https://repositorio.ufpb.br/jspui/handle/123456789/2392 presencial Sun, 05 Apr 2026 23:24:54 GMT 2026-04-05T23:24:54Z http://repositorio.ufpb.br:443/jspui/retrieve/145008/Educacao do campo.png https://repositorio.ufpb.br/jspui/handle/123456789/2392 https://repositorio.ufpb.br/jspui/handle/123456789/36920 Título: Construção da autonomia das mulheres do campo: o caso do projeto “transformando realidades” Autor(es): Nascimento, Maria da Penha da Silva Orientador: Sousa, Breno Henrique de Abstract: La Educación Rural es uno de los caminos tomados para fortalecer la autonomía de los jóvenes rurales. A partir de aquí, se abordó en esta investigación el tema de las mujeres jóvenes y su permanencia en el medio rural y la agricultura familiar, combinando así la cuestión de la construcción de la autonomía femenina. Así, este trabajo analizó la contribución del proyecto Transformando Realidades: Juventude do Agreste y Curimataú Paraibano Cuidando la Biodiversidad, en la ciudad de Alagoa Nova-PB, desarrollado por la Asociación Cultural y Agrícola de Jóvenes Ambientalistas de Paraíba (ACAJAMAN-PB) en el desarrollo de la autonomía femenina en el campo, con el objetivo de permitir que estas estudiantes permanezcan en sus comunidades locales para desarrollar las habilidades adquiridas. El tipo de investigación fue Exploratoria/Descriptiva, y también se clasifica como Estudio de Caso. La estrategia metodológica utilizada fue la recolección de datos en campo planteada en forma de encuesta simple, realizándose análisis de datos y estudios en torno al proyecto que se desarrolla. De los resultados quedó claro que se ha logrado el objetivo de dar visibilidad y resaltar las experiencias de las mujeres jóvenes en la agricultura, contribuyendo a su autonomía, colaborando en la formación de nuevos agricultores. Con esto, destacamos la importancia de la mujer en el campo, la construcción de su autonomía, su adecuada calificación, así como la promoción de la sucesión en la agricultura familiar gestionada por mujeres. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 04 Nov 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/36920 2024-11-04T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/36919 Título: O ensino da matemática e os desafios da comunidade escolar campesina no processo de escolarização de crianças autistas Autor(es): Vasconcelos, Mikaelly Oliveira Martins de Orientador: Farias, Severina Andréa Dantas de Abstract: This study presents a discussion on the teaching of Mathematics in Rural Education focused on children with Autism Spectrum Disorder (ASD). The main objective was to discuss didactic activities that can be applied to autistic students in rural schools, considering the schooling process for acquiring mathematical concepts involving the Decimal Number System and the additive operation. The research is based on Gérard Vergnaud’s (1996) Theory of Conceptual Fields, Eugênio Cunha’s (2015) reflections on inclusive pedagogical practices and approaches aimed at students with ASD, and the guidelines of the Base Nacional Comum Curricular (BNCC), among others. To problematize and understand the educational reality of teaching Mathematics to autistic students in rural schools, the following questions were raised: How can Mathematics be discussed in the early years with autistic children? How can additive concepts be addressed with children with ASD in rural schools? The study adopts a qualitative and exploratory methodological approach, with data collected through observations, questionnaires, interviews, and activity records. The results showed that the students progressed in understanding the Decimal Number System and additive operations by manipulating golden material and engaging in adapted playful activities, which fostered motivation, autonomy, and the transition from concrete to abstract thinking. The interviews revealed that there is still a gap in students’ learning development and a lack of pedagogical support from school management to assist in the creation of adapted activities. It is concluded that by recognizing the particularities of ASD and valuing Rural Education, this research contributes to building a more inclusive, accessible, and meaningful rural school for all. Editor: Universidade Federal da Paraíba Tipo: TCC Wed, 08 Oct 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/36919 2025-10-08T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/36887 Título: Problematização por meio de jogos: uma estratégia para abordar o ensino de matemática em uma classe multisseriada Autor(es): Carvalho, Juliana Souza de Orientador: Angelo, Cristiane Borges Abstract: This research aimed to investigate the potentialities and limitations of a proposal for activities involving problem-solving through games as a strategy for teaching mathematics in a multigrade classroom in a rural school. To this end, the specific objectives were: to design, develop and evaluate a proposal for problem-solving activities through games. To achieve these objectives, a qualitative research was conducted regarding the approach; exploratory regarding the objectives; and intervention-pedagogical type regarding the technical procedures. The research was conducted in a rural school located in the rural area of the municipality of Alhandra, state of Paraíba. The participants in the research were the teacher and thirteen students from a multi-grade class (4th/5th grades) in the initial years of Elementary School. The research stages were organized into four moments: classroom observation and interview with the teacher; preparation of the intervention proposal; development of the proposal in the classroom; and analysis of the collected data. The following instruments were used for data collection: observation and interview with the teacher, a field diary, and records of the activities carried out by the students. All stages of the research took place over a period of five months, starting in December 2023 and ending in May 2024, specifically during the 2023.2 academic calendar of the Federal University of Paraíba. The pedagogical intervention took place in March and April 2024 in the Supervised Internship III curricular component, in Mathematics teaching. It was observed that during the games, there was engagement and motivation among the students, especially in collective games. In the written activities, linked to problem solving, gaps in the students' learning were identified, evidenced by the lack of mastery in reading, writing, and text interpretation. It was noticed that there are no significant differences in knowledge among the students in the multi-grade class, as they all presented similar levels of understanding, as well as similar difficulties. It is concluded that the use of problem-solving games has the potential to mobilize the class collectively, in order to favor collaboration, allowing students to learn together. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 05 Nov 2024 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/36887 2024-11-05T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/36886 Título: Entre a mobilidade e o direito à educação: estudo sobre à criação da escola indígena Warao urbana e os desafios da construção de um currículo intercultural em João Pessoa/PB. Autor(es): Santos, Igor Freire dos Orientador: Afonso, Maria Aparecida Valentim Abstract: This undergraduate thesis aims to analyze the construction of intercultural educational experiences with the Warao Indigenous people in an urban context, using the city of João Pessoa (PB) as a case study. This is a qualitative research, with ethnographic and cartographic approaches, grounded in escrevivência (life-writing), recognizing the researcher’s role as a social educator at CERMIR as a constitutive part of knowledge production. The study is based on the understanding that Indigenous presence in urban areas is historically marked by invisibility, prejudice, and institutional exclusion, which demands educational approaches that break with colonial logics and promote recognition, redistribution, and active participation of Indigenous peoples in school settings. The analysis articulates the perspectives of critical interculturality and curricular justice as paths to building schools that recognize Indigenous knowledge as legitimate, propose anti-racist pedagogical practices, and value epistemic plurality. Through dialogue with experiences from other Brazilian states (such as Piauí and Pará), the study systematizes the processes of teacher education, curriculum construction, and community participation as essential dimensions for implementing public policies in urban Indigenous education. Ultimately, the study reaffirms that schools can become territories of resistance, as long as they welcome Indigenous presence not as an exception, but as a legitimate and constitutive part of Brazilian education. Editor: Universidade Federal da Paraíba Tipo: TCC Tue, 14 Oct 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/36886 2025-10-14T00:00:00Z