https://repositorio.ufms.br/handle/123456789/3687 Sat, 28 Mar 2026 01:24:07 GMT 2026-03-28T01:24:07Z 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 https://repositorio.ufms.br/handle/123456789/8471 Título: A educação popular onde falta a escola pública Abstract: O presente artigo é fruto de inquietações pessoais, sociais, políticas e educacionais. Apresenta o percurso de uma pesquisa bibliográfica, efetivada no período de março de 2023 a fevereiro de 2024, como Trabalho de Conclusão de Curso (TCC). Reconhece a educação escolar como direito social cidadão, mas, dialeticamente, questiona as dinâmicas colonizadoras e excludentes que atingem, historicamente, os percursos escolares das classes trabalhadoras na educação básica. Com essa contextualização, elaborei as perguntas que nortearam a pesquisa: O que é educação popular? Como aconteceu e acontece a educação popular no Brasil? A quais interesses atendem, historicamente, as escolas públicas brasileiras? Quais as suas funções políticas-sociais-educacionais? Essas funções estão sendo cumpridas? Como aproximar os saberes populares dos saberes escolares no exercício da práxis que transforma? A partir dessas perguntas defini como objetivo geral: revisitar as nascentes políticas e históricas da educação popular para problematizar os currículos e as práticas político-pedagógicas de escolas públicas, na busca de ampliar e significar o percurso escolar de famílias das classes trabalhadoras. Os caminhos metodológicos se fizeram com buscas em livros e sites acadêmicos, a partir das palavras-chave, com leituras e fichamentos. Fundamentada em experiências pessoais e familiares, nos estudos realizados e nas reflexões efetivadas, é possível concluir que a educação escolar, como direito constitucional, não tem conseguido assegurar, além do acesso, a permanência em escolas que reconheçam os saberes da educação popular como legítimos, em diálogo com os conhecimentos escolares. Sendo assim, permanecem os altos índices de não aprendizagem, de reprovações e de evasões escolares. A pesquisa efetivada, possibilita afirmar que os saberes e as sabedorias da educação popular, vividos no cotidiano da vida, são fundamentais para significar os percursos escolares, ampliando e fortalecendo a construção de escolas públicas contra-hegemônicas e emancipatórias, pois o encontro do ser, do pensar e do fazer segue sendo um caminho necessário e transformador. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/8471 2024-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/8469 Título: (IN)DISCIPLINA ESCOLAR NA EDUCAÇÃO INFANTIL: ANÁLISE DE PRODUÇÕES ACADÊMICAS Abstract: The article addresses the topic of discipline and indiscipline in Early Childhood Education. Its general objective is to understand what academic research says about the ways in which issues related to school indiscipline are dealt with when it comes to children in Early Childhood Education. The starting point was the following problem: how to value the child's role as protagonist of the learning process, as well as their manifestations of creativity and/or spontaneity, given the challenges of managing time and learning spaces in early childhood education classrooms? To this end, the research was based, from the perspective of qualitative research, on the mapping and analysis of academic productions on the topic. The results highlighted the need for initial and continued training of teachers, principals and other members of the school environment that conceptually addresses issues of discipline and indiscipline; as well as that there be further studies on the topic, mainly from the perspective of children's narratives. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/8469 2024-01-01T00:00:00Z