http://repositorio.ufc.br/handle/riufc/22324 Fri, 22 May 2026 02:56:37 GMT 2026-05-22T02:56:37Z http://repositorio.ufc.br/handle/riufc/86373 Título: Processos formativos e historicidade de estudantes de meia-idade no Curso de Pedagogia da Universidade Federal do Ceará: contextos sociais e trajetória acadêmica Autor(es): Mota, Nalígia Gonçalves Holanda Abstract: This undergraduate thesis aims to analyze the formative process of three middle-aged students enrolled in the Pedagogy program at the Federal University of Ceará, considering the social contexts that shape their academic trajectories and influence their access to, retention in, and experiences within higher education. The study includes the author’s autobiographical narrative, as she entered university at the age of 44, as a constitutive element of the analysis, enabling the articulation of lived experience with an understanding of the challenges and meanings attributed to education in midlife.The research is characterized as qualitative in approach and bibliographical and reflective in nature, employing the autobiographical narrative as a methodological resource in dialogue with theoretical studies on education, social inequalities, ageism, and teacher education. The theoretical framework is grounded in authors such as Paulo Freire (1996, 2020) and Karl Marx (2007, 2010, 2011), whose contributions support the understanding of the social determinants underlying the main difficulties faced by students aged 40 and over in undergraduate education, while also highlighting education and knowledge as allies in the construction of critical consciousness and personal and professional emancipation.The results indicate that, despite the multiple nuances experienced by mature students in the Pedagogy program, they maintain high levels of commitment and strong academic performance, overcoming obstacles arising from their social realities. This invites reflection on the importance of valuing this group and reinforces the role of the university as a space for inclusion, recognition, and protagonism in midlife. Tipo: TCC Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86373 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85735 Título: Pelas lentes das crianças: um estudo sobre fotografia e protagonismo infantil realizado com crianças da pré-escola Autor(es): Sousa, Larisse Gabriele dos Santos Abstract: This undergraduate final paper is a study on photography as a means of fostering children’s protagonism in preschool. The research was carried out through the extension project entitled “Through the Children’s Lenses”, conducted in two public institutions in the city of Fortaleza, Ceará, although this study considered only the data produced in one of them – the Núcleo de Desenvolvimento da Criança (NDC CAp UFC). The general objective was to analyze how preschool children’s participation in photographic practices, within the scope of an extension project carried out in a public institution in Fortaleza, can contribute to strengthening children’s protagonism. The study was based on authors in the field of Childhood Studies, such as Malaguzzi (1999), Frota, Moraes, and Cysne (2019), and Oliveira (2020), as well as scholars of photography and Pedagogical Documentation, such as Sontag (2004), Kossoy (2001), and Fochi (2019). The methodology adopted was qualitative (Minayo, 2012), with an emphasis on Artistic Research Methodology in Education, analyzing ten photographic activities developed throughout the project. The instruments of data collection and analysis included photographic records, productions, narratives, and the processes observed in children during the proposals. The results affirm photography as an aesthetic and pedagogical language that strengthens children’s protagonism, expanding their autonomy and participation in everyday experiences. Furthermore, it was identified that throughout the photographic practices, children exercised their right to make choices, create, and participate actively, as well as representing their experiences, emotions, and perspectives during the activities. It is concluded that photography, when incorporated as a pedagogical resource with young children, corroborates a participatory pedagogy centered on childhood, promoting children’s protagonism and valuing their multiple forms of expression. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85735 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83165 Título: As contribuições das artes manuais para a educação: narrativa autobiográfica de uma pedagoga em formação Autor(es): Gonçalves, Natália Lima Tipo: TCC Sun, 01 Jan 2023 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83165 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83140 Título: Saberes e práticas docentes de mediação de leitura literária no contexto da educação infantil: o estado da arte Autor(es): Freitas, Brena Késia Nepomuceno de Abstract: This Undergraduate Thesis investigates the mediation of literary reading in Early Childhood Education, focusing on teachers’ knowledge and pedagogical practices. It stems from the following research question: What knowledge, from both teacher training and professional experience, can contribute to enabling early childhood educators to develop literary reading mediation practices that are socially relevant for children in daycare centers and preschools? The study adopts the "State of the Art" methodology, analyzing academic publications from 2010 to 2024 available in the CAPES Journal Portal. The main objective is to identify the essential knowledge from training and experience necessary for the development of socially meaningful literary reading mediation practices with children in Early Childhood Education. The specific goals include analyzing teachers’ knowledge and pedagogical practices with children's literature found in the selected research, discussing the theoretical foundations that support the relevance of mediating literary stories in child development, and analyzing different approaches and techniques of reading mediation used by early childhood teachers, based on the conducted bibliographic research. The analyses highlight the importance of the teacher as a mediator in the formation of young readers and in the creation of meaningful experiences with children’s literature. The results point to the need for investment in both initial and continuing teacher education, as well as the strengthening of public policies that value literary reading in Early Childhood Education institutions. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83140 2025-01-01T00:00:00Z