http://repositorio.ufc.br/handle/riufc/22324 2026-04-16T11:47:29Z 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 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 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 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83139 Título: Jogos e brincadeiras: reflexões sobre a influência no aprendizado das crianças Autor(es): Bezerra, Laís Teixeira Abstract: This study addresses the importance of playfulness in the learning process, aiming to highlight how existing theoretical discussions interact with educational practice. The present research offers reflections on the influence of games and play on children’s learning, seeking to understand how playfulness can impact the learning process by investigating the connection between its application in schools and the integral development of children. The choice of this theme arose from classroom experiences during a mandatory internship, which raised questions about how playful strategies can contribute to a more effective learning process, aligned with the demands of contemporary education. In this context, it was possible to observe the importance of implementing student-centered pedagogical practices that make education more inclusive and engaging. This research is based on the studies of Piaget (1987), Kishimoto (2010), Vygotsky (2018), among other authors who emphasize the significance of games and play in the learning process. The methodology used consisted of bibliographic research, analysis of the National Common Curricular Base (BNCC), and an internship experience report in a third-grade elementary school class. The results indicated that teacher mediation is fundamental in developing playful activities, maintaining a balance between learning and fun. Tipo: TCC 2025-01-01T00:00:00Z