https://repositorio.ufpb.br/jspui/handle/123456789/54 2026-08-03T23:14:46Z https://repositorio.ufpb.br/jspui/handle/123456789/38480 Título: Implantação da Escola Cidadã Integral na cidade de Sapé-PB: uma análise a partir da ECITMOAP (2016-2023) Autor(es): Macedo, Jailson de Araujo Orientador: Marques, Ana Carolina de Oliveira Abstract: This study analyzes the implementation of the Escola Cidadã Integral (ECI) in the municipality of Sapé, Paraíba state, focusing on the Escola Cidadã Integral Técnica Monsenhor Odilon Alves Pedrosa (ECITMOAP) between 2016 and 2023. The objective is to understand the impacts of this model on the public high school network in the urban area of the city. The methodology is quali-quantitative, based on participant observation, documentary and bibliographic analysis, as well as a survey of school enrollment data using the SABER system. The main results indicate that the transition to the full-time model caused a significant drop in enrollment numbers, overload on the only remaining regular school, classroom overcrowding, and structural precariousness. During the internship, makeshift classrooms were observed, along with a lack of infrastructure for technical courses, absence of specialized educational support, and inadequate working conditions for teachers. It is concluded that the implementation of the ECI in Sapé occurred in an imposing manner, with mediation and infrastructure problems, negatively impacting students, teachers, and the local school dynamics, in contrast to the widely disseminated official image. Editor: Universidade Federal da Paraíba Tipo: TCC 2023-10-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38436 Título: A importância do estágio supervisionado na formação do professor de geografia: valorizando a realidade dos estudantes Autor(es): Freires, Jerferson de Lima Orientador: Santos, Elzanir dos Abstract: This work seeks to reflect on the role of supervised internship in my teaching training. The internship allowed me to apply and test, in the classroom, the knowledge acquired throughout my academic career. By relating the content to the students' reality, the internship became a true training laboratory, in which it was possible to identify the challenges and successes achieved and reflect on them. Thus, this work constitutes an experience report, supported by bibliographical research and elaborated based on my experiences in the Supervised Teaching Internship II, linked to the Geography Degree Course at the Federal University of Paraíba (UFPB) - Campus I. The internship was carried out at the Antônio Azevedo Municipal Elementary School, located in the city of Baia da Traição. The internship experience was structured into four phases. Initially, theoretical discussions took place at the university, which were fundamental to reflecting on teaching practice. Then, planning activities were carried out with the supervising teacher and class observation. Soon after, the intervention took place, carried out through the regencies. Finally, analyses and reflections were carried out on the supervised internship experience, covering both the theoretical and practical aspects, based on experiences in the school environment and the concepts and themes discussed in university classes. The internship represented a very important moment in my teaching training, as it allowed me to experience the school reality up close and reflect on my own teaching practice. Finally, the support provided by the supervisor, the school, and the students made the experience even more enriching, exceeding my own expectations and reaffirming the importance of the internship in my professional development. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-08T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37989 Título: Vislumbrando uma práxis educativo-coletiva no estágio curricular de geografia no ensino médio Autor(es): Santos, José César dos Orientador: Marques, Ana Carolina de Oliveira Abstract: This report on the Curricular Internship in Geography, developed within the scope of the Supervised Teaching Internship III course, presents a set of information, data, experiences, and insights gained throughout the period of this formative activity, which ran from July 7, 2025, to September 9, 2025. Fulfilling a mandatory and indispensable requirement for the completion of the Geography Licentiate Degree at UFPB, its main objective was to provide the geography student and intern with knowledge of the reality of education, the school, and the professional practice of a Basic Education teacher (High School), in all its dimensions, complexities, actions, and pedagogical practices inherent to this educational level. In this case, the internship was carried out at the Escola Estadual de Ensino Médio Regular Professora Antônia Rangel de Farias, located in the Torre neighborhood, in the city of João Pessoa-PB. Among the main actions and practices developed, from a theoretical, methodological, and practical point of view, the following stand out: bibliographic records and studies to establish the theoretical and conceptual references and foundations of this internship experience; documentary research and information gathering with the internship supervisor and other education professionals providing pedagogical support, in order to understand and outline a basic profile of this school; active and attentive observation of the school's daily life, institutional practices, and pedagogical actions developed by education professionals within that school space; especially and in a more in-depth manner, observation and monitoring of the classes and teaching practice of the geography teacher and supervisor of this teacher training process; planning and conducting the classes of this teaching experience in Geography at the public school; finally, evaluation of the internship experience as a whole, considering the evaluation of the supervisor and also the pedagogical and educational results obtained throughout this training process. Even understanding the risks of falling into conceptions of internships tied to the reproduction of traditional, instrumental, and technocratic didactics, or even of resorting to empty and sterile criticism, this internship modestly and boldly envisioned the possibility of breaking with the fragmentation of knowledge based on the separation between theory and practice, bringing introductory and propositional elements for the development of a well-situated educational-collective praxis, which shares the idea of the internship as a space for reflection and research, capable of overcoming the unreflective and alienated character of pedagogical practices in general, establishing horizons of human dignity for the subjects of this process, inside and outside educational environments. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-25T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37880 Título: A abordagem das relações étnicos raciais no ensino fundamental- II: um olhar na E.M.E.F. Agripino Ribeiro Filho, Município de Araçagi-PB Autor(es): Dantas, Wellington Miguel Orientador: Galvão, Josias de Castro Abstract: In the field of education, one of the greatest challenges in addressing the topic of ethnic-racial relations is essentially the lack of training in schools, particularly for teachers, who are responsible for developing critical and reflective citizens. This research, based on the F. Agripino Ribeiro Elementary School, located in the municipality of Araçagi, Paraíba, Brazil, began with the following guiding question: How is the topic of ethnic-racial relations developed at this school? Thus, the objective of this research was to analyze the development of the topic of ethnic-racial relations in schools and in Geography teaching, with an emphasis on basic education, the aforementioned elementary school. The methodological guidelines are based on a qualitative approach, as we used a bibliographical survey, refined documentary research, and fieldwork. Using instruments such as field diaries and semi-structured interviews, we investigated and reflected on the proposed theme of ethnic-racial relations in education, with an emphasis on Geography. We are anchored in authors such as: Gonzalez and Hasenbalg (1982), Munanga (1988), Pontuschka (2007), Adichie (2009), Hooks (2013), Ribeiro (2017), Silva, (2017), Cardoso (2017), Almeida (2019), Marques et al. (2021), Campos and Nascimento Júnior (2024) and in the legal frameworks law 10.639/2003 and 11.645/2008 that discuss the theme of ethnic-racial relations. The need for anti-racist education to combat racism and racial discrimination is well-documented in the literature, and there is a constant demand from national agencies such as the Ministry of Education and Culture (MEC) for actions and practices that prioritize historical and cultural knowledge and the contributions of Black and Indigenous people, emphasizing the content Geography offers teachers that can address in their classes, reflecting the knowledge and social contrasts existing within the geographic space. Therefore, this research is highly relevant because it will consist of a database on the topic of ethnicracial relations and will serve as guidance for education professionals, especially geography teachers, who have the knowledge on this topic that needs to be addressed in all schools, with the aim of promoting anti-racist education and racial equality for the Afro-Brazilian population. Editor: Universidade Federal da Paraíba Tipo: TCC 2025-10-08T00:00:00Z