https://repositorio.ufpb.br/jspui/handle/123456789/2394 presencial 2026-09-24T05:25:55Z https://repositorio.ufpb.br/jspui/handle/123456789/39250 Título: O papel da psicopedagogia na promoção de habilidades socioemocionais: um relato de pesquisa sobre empatia e prevenção da violência escolar Autor(es): Silva, Anna Flávia Oliveira da Orientador: Dias, Adelaide Alves Abstract: This study analyzes the role of Psychopedagogy in promoting socio-emotional skills, with an emphasis on empathy, as a strategy for preventing school violence in Early Childhood Education. The research is qualitative in nature, with a descriptive-interpretative approach, based on the results of the PIBIC project “Prevention of school violence: the management of empathic skills,” developed at the Colégio de Aplicação of the Federal University of Paraíba (CAp/UFPB). The study involved 13 preschool children from an afternoon class. Methodological procedures included conversation circles, storytelling activities, and hypothetical situations conducted in person, enabling children to express their perceptions and experiences regarding conflicts and interpersonal relationships. Data analysis followed a discursive and interpretative perspective, grounded in Psychopedagogy and socio-emotional development studies that understand empathy as a structuring element of learning and school coexistence. The findings revealed a significant presence of empathic attitudes, both spontaneous and mediated, expressed through behaviors such as care, help, inclusion, cooperation, and perspective-taking, including interactions with a peer diagnosed with Autism Spectrum Disorder. The results indicate that empathy strengthens interpersonal bonds, enhances the emotional climate of the classroom, and acts as a protective factor against aggressive behaviors. It is concluded that Psychopedagogy, by intentionally fostering socioemotional skills, contributes preventively to the development of more ethical, inclusive, and peaceful school environments from early childhood. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39249 Título: Concepções sobre alfabetização no ensino superior: análise da qualidade educacional formativa na Paraíba Autor(es): Dutra, Ana Clara Rimar Orientador: Dias, Émille Burity Abstract: The present study aims to address the quality of teacher education programs in Pedagogy in the state of Paraíba by identifying, in their academic curricula, how initial education (undergraduate level) approaches evidence-based literacy, in light of neuroscience and the cognitive science of reading. To this end, a documentary analysis was outlined based on syllabi extracted from curricular structures and Pedagogical Course Projects (PPC) regarding the Pedagogy and Rural Education (Pedagogia do Campo) programs, in addition to an observational analysis through data collection via a structured questionnaire administered to 35 students from the aforementioned programs. A total of 17 institutions were identified, with 11 public and 1 private institution being evaluated. As results, the predominance of sociocultural, constructivist, and discursive-dialogical perspectives aimed at underpinning teaching in the early years is highlighted, as well as critical-reflective approaches for youth and adult literacy. A limited alignment is observed regarding the articulation between curricula and fundamental components for the teaching-learning of reading and writing grounded in the cognitive science of reading. Additionally, students’ conceptions indicate the perception of a certain level of neuroscientific and cognitive theoretical deepening throughout their academic trajectory, although this proves to be divergent at the curricular level. It is envisaged that this research may support and reverberate future pedagogical and psychopedagogical studies on evidence-based literacy, teacher education at different levels, as well as more in-depth studies on the mismatch between curriculum and student perception in these and/or other higher education institutions. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-07T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39248 Título: Assessoramento psicopedagógico e inclusão: perspectivas de professores dos anos iniciais no processo de elaboração do PEI Autor(es): Fernandes, Amanda Amaro Orientador: Marques, Célia Maria Cruz Abstract: Inclusive education in Brazil has advanced with regard to access for students who are the target population of special education to mainstream classes of regular education; however, gaps persist regarding the quality of this process. In this context, the Individualized Education Plan (IEP) stands out as a pedagogical instrument aimed at meeting the specific needs of each student, and the psychopedagogue emerges as a professional with the potential to assist in its development. The present study had as its general objective to describe the extent to which, in the conception of these teachers, the psychopedagogy professional can assist in the construction of the Individualized Education Plan (IEP). The following specific objectives were also adopted: (a) to identify how teachers understand the IEP; (b) to describe the process of IEP construction by teachers in their pedagogical practice; and (c) to verify teachers’ conceptions regarding psychopedagogical support for the construction of the IEP. This is an exploratory and descriptive study, with a qualitative approach, carried out with ten teachers from public and private schools in the state of Paraíba, Brazil, through a structured questionnaire made available via Google Forms. The data were analyzed through Descending Hierarchical Classification (DHC) using IRAMUTEQ software, generating two thematic axes subdivided into four classes. The results showed that teachers understand the IEP as an individualized planning instrument associated with teaching strategies, curricular adaptations, and student monitoring, recognizing psychopedagogical support as a collaborative and necessary resource that involves teachers, family, and the school. Obstacles to the implementation of the instrument were also identified, such as the lack of specific training and the absence of institutional support. It is concluded that the psychopedagogue is perceived as an essential articulator of the inclusive process, and their presence in schools is a necessary condition for the effective implementation of the IEP. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-23T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39247 Título: A aprendizagem escolar de crianças adotadas: contribuições da literatura científica Autor(es): Quaresma, Amanda Victória Pereira Orientador: Oliveira, Marcia Paiva de Abstract: The school inclusion of students with disabilities and neurodivergence is a reality in the educational field, supported by public policies and relevant legislation. To address this new reality, curriculum adaptation and the dynamic development of specific documents, such as the Individualized Education Plan (PEI) and the Specialized Educational Service Plan (SESP), are recommended. The PEI is a document that must be developed collaboratively between the school and the family, so that, collectively, it can meet the educational needs of students. In this context, a new area of practice emerges for the institutional educational psychologist, as this professional will assess the learner’s needs and then provide guidance to teachers on how to develop and implement an PEI tailored to the student. The present study aimed to develop a psychoeducational guidance booklet for Basic Education professionals regarding the preparation of the Individualized Education Plan . Based on the demands identified during Supervised Internships 1 and 2, the need for creating this guiding material was observed. The booklet was developed using the Canva design platform and presents a step-by-step guide for preparing the PEI . It will be shared charge with educational psychologists, teachers, parents, and the general community. The booklet is organized into categories such as: learner identification, planning period, initial assessment, area of knowledge, skills, methodological strategies, and objective resources. The Specialized Educational Plan is a right of all students who are the target audience of special education, and its legal guarantee is ensured by current legislation in Brazil. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-07T00:00:00Z