https://repositorio.ufpb.br/jspui/handle/123456789/2391 presencial Thu, 05 Nov 2026 02:49:23 GMT 2026-11-05T02:49:23Z https://repositorio.ufpb.br/jspui/handle/123456789/39671 Título: O papel da gestão na inclusão escolar de estudantes público da educação especial: analisando um curso de formação continuada na Universidade Federal da Paraíba Autor(es): Santos, Maria Isabel Santana Leiros dos Orientador: Farias, Adenize Queiroz de Abstract: This study addresses the role of school management in the inclusion of students who are the target audience of Special Education, using as its research instrument the course “Training School Managers for Listening: Existential Cartographies of People with Disabilities in Public Schools in the State of Paraíba,” offered to 130 school managers by the Federal University of Paraíba. The training program adopts a theoretical and practical approach and covers topics such as: Legal Frameworks for Special Education from the perspective of Inclusive Education; School Management, Diversity, and Human Rights; School Management and Accessibility; Specialized Educational Assistance: Collective and Participatory Construction; Direct Money at School Program, Multifunctional Resource Rooms – Funding, Adherence, and Resource Management; and the Political-Pedagogical Project, Participation, and Learning. The course aims to provide these professionals with theoretical and practical support for more inclusive practices within the school context.The study is based on the understanding that, although there has been a significant increase in the number of students who are the target audience of Special Education and their inclusion is guaranteed within the Brazilian legal framework, its implementation in everyday school life remains uneven, marked by structural, pedagogical, and attitudinal barriers. The general objective of this study is to analyze the contributions of a continuing education course offered by the Federal University of Paraíba to managers of the public education system in the state of Paraíba. To this end, a qualitative research approach was adopted. Data were collected through a structured interview. Through this instrument, we sought to establish a dialogue between the researcher and the school managers enrolled in the continuing education course, making it possible to understand their conceptions regarding the promotion of accessibility and school inclusion.The results indicate that continuing education plays a fundamental role in expanding school managers’ theoretical and practical knowledge, contributing to the adoption of more inclusive practices and to the construction of an accessible and welcoming school management, ensuring that students who are the target audience of Special Education have their rights guaranteed. However, the findings also reveal the persistence of challenges, such as ableist and limiting conceptions, teachers’ lack of interest in promoting inclusion, the absence of multidisciplinary support, and limited family participation. It is concluded that, although the training promotes significant advances, the effective implementation of inclusion requires broader actions, including training for the entire school staff. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 14 Aug 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39671 2026-08-14T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39670 Título: Formação inicial docente e educação especial inclusiva: uma análise do estágio supervisionado em sala de recursos multifuncionais Autor(es): Silva, Maria Luiza Santos da Orientador: Massaro, Munique Abstract: This Course Completion Paper aims to analyze how supervised internship experience in a Multifunctional Resource Room contributes to inclusive teacher education. The research is characterized as an autobiographical narrative, with a qualitative approach and descriptive nature, based on systematic observations, records in a field diary, and reflections developed throughout the supervised internship. Data analysis was organized into three categories: the role of Specialized Educational Assistance (SEA) in the context of inclusive education; the pedagogical practices developed in the Multifunctional Resource Room during the internship; and the contributions of the internship to the construction of inclusive knowledge and practices in initial teacher education. The results showed that SEA plays a fundamental role in ensuring access, participation, and learning for students who are the target audience of Special Education through individualized pedagogical practices, collaborative work with teachers and families, and the development of accessible resources. Furthermore, the internship made it possible to understand the challenges faced by SEA professionals, such as structural limitations, the need for continuing education, and the strengthening of collaboration between school and family. It is concluded that the supervised internship constituted an essential formative experience for the construction of teacher identity, fostering the integration of theory and practice, the development of a critical and reflective stance, and the strengthening of a commitment to the principles of inclusive education and human development. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39670 2026-01-01T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39669 Título: Leitura de poesia nos anos iniciais do ensino fundamental: propostas para o trabalho no 5º ano Autor(es): Cruz, Mateus da Silva Orientador: Lima, Maria Graciele de Abstract: This study focuses on reading poetry with students in the early years of elementary school. It draws on the BNCC as a guiding document to understand expectations for students transitioning from the early years to the later years of elementary education regarding the formation of literary readers. The research connects literary reading to academic perspectives, examining how readers of poetry are formed during this educational stage. It is grounded in bibliographic studies such as those by Tres and Iguma (2015), who position poetry as an agent of social change and transformation; Candido (2004), reflecting on the right to literature; Carvalho and Baroukh (2025), regarding the understanding of reading behaviors; Sacramento (2024), who addresses children's engagement with literature; López (2019), who proposes poetry reading as a cornerstone of child development; and Gonçalves (2008), who highlights the problematic nature of distancing children from literature. Finally, the study presents strategies for mediating literary reading, offering ways to explore elements such as rhythm, musicality, aesthetics, and visual aspects of poems. These strategies reference poems like “Ou Isto ou Aquilo”, “Enchente”, and “Roda na Rua” from the collection Ou Isto ou Aquilo (2012) by Cecília Meireles (illustrated by Odilon Moraes), as well as the poetic work O Cabelo de Lelê (2012) by Valéria Belém, illustrated by Adriana Mendonça. The aim is to demonstrate that engaging with literary reading through such mediation strategies moves away from mechanical teaching methods and fosters student autonomy in their ongoing engagement with poetry. Thus, the study seeks to contribute to discussions in the field of Education, serving as a reference for Pedagogy students and researchers who may become interested in the mediation of literary reading, particularly poetry. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 03 Nov 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39669 2026-11-03T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39667 Título: O uso de jogos como recurso didático no ensino de matemática no 3° ano do ensino fundamental Autor(es): Lima, Thaís Alves Correia Orientador: Varella, Vinicius Martins Abstract: This study focuses on the use of mathematical games as a teaching resource to enhance learning in elementary school. Its objective is to analyze the use of games as a teaching tool for mathematics in a 3rd-grade class, identifying the strategies employed by the students and the resulting benefits of this practice for the teaching-learning process. To theoretically ground the research, we present contributions from Kishimoto (1996), Rego and Rego (2000), Smole and Diniz (2002), Varella (2025), among others. In terms of methodological organization, we adopted an exploratory and field research approach, with a qualitative methodology, developed in a municipal school in João Pessoa (PB), with a 3rd-grade class of 33 students aged between 8 and 9 years old. Data collection occurred through direct observation and the application of two educational games: the Unit, Ten, and Hundred Command Game and the Mathematical Board Game, recorded in field notes during two teaching sessions conducted in September 2025. The results showed that students used different strategies to solve the proposed challenges, highlighting the analysis of the positional value of digits, the comparison between numbers, mental calculation, counting on fingers, and collaboration among group members. Furthermore, they revealed greater engagement, enthusiasm, and active participation in the playful activities compared to more traditional teaching practices, emphasizing the teacher's role as a mediator in guiding the strategies and reflecting on the concepts worked on. It is concluded that the proposed objectives were achieved, demonstrating that the game, when planned with pedagogical intent, transcends its recreational dimension and becomes a legitimate teaching tool, capable of articulating cognitive learning, socialization, and student autonomy. It is essential that its application be associated with intentional didactic planning on the part of the teacher. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 10 Aug 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/39667 2026-08-10T00:00:00Z