DSpace Coleção:https://repositorio.ufms.br/handle/123456789/63462026-03-31T18:42:36Z2026-03-31T18:42:36ZA PARTICIPAÇÃO ATIVA DA CRIANÇA NO PROCESSO DE APRENDIZAGEM ESCOLAR PARA O DESENVOLVIMENTO PSICOLÓGICOhttps://repositorio.ufms.br/handle/123456789/141262025-12-11T20:31:24Z2025-01-01T00:00:00ZTítulo: A PARTICIPAÇÃO ATIVA DA CRIANÇA NO PROCESSO DE APRENDIZAGEM ESCOLAR PARA O DESENVOLVIMENTO PSICOLÓGICO
Abstract: This study investigates how a child's active participation, mediated by interactions, play, and choices, contributes to their holistic development according to the historical-cultural approach.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZHistória de vida: A constituição identitária de uma pedagoga negra em formação inicialhttps://repositorio.ufms.br/handle/123456789/140302025-12-08T21:41:15Z2025-01-01T00:00:00ZTítulo: História de vida: A constituição identitária de uma pedagoga negra em formação inicial
Abstract: Este texto tiene como objetivos problematizar cuestiones relacionadas con la diversidad étnico-racial y reflexionar sobre mi historia de vida como estudiante del curso de Pedagogía de la Universidad Federal de Mato Grosso do Sul, Campus de Três Lagoas, siendo una mujer negra. Las Leyes n.º 12.288, la Ley 10.639/03 y las teóricas Carneiro (2003), Fernandes (2016) y Gomes (1993, 2001) ofrecen el fundamento teórico que posibilita el diálogo sobre el tema. A partir de la investigación bibliográfica y de la metodología de historia de vida, se busca ampliar la comprensión de los fenómenos sociales, históricos, culturales y educativos.
Como mujer negra y futura pedagoga, en un espacio escolar es esencial reconocerse y redescubrir nuevas posibilidades de afirmación identitaria. A lo largo de mi formación inicial en Pedagogía, percibí que estas intersecciones emergen con fuerza dentro de los espacios educativos, donde aún se observan prácticas discriminatorias veladas, estereotipos reproducidos y enfoques superficiales sobre la historia y la cultura afrobrasileña.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZLudicidade na Educação Infantilhttps://repositorio.ufms.br/handle/123456789/139852025-12-08T12:58:29Z2025-01-01T00:00:00ZTítulo: Ludicidade na Educação Infantil
Abstract: This article aims to analyze the role of playfulness as an essential element in the
learning and development process of children in Early Childhood Education, especially
in the age group from 0 to 3 years. It is based on the understanding that play is not
limited to leisure or recreation but constitutes a fundamental dimension of human
development, responsible for promoting interactions, learning, and the construction of
subjectivity. The study is based on classical authors such as Lev Vygotsky (1988), Jean
Piaget (1971), and Donald Winnicott (1975), whose theories highlight play as a
structuring axis of child development. In addition, it dialogues with the contributions of
Kishimoto (1994), Luckesi (2000), and Huizinga (2000), who reinforce playfulness as a
cultural, social, and pedagogical expression. The article also discusses the legal
frameworks of Early Childhood Education in Brazil, based on the National Education
Guidelines and Framework Law (LDB, Law No. 9.394/1996), the National Curriculum
Guidelines for Early Childhood Education (2010), and the Common National
Curriculum Base (2017), which recognize play as a right of the child and an essential
educational practice. The research emphasizes that playfulness is more than a
teaching method: it is a pedagogical principle that sustains meaningful learning and
integral development in early childhood.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00ZALFABETIZAR COM SENTIDO E SIGNIFICADO: REFLEXÕES SOBRE UMA PRÁTICA HUMANIZADORA NO INÍCIO DA ESCOLARIZAÇÃOhttps://repositorio.ufms.br/handle/123456789/139682025-12-08T03:01:09Z2025-01-01T00:00:00ZTítulo: ALFABETIZAR COM SENTIDO E SIGNIFICADO: REFLEXÕES SOBRE UMA PRÁTICA HUMANIZADORA NO INÍCIO DA ESCOLARIZAÇÃO
Abstract: The present study aims to investigate humanizing literacy as an approach that understands writing as a social, cultural, and mediating practice of human relations. We adopted a qualitative and exploratory research design, based on bibliographic analysis, documents from the Humanizing Literacy Center (NAHum), and semi-structured interviews with researchers Dagoberto Buim Arena and Stela Miller. The study analyzed how this perspective can be incorporated into current teaching practices and what contributions it offers to the teaching of reading and writing in the early years of schooling. The results indicate that humanizing literacy contrasts with traditional methods focused on decoding, as it values meaning, the social function of texts, and children’s authorship. We highlight that pedagogical practices involving real genres, collective writing projects, and attentive listening promote autonomy, engagement, and critical understanding, strengthening bonds between school, family, and community. As limitations, we point out the absence of classroom observations and the small number of participants. For future research, we suggest expanding the investigation to different school contexts. We conclude that to teach literacy in a humanizing way means to form critical and culturally participatory subjects.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00Z