https://repositorio.ufpb.br/jspui/handle/123456789/2393 EAD Thu, 03 Sep 2026 09:55:54 GMT 2026-09-03T09:55:54Z 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/123456789/38845 Título: Libras, linguagem e aprendizagem: fundamentos para a inclusão escolar dos surdos Autor(es): Freitas, Gerluce Pereira de Orientador: Rocha, Francineide Rodrigues Passos Abstract: The school inclusion of deaf students represents one of the main challengesofcontemporary education, requiring the development of pedagogical practicesthatrespect their linguistic, cultural, and educational specificities. In this context, theBrazilian Sign Language (Libras) plays a fundamental role in the cognitive, social,and identity development of deaf individuals, becoming a central element for theeffectiveness of bilingual education and school inclusion. This study aims toanalyzethe importance of Libras, language, and bilingual education in the school inclusionprocess of deaf students, highlighting challenges and possibilities for promotinginclusive and quality education. This research adopts a qualitative approach, withabibliographic and documentary nature, based on studies related toinclusiveeducation, bilingual education, deaf culture, and teacher training. Thetheoretical framework is supported by authors such as Vygotsky, Bakhtin, Quadros, Skliar,Strobel, Lacerda, and contemporary researchers in the field of deaf education. Thefindings indicate that early access to Libras contributes to language development,learning, and the construction of deaf identity, while continuing teacher education,curriculum flexibility, visual resources, and the recognition of deaf cultureareessential elements for the development of inclusive educational practices. It isconcluded that the effective inclusion of deaf students requires the strengtheningofbilingual education, the appreciation of Libras, and the implementation of policiesandpedagogical practices that ensure the right to communication, learning, andsocial participation. Editor: Universidade Federal da Paraíba Tipo: TCC Wed, 01 Jul 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38845 2026-07-01T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38842 Título: O brincar como forma de aprendizagem na literatura científica e nos documentos oficiais da educação infantil Autor(es): Queiroz, Ana Paula Pereira de Lucena Orientador: Amorim, Ana Luísa Nogueira de Abstract: Playing in Early Childhood Education constitutes a structuring principle and an indispensable pedagogical axis, surpassing the mere conception of entertainment to consolidate itself as a central element in the child's integral development. Given the gap observed in daily practice between the educational ideal and the actual implementation of playfulness in classrooms — often limited by barriers of resources or pedagogical posture —, this study was guided by the following question: how is play presented in the scientific literature and in official documents of Early Childhood Education? The general objective consisted of analyzing, through bibliographical research, the understanding and relevance of play for the process of building learning and cognitive, motor, social, and emotional development in early childhood. Methodologically, the investigation is characterized as qualitative research of a bibliographical nature, carried out through the survey and critical analysis of secondary sources obtained from databases and digital libraries, such as books, articles, legislations, and scientific materials, using the descriptors: play, Early Childhood Education, child development, and learning. The results indicate that contemporary scientific literature and national normative documents, such as the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Curricular Base (BNCC), converge in recognizing play and interactions as structuring axes of the curriculum. It is concluded that overcoming traditional and merely transmissive practices fundamentally depends on the posture and creativity of the teacher as a mediator, whose intentional intervention transforms limited spaces into rich environments of experiences, ensuring the child's fundamental right to learn in a pleasant and meaningful way. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38842 2026-01-01T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38836 Título: Atuação do profissional de apoio escolar na educação inclusiva: uma revisão integrativa da literatura Autor(es): Silva, Valquiria Correia da Orientador: Seabra, Magno Alexon Bezerra Abstract: The school inclusion of students who are the target audience of Special Education has required significant changes in pedagogical practices and school organization to ensure these students' access, participation, and learning. In this context, this undergraduate thesis aimed to analyze how the school support professional performs their role and the main challenges faced by this professional within the scope of Inclusive Education in Brazil. To achieve this objective, an integrative literature review was conducted, based on a bibliographic survey carried out through Google Scholar, considering studies published between 2022 and 2026. The results showed that the role of the school support professional is still marked by uncertainties regarding their responsibilities within the school environment, alternating between functions related to students' basic care and pedagogical activities. In addition, challenges were identified, including the lack of specific training, the absence of joint planning opportunities with teachers, precarious working conditions, and the high turnover of these professionals, factors that compromise the continuity and quality of the support provided to students. It was found that although Law No. 13,146/2015 represented an important advance in guaranteeing the right to school support, there are still gaps related to the training and regulation of these professionals' roles. It is concluded that the effective implementation of inclusive education depends on valuing school support professionals, integrating them into the school's pedagogical actions, and strengthening collaborative work among all those involved in the educational process. Editor: Universidade Federal da Paraíba Tipo: TCC Thu, 02 Jul 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38836 2026-07-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38835 Título: Desafios da educação inclusiva na educação infantil Autor(es): Silva, Jaqueline Marques da Orientador: Rocha, Francineide Rodrigues Passos Abstract: Inclusive education is one of the main challenges of contemporary education, especially in Early Childhood Education, a fundamental stage for children's holistic development and for building relationships based on respect for diversity. In this context, the general objective of this study is to analyze, based on scientific literature, the challenges faced by Early Childhood Education teachers regarding their training and professional practice aimed at inclusive education. This is a qualitative bibliographic research developed through the analysis of scientific publications, official documents, and legislation published in recent years. The study was grounded on authors who discuss inclusive education, teacher training, and pedagogical practices focused on addressing diversity within the school context. The results revealed that, although Brazil has a broad legal framework aimed at guaranteeing the right to inclusive education, there are still obstacles that hinder its implementation in the daily routine of Early Childhood Education institutions. Among the main challenges identified are gaps in initial teacher training, the insufficiency of continuing education programs, the scarcity of adapted pedagogical resources, the lack of specialized support, and the structural limitations of educational institutions. The findings also showed that school inclusion promotes significant benefits for children's development, especially regarding autonomy, socialization, and learning. It is concluded that the effective implementation of inclusive education in Early Childhood Education depends on the articulation of public policies, high-quality teacher training, adequate working conditions, and institutional commitment to valuing diversity, in order to ensure access, participation, and learning opportunities for all children. Editor: Universidade Federal da Paraíba Tipo: TCC Fri, 26 Jun 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38835 2026-06-26T00:00:00Z