http://repositorio.ufc.br/handle/riufc/2302 2026-06-09T22:38:48Z 2026-06-09T22:38:48Z Santos, Wanderley de Freitas dos http://repositorio.ufc.br/handle/riufc/86641 2026-06-09T13:24:10Z 2026-01-01T00:00:00Z

Título: Jogos musicais e expansão da musicalidade na educação infantil: um caminho formativo para professores não especialistas em música Autor(es): Santos, Wanderley de Freitas dos Abstract: In the present work, we analyze the use of musical games as pedagogical tools for the expansion of children's musicality, based on their use by early childhood education teachers, not specialists in music, in the regular classroom. The main objective of the research was to analyze how musical games were used by these teachers, as a pedagogical tool in the expansion of the musicality of children in early childhood education. As specific objectives, we observed how the assimilation of the proposed musical content through the use of games occurred by the teachers. We also analyzed the suggestions of didactic strategies made by the teachers for the operationalization of the musical concepts worked with the children of early childhood education. Our research is based on Vygotsky's historical-cultural theory, based on his works, compared to the works of scholars of his theory, applied in music education. In this study, we used the methodology of collaborative action-research, based on Thiollent (1986) and Bortoni (2011), with two Early Childhood Education Centers (CEI) as its locus, in Fortaleza during the period from the beginning of the 2nd semester of 2023 to the end of the 1st semester of 2024. Two teachers from Kindergarten 3 and their respective students (about 40); and two teachers from Kindergarten 5 and their respective students (about 40). The results obtained in this research indicate that the use of musical games as a pedagogical tool by early childhood education teachers, not specialists in music, favors the expansion of the musicality of children and teachers, thus helping that musical education is present in the school trajectory since early childhood education. Tipo: Tese

2026-01-01T00:00:00Z Barbosa, Lucas dos Santos http://repositorio.ufc.br/handle/riufc/86594 2026-06-03T17:14:44Z 2024-01-01T00:00:00Z

Título: A tristeza em crianças do Ensino Fundamental I à luz da Teoria Santiana: a escola como espaço de desenvolvimento cognitivo e afetivo Autor(es): Barbosa, Lucas dos Santos Abstract: The present study examined the feeling of sadness in students in the final years of Primary Education I at a public school in the interior of the State of Ceará, with the main objective of understanding how childhood sadness is perceived by the child, their guardians, and the school institution regarding cognitive and emotional development. The descriptive format proposed by this study guided the choice of qualitative descriptive methodology, as the participants' statements and the object of study in this research, childhood sadness, constitute the content used for analysis and understanding of the theme. The innovative psychopedagogical ideas of 'extended family support' and the scientific paradigm of connectivity, proposed by Branco (2010) in his doctoral thesis, informed the choice of the theoretical framework of the Portuguese intellectual Dr. João dos Santos because, as argued by the author, they confirm the inseparability between mental health and education. Santos considered psychoanalysis as the primary theoretical field for understanding human beings and the vicissitudes of childhood. In this sense, foundational authors such as the Austrian Sigmund Freud, considered the creator of psychoanalysis, and the French Henri Wallon, in whom Santos was a researcher in the child psychobiology laboratory, constitute sources of invaluable importance. Holanda's studies (1997) align with the investigation, especially regarding the thematization of the construction of students' cognitive autonomy. Following pre-established criteria, two children from the third and fourth grades, along with their guardians and teachers, were chosen. Therefore, a total of six interviews were conducted, including all participants. The two main events triggering sadness in the children are related to experiencing grief and the separation of parents. The impacts on behavior and cognition differed between the two students, and the teachers' approach to the manifestation of children's sadness was not the same. The importance of teachers deeply understanding their students, willing to comprehend the reasons for experiencing sadness, became evident. It was highlighted that a close relationship between the teacher and the student can facilitate conflict resolution through affection, as such an approach creates a channel of communication, providing space and time for the child to express their feelings. Tipo: Dissertação

