https://repositorio.ufpb.br/jspui/handle/123456789/1125 Wed, 05 Aug 2026 08:04:58 GMT 2026-08-05T08:04:58Z https://repositorio.ufpb.br/jspui/handle/123456789/38585 Título: O ensino da álgebra nos anos iniciais do ensino fundamental: a construção do pensamento algébrico Autor(es): Oliveira, Rayane Marques de Orientador: Alves, Francisca Terezinha Oliveira Abstract: This study results from research on the teaching of Algebra in the early years of Elementary Education, highlighting the importance of developing algebraic thinking at this stage of schooling. Accordingly, the research aimed to investigate how algebra is taught in the early years and to identify methodologies that may contribute to the development of this knowledge. To conduct the study, theoretical research was carried out based on authors who discussed the teaching of Algebra, as well as the analysis of official documents that guide this pedagogical practice. In addition, a diagnostic activity was applied and analyzed in a 5th-grade class, whose results supported the development of a pedagogical intervention proposal. The analysis of the diagnostic activity showed that, although students were able to identify patterns and solve basic operations, they faced difficulties in generalizing and justifying mathematical reasoning, as well as limitations in mathematical communication. Therefore, an intervention proposal composed of ten lessons with playful and investigative activities was developed, aiming to promote the development of algebraic thinking in the early years of Elementary Education. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 07 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38585 2026-04-07T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38584 Título: Educação e tecnologia: a inteligência artificial na formação de professores Autor(es): Bomfim, Maria Rita da Silva Orientador: Medeiros, Laís Paula de Abstract: This study aims to analyze how artificial intelligence can contribute to teacher education, considering the technological transformations in the contemporary educational context. The research was conducted with students from the Pedagogy course at the Federal University of Paraíba (UFPB), Campus IV – Mamanguape, including participants from different academic periods between 2021.1 and 2025.1. This is a qualitative, exploratory study, using an online questionnaire as the data collection instrument. The results show that most participants have already had contact with artificial intelligence tools and recognize their potential as a support resource in the teaching and learning process. The students highlighted contributions such as facilitating access to information, assisting in study organization, supporting the development of activities, and helping with lesson planning. Furthermore, a positive perception was identified regarding the use of artificial intelligence in future teaching practices, as it is seen as a tool capable of making education more dynamic, interactive, and adapted to students’ needs. On the other hand, the research also revealed concerns related to the inappropriate use of these technologies, such as excessive dependence, reduction of critical thinking, and the risk of plagiarism. Another relevant finding concerns the perceived lack of preparation for the pedagogical use of artificial intelligence, indicating gaps in initial teacher education. Therefore, it is concluded that artificial intelligence has great potential to contribute to teacher education, provided that it is used in a critical, ethical, and pedagogical manner. Thus, it is essential to include discussions and practices related to these technologies in teacher education programs, in order to prepare future educators for an increasingly digital educational context. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 07 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38584 2026-04-07T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38582 Título: Um estudo de caso no âmbito da formação inicial do curso de pedagogia/CCAE/UFPB: percepções e experiências em educação tecnológa Autor(es): Nunes, Laíse de Sousa Orientador: Queiroz, Joel Araújo Abstract: This study aimed to understand the importance of Technological Education in the training of teachers and to highlight the need for technological literacy so they can develop strategies suited to the reality of children, considering the society in which we live today. The theoretical assumptions of Vani Moreira Kenski (2003, 2007), Sérgio Guimarães and Paulo Freire (2021), Marisa Narcizo Sampaio and Lígia Silva Leite (2013), among others, were used. A qualitative research was carried out through a questionnaire with eight questions applied to a group of undergraduate students in the Pedagogy course at UFPB/Campus IV. The method sought to investigate students’ conceptions about technology, whether it is relevant to use it as a resource in children’s learning process, and whether limits on its use are necessary. Based on the collected data, it was observed that students understand the importance of technological education in teacher training, aiming to apply this knowledge in their pedagogical practices. Therefore, considering that teacher training should be seen as a continuous, permanent, and constant process, it is essential to keep learning, and it is necessary that this theme continues to be discussed and researched so that we can achieve better processes and results in teacher training and practice. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 29 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38582 2025-09-29T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38581 Título: A afetividade enquanto objeto de estudo e curso de pedagogia Autor(es): Silva, Laisa Alves da Orientador: Andrade, Aurília Coutinho Beserra de Abstract: This undergraduate thesis, entitled “Affectivity as an Object of Study in the Pedagogy Course,” aimed to reflect on the role of affectivity in the studies developed within the Pedagogy Course at Campus IV of the Federal University of Paraíba. In this sense, we sought to carry out an investigation based on the assumption that affectivity plays an important role in the education of the pedagogue, analyzing the Political-Pedagogical Curriculum Project of the course, aswell as examining the undergraduate theses produced and defended by graduating students of the Pedagogy program. We understand that the education of the pedagogue must go beyond purely conceptual pedagogical elements, requiring an expansion of studies and reflections on the emotional and affective relationships that are real and present in the experience of pedagogical practices within the professional context of graduates from the Pedagogy Course. This research was grounded in the premises of qualitative research, aiming to address the proposed objectives in light of a solid theoretical foundation. To this end, we conducted a bibliographic survey on the concept of affectivity, seeking to expand our knowledge in order to academically guide the analysis of the collected data. Based on the analysis of the data obtained from the investigated works, it is evident that affectivity plays a fundamental role in the learning process, directly influencing the cognitive, social, and emotional development of students. The results indicate that educational environments grounded in welcoming, respectful, and empathetic relationships foster more meaningful knowledge construction, as well as promote greater student engagement and a sense of security. Thus, we understand that the integration between affectivity and pedagogical practice should not be seen as a secondary aspect, but rather as an essential element for achieving a comprehensive and humanized learning process. Editor: Universidade Federal da Paraíba Tipo: TCC Wed, 15 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38581 2026-04-15T00:00:00Z