative research that allowed us to obtain the results presented. Finally, our study reaffirms the importance of playful practices in the teaching-learning process, especially in the context of early childhood education, and points to ways for their greater integration into school curricula. We emphasize that playfulness needs to be seen as a tool capable of promoting not only the development of the intellect, but also the personal and social growth of the child, contributing to the integral development of students. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-01-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/29280 Título: As concepções de professoras sobre o letramento literário no ensino fundamental Autor(es): Vilar, José Islan de Oliveira Ferreira Orientador: Alencar, Sabrina Grisi Pinho de Abstract: This work has the general objective: to analyze the conceptions of teachers about the teaching of literature through literary literacy. The specific objectives consist of identifying the teachers' conceptions about the teaching of literature; to verify the strategies used by the professors regarding the teaching of literature; and, Analyzing, from the perspective of teachers, the effects of literary artifice on students' lives and learning. The main question is: How do teachers understand the teaching of literature/literary literacy? During the work, a bibliographic review was carried out, in which works by authors such as Koch (2002), Cunha (1974) and Zilberman (2009), among others, who discuss the subject in question, were analyzed. The realization of the research stems from the intention of understanding the mechanisms used to strengthen the literary practice as a bias for deepening and mastering the themes that are associated with the contents that fall within the set of knowledge mediated by the teacher, in the search for an education committed to the development of the inherent capacities of the child. The field research was carried out based on the observation of the classes of teachers working in classes of the 3rd year of Elementary Education in a public institution of Elementary Education, located in Taperoá/PB. The research is of a qualitative nature, together with the monitoring carried out in the school field, a questionnaire containing 10 questions was applied: seven open questions and three closed questions with three alternative answers. Use techniques to attract children's attention, captivating them and tuning them in to the book in order to understand its content. some methods aimed at improving the assimilation of children. It is concluded that teachers are creative in their methodological plans and that literary literacy emerges as an unconditional alternative. Editor: Universidade Federal da Paraíba Tipo: TCC 2020-07-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/27546 Título: Leitura de imagens no contexto do livro didático Autor(es): Marques, Elivânia Rodrigues Lira Orientador: Fontes, José de Arimatéa Abstract: Our analysis is based on the premise that, nowadays, the social demands of reading and writing have demanded increasingly advanced literacy skills from subjects. Citizens (students) are increasingly exposed to reading texts that are rich in visual, verbal and sound elements in their composition. An understanding of how to read and understand these texts is needed. Our research has multimodal literacy as its object of study, whose objective was to analyze the perceptions of teachers in the early years of elementary school at the Municipal School of Infant and Elementary Teaching Professor Geraldo Costa located in the municipality of Alagoa GrandePB.In our work, we analyze the multimodal texts that are part of the Didactic Book in the development of Multimodal Critical Literacy in a specific way, seeking to understand how students identify the ideologically naturalized discourse from verbimagery elements of this textual modality, where we also seek to analyze how they deconstruct asymmetric power relations represented in them. It is concluded that the insertion of multimodality in the school context, mainly in the Textbook, enables the development of Critical Multimodal Literacy in students. Editor: Universidade Federal da Paraíba Tipo: TCC 2023-07-23T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/27541 Título: O processo de ensino e aprendizagem através da utilização das Tecnologias de Informação e Comunicação (TIC’s) durante a pandemia da Covid-19: diálogos e discussões Autor(es): Santiago, Jackeline Bezerra Orientador: Silva, Izaura Maria de Andrade da Abstract: The present work, of a bibliographic nature, has as its main objective to reflect the teaching and learning process, through the use of Communication and Information Technologies and Digital Communication and Information Technologies, enhanced through their use in the period of the Covid pandemic - 19. Mostly, the studies by Moran (2004), Braga (2009), Schell (2015) and Oliveira (2020) were used as a theoretical reference, which deal with innovative and technological trends in the context of the classroom and the use of technologies in education. The character of this research is, eminently, descriptive and qualitative, from the point of view of the approach and the study. As a result of this study, we can point out that the covid-19 pandemic accelerated, in a way, the use of technological resources in education, although moved by the urgency of the moment, non-face-to-face teaching models were enhanced in an auxiliary way to move forward with the educational processes in schools. It is hoped that this work will contribute to academic and scientific discussions and that it can bring reflections on the subject addressed. Editor: Universidade Federal da Paraíba Tipo: TCC 2023-06-01T00:00:00Z