2024-01-01T00:00:00Z Castro, Vanessa Mariano de http://repositorio.ufc.br/handle/riufc/86584 2026-06-03T12:27:16Z 2026-01-01T00:00:00Z

Título: Mais que um segundo violino: as contribuições de engels para o tema da formação humana Autor(es): Castro, Vanessa Mariano de Abstract: The research is titled "More Than a Second Violin: Engels' Contributions to the Theme of Human Formation." It is characterized as a bibliographical study, guided by dialectical materialism, as developed by Engels and Marx. This understanding of material reality is a totality composed of objects that precede human existence (given reality), but also contain objects that arise as a result of concrete, transformative, and material human activity (posited reality). This aids the research, since human formation can be studied as an internal and external process from a historical-social perspective. It adopts the understanding of the category of human formation as a process pertaining to the constitution of human sociability, therefore, beyond the formal processes of institutionalized spaces. Its general objective is precisely to analyze Friedrich Engels' contributions to the theme of human formation. In addition, it also intends to analyze Engels' conception of human formation; investigate Engels' formation and his transformation into a revolutionary thinker and activist; and analyze Engels' personal theoretical and practical contributions to the formation of what is defined as Marxism. Based on the study of Engels' work, we aim to contribute to the development of Marxist pedagogy. In this sense, we were able to approach our research from the perspective of praxis, that is, any and all materially transformative human activity, while also taking into account that human existence is recorded in history as subsequent to the existence of the natural environment (inorganic and organic), in order to better understand the process of human formation from Engels' perspective. Tipo: Tese

2026-01-01T00:00:00Z Muniz, Karla Renata de Aguiar http://repositorio.ufc.br/handle/riufc/86560 2026-06-01T19:28:02Z 2026-01-01T00:00:00Z

Título: Educação, saúde mental e o uso de redes sociais digitais: percepções de discentes de um curso de psicologia Autor(es): Muniz, Karla Renata de Aguiar Abstract: This doctoral thesis research in the history and memory of education aims to investigate the extent to which digital social networks can affect the mental health of those who use them and how education can mitigate this process. It is known that from the age of fire, through agricultural societies to the present day, there has been an improvement in technologies, making them increasingly sophisticated, as exemplified by the advent of the internet, the creation of digital social networks, and the definitive entry into the virtual and informational world, initiating a reality that has changed and continues to change, crucially, the way people live and interact in society. Currently, the use of digital social networks has gained notoriety due to its frequent use by people who have, in some way, access to digital platforms and/or applications on computers, laptops, tablets, and cell phones. Methodologically, this thesis is a qualitative research study regarding the problem, basic in nature, theoretical-empirical in genre, descriptive-exploratory in objective, and, in terms of procedural method, can be classified as a case study. Regarding data collection techniques, a literature review was used to address the theoretical part, and for the empirical part, direct observation and a semi-structured questionnaire applied to teachers and students of a psychology course were employed. Concerning analysis techniques, content analysis with critical reflective interpretation of the readings and narratives collected during the field research was applied. The results show that... (It is expected that, at the end of this research, the proposed objective will have been achieved, that is, to know to what extent and in what way digital social networks affect the mental health of those who use them and how education can and should mitigate this collective process). Finally, it is concluded that (ongoing project). The results show that the excessive and obsessive use of digital social networks directly and indirectly impacts people's mental health, contributing to the development of discouragement, deep sadness, social isolation, complaints of anguish, depression, stress, anxiety, verbalization of suicidal thoughts, weakening of social bonds, among other impacts. Finally, it is concluded that the uncontrolled use of digital social networks causes psychosocial suffering and can even be fatal, and the development of defense mechanisms for the healthy use of these tools is proposed. From this perspective, it is up to the user to be made aware that their mental health depends on the ability to recognize the risks and resist the dynamics of emotional control that structure digital social networks, recovering spaces of silence without the use of digital technologies, personal introspection and frequent social interaction. Another proposal considered viable involves education and school curricularization for the regulated use of digital social networks. Tipo: Tese

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