https://repositorio.ufms.br/handle/123456789/5926 Wed, 15 Apr 2026 19:31:01 GMT 2026-04-15T19:31:01Z https://repositorio.ufms.br/handle/123456789/13837 Título: ONDE O BRINCAR ENSINA: O LÚDICO E A CONSTRUÇÃO DO CONHECIMENTO NA BRINQUEDOTECA UNIVERSITÁRIA Abstract: This work is structured as a process of analysis and reflection on the experiences developed in the extension project: "Learning to read and write: playing in the Toy Library of UFMS/CPAQ". Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13837 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13579 Título: BRINCAR É COISA SÉRIA: OS ASPECTOS CONTRIBUTIVOS DA SEMANA MUNDIAL DO BRINCAR PARA O DESNVOLVIMENTO INFANTIL Abstract: PLAY IS SERIOUS BUSINESS: THE CONTRIBUTING ASPECTS OF WORLD PLAY WEEK TO CHILD DEVELOPMENT Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13579 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13389 Título: Laços, Afetos e Saberes: Relatos de Vivências na Oficina de Alfabetização e Letramento da UNAPI-CPAQ Abstract: This article presents an experience report from the Literacy and Reading Project of the Open University for the Elderly (UNAPI), developed at the Aquidauana Campus of the Federal University of Mato Grosso do Sul (CPAQ/UFMS). The project aims to promote access to education and the appreciation of older adults, grounded in Freirean pedagogy, attentive listening, and intergenerational dialogue. The paper discusses the importance of affective bonds in the educational process, emphasizing that teaching and learning go beyond the cognitive dimension, involving emotional, social, and cultural aspects. The experiences shared reveal that literacy, in this context, serves as an instrument of empowerment, autonomy, and the recovery of dignity, reaffirming education as a practice of freedom. Through coexistence and exchanges between educators and learners, it was possible to understand that the learning process is dialogical, affective, and transformative. The reflections presented highlight the relevance of projects that integrate knowledge and affection, contributing to a more inclusive, humane, and socially engaged education. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13389 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13387 Título: Inovação na Prática Pedagógica: experiências e desafios do pibid Abstract: This work can be found in the book: "Programa de iniciação à Docência-PIBID/CAPES:aproximando Universidade e Escola no portal do Pantanal sul-mato-grossense", on pages 19 to 34.The Institutional Scholarship Program for Initiation to Teaching (PIBID) is an educational development initiative promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). This program aims to improve the training of students in undergraduate courses, preparing them for a teaching career through practical insertion in the school environment. In the context of the Federal University of Mato Grosso do Sul (UFMS), in the Pedagogy course at the Aquidauana Campus, PIBID offered the opportunity for eight scholarship recipients and two volunteers, with a monthly workload of 32 hours, distributed in 8 hours per week, over 18 months (2023-2024). Each scholarship recipient received a monthly remuneration of R$ 700 reais. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13387 2025-01-01T00:00:00Z