https://repositorio.ufpb.br/jspui/handle/123456789/2393 EAD Sat, 25 Jul 2026 02:48:29 GMT 2026-07-25T02:48:29Z http://repositorio.ufpb.br:443/jspui/retrieve/145007/Pedagogia EAD.png https://repositorio.ufpb.br/jspui/handle/123456789/2393 https://repositorio.ufpb.br/jspui/handle/123456789/38405 Título: Nós: uma antologia de literatura indígena como dispositivo pedagógico: contribuições para uma educação inclusiva e decolonial nos anos iniciais da educação básica Autor(es): Duarte, Mayara Benevenuto Orientador: Seabra, Magno Alexon Bezerra Abstract: This study analyzes the work Nós: Uma Antologia de Literatura Indígena (We: An Anthology of Indigenous Literature), organized by Mauricio Negro, as a pedagogical device for promoting intercultural, decolonial, and inclusive education in the early years of basic schooling. The research adopts a qualitative approach and bibliographic typology, with the entire work as its corpus of analysis — narratives, illustrations, paratexts, bilingual glossaries, and ethnographic notes. The theoretical framework is organized around three axes: indigenous literature as a practice of cultural resistance and reexistence, drawing on the decolonial studies of Quijano (2005), Walsh (2009), and Mignolo (2003), and on the contributions of Graúna (2013) and Munduruku (2011; 2018); inclusive education and its legal frameworks and challenges in Brazil, based on Mantoan (2015), Mendes (2020), and Kassar (2011); and multimodality and multiliteracies, grounded in Kress and Van Leeuwen (2001), the New London Group (1996), and Rojo (2012). The analysis showed that the work carries an intentional aesthetic-political project that subverts colonial logic by positioning indigenous authorship and aesthetics as sovereign languages. Its ten narratives reveal cosmoperceptions — such as spiral time, the ontological relationality between humans and nature, and the intergenerational transmission of knowledge — that challenge the Western epistemological paradigm. From a pedagogical standpoint, the work's multimodal structure offers multiple entry points to knowledge, benefiting students with different learning profiles and specific educational needs. It is concluded that using Nós in early childhood education means both complying with Law nº 11.645/2008 and enacting the critical interculturality advocated by Walsh (2009): not as a symbolic celebration of diversity, but as a structural transformation of the conditions under which knowledge is produced and shared in schools. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 12 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38405 2026-06-12T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38404 Título: Alfabetização e formação continuada: articulações entre o Compromisso Nacional Criança Alfabetizada e o Alfabetiza Mais Paraíba Autor(es): Silva, Maria José Adelaide da Orientador: Seabra, Magno Alexon Bezerra Abstract: This research investigates the articulations between the National Commitment to Child Literacy (CNCA) and the Alfabetiza Mais Paraíba Program. Accordingly, the general objective focuses on analyzing official documents, guides, and reports in order to understand how national and state policies conceive literacy and strategies for teachers' continuing professional development. Methodologically, the study is based on a qualitative and exploratory approach that integrates bibliographic research and document analysis. Additionally, for an effective interpretation of the selected documents, content analysis was employed to understand the concepts of literacy and the materialization of formative practices within the investigated policies. Thus, the theoretical framework is anchored in authors such as Magda Soares (2016, 2017), Emília Ferreiro (1985), and Francisco Imbernón (2009), who discuss the inseparability between literacy and literacies, as well as the construction of teacher identity in the face of neoliberal policies. The results demonstrate that, although the CNCA's national guidelines highlight teacher education based on autonomy and the epistemology of praxis, the implementation in Paraíba, through Alfabetiza Mais, presents tensions by adopting a "cascade" methodology (multipliers), which tends toward the fragmentation of knowledge and technical training (epistemology of practice). Besides, it becomes evident that state policy is heavily influenced by a results-oriented management logic, linked to performance in external evaluations and the leading role of private institutions. Thus, it can be concluded that, despite normative advances in the collaborative system, the challenge remains of promoting teacher education that goes beyond standardization and ensures the effective appreciation of teaching praxis. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 12 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38404 2026-06-12T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/35102 Título: A relevância da ludicidade no processo de ensino aprendizagem na educação infantil Autor(es): Pontes, Maria José Guedes Orientador: Lima, Norma Maria de Abstract: Early childhood education is a crucial phase in the development of individuals. This phase demands an active pedagogical approach that goes beyond the simple transmission of content. In this sense, play stands out as an essential teaching and learning methodology for the construction of children's knowledge. We assume that playing is an activity inherent to children in childhood and this is fundamental for the development of playful pedagogical practices, since they are provided for in the national curricular guidelines and Curricular Parameters for Early Childhood Education. This study aims to understand the relevance of playfulness in the teaching-learning process in early childhood education. Understanding and analyzing playfulness in the context of early childhood education is necessary within the scope of this study. Regarding the methodological aspects, this work was constructed through a bibliographic review, with the aim of fulfilling the proposed objectives. Through the analysis of articles, books and other materials that discuss the relationship between playfulness and learning, we conducted a qualitative research that allowed us to obtain the results presented. Finally, our study reaffirms the importance of playful practices in the teaching-learning process, especially in the context of early childhood education, and points to ways for their greater integration into school curricula. We emphasize that playfulness needs to be seen as a tool capable of promoting not only the development of the intellect, but also the personal and social growth of the child, contributing to the integral development of students. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 30 Jan 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/35102 2025-01-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/29280 Título: As concepções de professoras sobre o letramento literário no ensino fundamental Autor(es): Vilar, José Islan de Oliveira Ferreira Orientador: Alencar, Sabrina Grisi Pinho de Abstract: This work has the general objective: to analyze the conceptions of teachers about the teaching of literature through literary literacy. The specific objectives consist of identifying the teachers' conceptions about the teaching of literature; to verify the strategies used by the professors regarding the teaching of literature; and, Analyzing, from the perspective of teachers, the effects of literary artifice on students' lives and learning. The main question is: How do teachers understand the teaching of literature/literary literacy? During the work, a bibliographic review was carried out, in which works by authors such as Koch (2002), Cunha (1974) and Zilberman (2009), among others, who discuss the subject in question, were analyzed. The realization of the research stems from the intention of understanding the mechanisms used to strengthen the literary practice as a bias for deepening and mastering the themes that are associated with the contents that fall within the set of knowledge mediated by the teacher, in the search for an education committed to the development of the inherent capacities of the child. The field research was carried out based on the observation of the classes of teachers working in classes of the 3rd year of Elementary Education in a public institution of Elementary Education, located in Taperoá/PB. The research is of a qualitative nature, together with the monitoring carried out in the school field, a questionnaire containing 10 questions was applied: seven open questions and three closed questions with three alternative answers. Use techniques to attract children's attention, captivating them and tuning them in to the book in order to understand its content. some methods aimed at improving the assimilation of children. It is concluded that teachers are creative in their methodological plans and that literary literacy emerges as an unconditional alternative. Editor: Universidade Federal da Paraíba Tipo: TCC Mon, 27 Jul 2020 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/29280 2020-07-27T00:00:00Z