https://repositorio.ufms.br/handle/123456789/6409 Mon, 06 Apr 2026 23:31:43 GMT 2026-04-06T23:31:43Z https://repositorio.ufms.br/handle/123456789/10798 Título: PROCESSO AVALIATIVO NA EDUCAÇÃO INFANTIL: FICHA DE AVALIAÇÃO DO DESENVOLVIMENTO E APRENDIZAGEM NA REDE MUNICIPAL DE PONTA PORÃ Abstract: This article analyzed the Development and Learning Assessment Forms for Early Childhood Education in the municipality of Ponta Porã, with a focus on identifying delays in children's development and learning problems. Pointing out that evaluation is seen as an important alert for schools, parents and society about school progress, the forms are carried out through observations, reports and portfolios, and are an important tool for adjusting pedagogical practices and triggering multidisciplinary care. The guidelines of the Ponta Porã Curriculum for filling in the forms were considered and analyzed. These are based on Jean Piaget's theory, which identifies advances in cognitive development, highlighting the importance of appropriate interventions. The conclusion of this article is that this assessment tool is extremely important for the development and significant improvements in children's school and social lives. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/10798 2024-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/10689 Título: A EDUCAÇÃO DE JOVENS E ADULTOS: A CONCEPÇÃO DE MARIA CLARA DI PIERRO Abstract: This article deals with Maria Clara Di Pierro's conception of Youth and Adult Education (EJA), which provides a broad contribution to the topic, emphasizing some of the aspects raised by this researcher, such as the secondary nature of this type of education in terms of public policies. It seeks to give visibility to the discussion of a type of education related to a largely precarious public, seeking to list the author's publications that deal with the topic, including articles, interviews and debates, selecting some to support the discussion of the issue of the problems pertinent to this type of education. This article follows in the wake of struggles to seek to restore rights conquered and constitutionally guaranteed for a segment of the population that was prevented from having access to formal education. EJA is aimed at young people and adults who did not complete their studies at the conventional age, who make up a very heterogeneous category among themselves, given that their learning difficulties and interruptions in studies occurred in a unique way. This type of education differs from others due to the fragility of the students who seek it. Pierro (2005) states that the first weeks of classes are decisive in view of the discomfort that these students experience, as they often give up on returning to school. Therefore, these aspects that give this segment heterogeneity require flexible support and guidance, based on the students' life experiences. It was concluded that EJA has made formal progress in its provision as a public policy in Brazil, but it still largely lacks basic elements for its proper functioning, among them, the training of teachers who deal with this modality. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/10689 2024-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/10552 Título: INTERAÇÕES SOCIAIS NA EDUCAÇÃO INFANTIL: CONCEITOS E CONTRIBUIÇÕES PARA AS PRÁTICAS PEDAGÓGICAS. Abstract: The present final course project, of a bibliographic and documentary nature, aims to present the contributions of social interactions to the comprehensive development of children. To this end, we analyzed the conceptions of social interactions in the official documents of the Ministry of Education (MEC) for Early Childhood Education, as well as articles and book chapters related to the theme. Regarding the documents, the following were analyzed: the National Common Curricular Base (BNCC, 2018); the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009); and the National Quality Parameters for Early Childhood Education (2006a, 2006b). We identified that social interactions in Early Childhood Education help children learn to collaborate and share their experiences, strengthening empathy and conflict resolution among them. Additionally, they promote attitudinal development, such as respect for differences and the ability to work in groups. These interactions are present in pedagogical practices involving playfulness—games, play activities, music and dance, storytelling, and group discussions. Therefore, social interactions are promoters of comprehensive child development. Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/10552 2024-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/10551 Título: JOGOS DE PAPÉIS NA EDUCAÇÃO INFANTIL Abstract: This study investigates the relevance of role-playing games in the context of Early Childhood Education, based on Cultural-Historical Theory and highlighting pedagogical practices that promote children's development and learning. The main objective is to understand how role-playing games can be used in pedagogical practice to enhance children's psychological development. Specific objectives include investigating the key concepts of Cultural-Historical Theory related to playful activity and its pedagogical implications. The research is based on a qualitative bibliographic approach, utilizing classical and contemporary texts that discuss playful activity as fundamental to child development. Results confirm the hypothesis that role-playing games, when pedagogically guided, promote the internalization of cultural practices and the development of higher psychological functions, such as imagination and abstract thinking. The research reveals that, despite the widespread use of games in Tipo: Trabalho de Conclusão de Curso Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/10551 2024-01-01T00:00:00Z