https://repositorio.ufpb.br/jspui/handle/123456789/2392 presencial Tue, 01 Sep 2026 10:51:39 GMT 2026-09-01T10:51:39Z 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/123456789/38738 Título: Suas mãos podem falar: uma proposta de oficina de ensino de libras em uma escola do campo. Autor(es): Ribeiro Filho, Iremar Orientador: Farias, Severina Andrea Dantas de Abstract: This study explores the intersection of Rural Education and the integration of Brazilian Sign Language (Libras) within the early years of elementary school. The core problem addresses the hurdles of implementing Libras literacy in rural areas, where a shortage of qualified professionals and a lack of ongoing teacher training often lead to the communicative isolation of Deaf and hard-of-hearing students. The research operates on the premise that educational workshops for hearing students can sensitize the school community and foster meaningful interaction, transforming the classroom into a bilingual and inclusive environment. The primary objective was to develop and implement a didactic workshop titled "Suas Mãos Podem Falar" (Your Hands Can Talk) for hearing fifth-grade students at a rural school. Specific goals included identifying students' prior knowledge, introducing the manual alphabet and basic vocabulary—such as greetings, family members, and school-related terms—and assessing learning outcomes. The theoretical framework is grounded in Paulo Freire’s concepts of subjectivity and social transformation, alongside the perspectives of Carlos Skliar and Ana Claudia Lodi, who view deafness as a political and cultural difference. Legally, the work is supported by Law No. 10.436/2002, Decree No. 5.626/2005, and Law No. 14.191/2021. The methodology employed was a qualitative exploratory study (action research) conducted at a rural school in Conde, Paraíba. Data collection involved an online questionnaire for the lead teacher, pre- and post-tests for students, and a didactic sequence (DS) implemented during the workshop. Results revealed that initially, only 26% of the class possessed basic knowledge of Libras. Throughout the intervention, there was a remarkable evolution in engagement and sign memorization, culminating in an 86.6% achievement rate in the post-test, where most students demonstrated fluidity in dactylology and everyday greetings. Analysis of the teacher's profile highlighted gaps in initial teacher training, reiterating the need for technical support and accessible materials in rural contexts. In conclusion, the workshop succeeded in demystifying prejudices and reducing communication barriers. Integrating Libras into rural school curricula is essential to guarantee respect for sociocultural and territorial identities, promoting an emancipatory and high-quality education for all. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 06 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38738 2026-04-06T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38712 Título: A Constituição da identidade docente na educação do campo Autor(es): Albuquerque, Mayara Cristinny Silva de Orientador: Pereira, Alexandre Macedo Abstract: The construction of teachers’ professional identity has been a subject of debate in the education field, especially when related to the specificities of Rural Education. In this context, understanding how the professional identity of teachers working in rural schools is constructed becomes essential for reflecting on the challenges, working conditions, and public policies that permeate teaching practice in these territories. This study aims to analyze the construction of the professional identity of teachers working in Rural Education, seeking to investigate the factors that influence this process, reflect on the elements that weaken this identity, and to map public policies that contribute to its strengthening. The research is characterized as qualitative, with an exploratory and descriptive approach, and is based on bibliographic research grounded in authors who discuss teacher education and professional identity, as well as the specificities of Rural Education. The results indicate that teachers’ professional identity in Rural Education is shaped by multiple factors, including initial and continuing education, working conditions, educational public policies, and the relationships established among school, community, and territory. It is concluded that strengthening the professional identity of teachers working in Rural Education depends on the valorization of the profession, the expansion of educational public policies, and the promotion of spaces for training and reflection on pedagogical practice, enabling teachers to recognize themselves as active agents in the construction of their professional trajectories. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 09 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38712 2026-04-09T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38711 Título: Formação continuada e educação inclusiva: aspectos legais e percepção dos professores de um município paraibano. Autor(es): Nóbrega, Maria Gabriella Rodrigues Orientador: Lima, Francisca Alexandre de Abstract: This study investigates the provision of continuing education for teachers working in the context of rural schools, analyzing how these initiatives support the improvement of teaching practices aimed at students with Autism Spectrum Disorder (ASD). The theoretical framework is anchored in the perspective of Bizerra (2020) regarding the integration of the local community’s way of life into the pedagogical proposal; in Lozano (2023), discussing the uncritical gap between the legal apparatus and practical application in schools; and in Nóvoa (1992) and Alarcão (2000b), who analyze the teacher’s role and formative precariousness. The research is a case study, employing a mixed-methods (qualitative/quantitative) approach with the objective of analyzing public policies, the training offered to teachers with focus on inclusive education, and identifying the perceptions of rural teachers regarding the difficulties faced in the classroom related to inclusion and these training programs. The methodological strategy was carried out through an interview with the Department of Education of the municipality of Conde-PB and forms focused on the teacher’s perception of the training offered, answered by rural teachers from the same municipality, followed by an analysis of the data and perceptions obtained. From the results, it became clear that the provision of continuing education with a focus on inclusion still occurs in a generalist and urban-centric manner for teachers, and more comprehensively only for Specialized Educational Service (SES) teachers. Consequently, the inclusion of autistic students in the classroom remains ineffective due to a lack of guidance for regular teachers. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 10 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38711 2026-04-10T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38707 Título: A contribuição do PIBID na formação do educador do curso de Pedagogia do Campo. Autor(es): Ramos, Sara Rebeca Souza Orientador: Lima, Francisca Alexandre de Abstract: This study aims to analyze the teacher training of undergraduate students in Pedagogy with a specialization in Rural Education, focusing on student participation in the Institutional Scholarship Program for Teaching Initiation (PIBID), selecting two categories of analysis: pedagogical planning and the immersion process in basic education schools. Theoretically, it is possible to understand the central axis of PIBID, Rural Education, teacher training, working with authors such as: CALDART (2011), Arroyo (2012), TARDIF (2014), PIMENTA (2012), FREIRE (1996), among others. Methodologically, qualitative research of a descriptive and exploratory nature was used; data collection was carried out through an online questionnaire developed on the Google Forms platform, made available to participants via an electronic link. The instrument is a structured tool in a digital environment, composed of open and semi-open questions that allow undergraduate students to describe their formative experiences and perceptions about their activities developed in the PIBID program, from 2024 to 2026. The study concluded that the planning and immersion process of students in basic education schools, via PIBID, enabled the construction of a teaching identity grounded in practice, reflection, and commitment to the reality of rural students. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 10 Apr 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38707 2026-04-10T00:00:00Z