https://repositorio.ufms.br/handle/123456789/3687 Thu, 23 Jul 2026 01:23:22 GMT 2026-07-23T01:23:22Z https://repositorio.ufms.br/handle/123456789/14632 Título: A Literatura como prática social: uma análise dos PPPs de Escolas Municipais de diferentes índices no IDEB. Abstract: This study analyzes reading as a social practice by examining the Political-Pedagogical Projects of municipal schools in São Gabriel do Oeste, Mato Grosso do Sul (MS), which have varying IDEB scores. It draws upon Soares’s (2020) concepts of *alfabetização* (basic literacy/decoding skills) and *letramento* (broader literacy practices), as well as Cosson’s (2006) concept of literary literacy, to argue that reading is a social and cultural practice. The study investigates the role of literature and reader development in the third year of elementary education. Its general objective was to analyze how literary literacy is conceptualized and fostered in municipal schools serving third-grade students. Specifically, the study sought to understand the conceptions of reading found in the institutions' Political-Pedagogical Projects, identify initiatives aimed at reader development, and assess the presence of this theme within the schools and their official documents. The research employs a qualitative approach, involving document analysis of the Political-Pedagogical Projects and IDEB scores during the first semester of 2026. The results revealed that while both institutions acknowledge the importance of reading, their documented proposals focus primarily on developing technical and basic literacy skills, lacking explicit references to the development of literary readers. Tipo: Trabalho de Conclusão de Curso Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14632 2026-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14622 Título: A Infância como Presente: o reconhecimento da criança como sujeito do agora contra a lógica do Abstract: This research reflects on childhood from the perspective of comprehending the child as a subject of the present, problematizing the social and educational culture to value children primarily in terms of what they may become in the future. Motivated by concerns regarding conceptions that view childhood as merely a period of preparation for adulthood, the research seeks to recognize the child as an individual who contributes and participates in social life, produces culture, constructs meanings, and attributes significance to the world in which they live. To achieve this objective, a qualitative approach was adopted, based on bibliographic, documentary, and field research. The theoretical framework draws upon the works of Philippe Ariès, Manuel Jacinto Sarmento, William Corsaro, and Hannah Arendt, as well as the analysis of legal documents that recognize children as subjects of rights. The field research was conducted through experiences developed during Mandatory Internship II in Early Childhood Education, enabling the articulation between theoretical studies and the educational practices observed in the school context. The results reveal that, although significant progress has been made in recognizing children as active and participatory subjects, educational practices and discourses that excessively prioritize the future over children's present experiences still persist. Within this framework, play, attentive listening, imagination, and children's participation emerge as fundamental elements for valuing childhood. It is concluded that recognizing the child as a subject of the present does not mean disregarding the future; rather, it means understanding that the future is built upon the experiences, relationships, and learning processes lived in the present, thereby ensuring childhood its intrinsic value and the right to be fully experienced. Tipo: Trabalho de Conclusão de Curso Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14622 2026-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13665 Título: AFETO E CUIDADO NA EDUCAÇÃO INFANTIL: REFLEXÕES A PARTIR DE ESTÁGIOS Abstract: This paper seeks to reflect on the importance of affection and care in Early Childhood Education, considering both the theoretical dimension and the practical experiences gained during the compulsory internships of the Pedagogy course at the Federal University of Mato Grosso do Sul, with children aged 1 to 5 years. It adopts an approach that uses personal records, initially field diaries, as a resource for memory and analysis of lived experiences. The text explores how sensitive listening, dialogue, and small gestures of attention can foster emotional bonds and mediate learning, while also addressing the challenges of teacher training to develop pedagogical practices that are more attentive to the emotional and relational dimension with children. In addition, it discusses situations of violence and child neglect observed in the school context, emphasizing the need for teachers to adopt an ethical, empathetic, and responsible attitude in the face of such occurrences. From this perspective, the work emphasizes the role of the educator as an agent of protection and care, capable of recognizing signs of suffering, promoting a safe environment, and contributing to the integral development of children. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13665 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/8585 Título: A FORMAÇÃO DO DISCENTE DE PEDAGOGIA, PARA ATUAÇÃO EM ESPAÇO NÃO ESCOLAR Abstract: This article presents itself as a bibliographical review of productions that discuss the training of students in the pedagogy course - degree, in addition to teaching, in non-formal educational environments, since Pedagogy is responsible for the production and dissemination of scientific knowledge - technology in the educational field, in school and non-school contexts. Legal documents such as Opinions, Resolutions and proposals sent to the National Education Council - CNE were analyzed to define the curricular guidelines of the Pedagogy course, as well as some scholars such as: Freire (2006), Saviani (1991), Libâneo (2000) and Pimenta (2002), who bring in their productions the fields of activity for this professional, aiming to reflect on the various socio-political and economic transformations of today's society, not limited to the formal teaching environment - the classroom. In view of the analyzes carried out, it is highlighted that the training of this student must comply with a base of scientific and theoretical knowledge, with the relationship between theory and practice being important, in order to enable contact with different realities, whether formal or non-formal, in order to provide not only theoretical knowledge, but also conditions for positioning in the job market, given today's varied scenarios. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/8585 2024-01-01T00:00:00Z