DSpace Coleção:https://repositorio.ufms.br/handle/123456789/65492026-07-26T14:33:18Z2026-07-26T14:33:18ZCRIANÇAS NÃO ALFABETIZADAS NO 4º ANO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: DESAFIOS E ESTRATÉGIAS DOCENTEShttps://repositorio.ufms.br/handle/123456789/146252026-07-07T20:00:50Z2026-01-01T00:00:00ZTítulo: CRIANÇAS NÃO ALFABETIZADAS NO 4º ANO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: DESAFIOS E ESTRATÉGIAS DOCENTES
Abstract: The presence of students who have not yet mastered the alphabetic-orthographic system by the fourth grade of elementary school represents one of the most complex educational dilemmas in Brazil today. Entering this stage of schooling without having consolidated the reading and writing skills expected for the early cycle creates tension in pedagogical practice, requiring differentiated teaching interventions. How can a single fourth-grade classroom accommodate both students who still need to acquire basic literacy skills and those who need to advance toward full literacy? What challenges do fourth-grade teachers face when dealing with students who are not yet literate? And, above all, which didactic strategies does academic research identify as most effective for addressing this situation? The general objective of this study was to understand the challenges and teaching strategies involved in fourth-grade classes (early elementary level) that include students who are not yet literate. Specific objectives included: (a) characterizing the phenomenon of delayed literacy acquisition and its contributing factors; (b) systematizing the main pedagogical challenges faced by teachers in this context; (c) identifying the didactic strategies most frequently cited in the literature for managing heterogeneity in literacy processes; and (d) discussing the implications for teacher training and educational policies. Using a qualitative methodological approach, a literature review was conducted; data collection took place via the CAPES Journal Portal using the search term "non-literate children". This search yielded 48 articles, 10 of which were selected for the analytical corpus due to their relevance to the topic. Analysis of the articles revealed that the difficulties stem from marked class diversity, gaps in professional training regarding late-stage literacy instruction, and pressure to meet standardized curricular goals. To address these challenges, various authors point to continuous diagnostic assessment, pedagogical mediation, the use of productive grouping, and a variety of didactic resources as potential solutions. Ultimately, it is evident that overcoming these challenges requires a teaching practice that is critical and sensitive to ensuring learning for all.
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZA ARTE DA PINTURA INDÍGENA NA EDUCAÇÃO INFANTILhttps://repositorio.ufms.br/handle/123456789/143822026-05-15T19:56:25Z2026-01-01T00:00:00ZTítulo: A ARTE DA PINTURA INDÍGENA NA EDUCAÇÃO INFANTIL
Abstract: It will later be published as a book.
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZFORMAÇÃO CONTINUADA E EDUCAÇÃO ESPECIAL: DISCUSSÃO DE DADOS MEDIATIZADA PELA SciELO.https://repositorio.ufms.br/handle/123456789/142922026-02-25T02:40:31Z2026-01-01T00:00:00ZTítulo: FORMAÇÃO CONTINUADA E EDUCAÇÃO ESPECIAL: DISCUSSÃO DE DADOS MEDIATIZADA PELA SciELO.
Abstract: This study addresses the continuing education of teachers within the scope of special education from an inclusive perspective. The aim is to analyze how the continuing education of Special Education teachers has been discussed in Brazilian scientific production through a bibliographic review of articles published in the Scientific Electronic Library Online (SciELO) from 2015 to 2025. The research methodology involves a systematic review conducted in the SciELO database, using the descriptors “Continuing Education” and “Special Education.” The following filtering criteria were used to carry out the systematic review: a) Descriptors “Continuing Education” and “Special Education”; b) year of publication (2015-2025); c) language: only articles in Portuguese were selected; d) articles that simultaneously addressed Continuing Education and Special Education, explicitly linking both thematic areas. At the conclusion of the research, a total of 18 articles were selected, which are presented in this study. The results indicate that studies on continuing education reveal weaknesses in initial teacher training, highlighting deficiencies in teacher preparation for serving students in special education, which underscores the recognition and importance of ongoing professional development. It is concluded that the consolidation of school inclusion depends on permanent teacher training policies, aligned with the real demands of schools and based on reflection on practice.
Tipo: Trabalho de Conclusão de Curso2026-01-01T00:00:00ZPREVENÇÃO DO ABUSO INFANTIL NO AMBIENTE ESCOLAR EM CORUMBÁhttps://repositorio.ufms.br/handle/123456789/141412025-12-13T17:53:58Z2025-01-01T00:00:00ZTítulo: PREVENÇÃO DO ABUSO INFANTIL NO AMBIENTE ESCOLAR EM CORUMBÁ
Abstract: This study analyzes strategies for the prevention of child abuse in schools in Corumbá, Mato Grosso do Sul, considering the relevance of the school environment as a space for protection, care, and the defense of children’s rights. The research adopts a qualitative approach, with a bibliographic and documentary design, based on a survey of academic databases, legislation, and institutional documents published between 2014 and 2025. The results indicate that, although there are national and local legislations—such as the Statute of the Child and Adolescent, the Protected Listening Law, the “Child Safe” Policy, and campaigns such as Maio Laranja—there are still gaps in the effectiveness of school-based actions. Experiences reported in the literature, such as the “Touch Traffic Light” project and playful pedagogical practices, demonstrate that the incorporation of preventive methodologies into everyday school life promotes children’s awareness and strengthens the protection network. It is concluded that the studies point out, in line with the national scenario, that the municipality of Corumbá needs to advance in the consolidation of continuing education programs, in the integration of pedagogical practices with public policies, and in strengthening the articulation between schools and protection agencies. In addition, the urgency of developing and expanding research that analyzes and evaluates the practices currently carried out in the municipality is highlighted, in order to identify effective strategies to prevent child abuse and to ensure children’s right to full development, protection, and dignity.
Tipo: Trabalho de Conclusão de Curso2025-01-01T00:00:00Z