http://repositorio.ufc.br/handle/riufc/37038 Mon, 13 Apr 2026 19:53:14 GMT 2026-04-13T19:53:14Z http://repositorio.ufc.br/handle/riufc/37450 Título: A percepção da professora de pré-escola acerca da importância da brincadeira para o desenvolvimento infantil Autor(es): Irineu, Joana Diógenes Saldanha Abstract: Esta investigación es sobre la importáncia del juego para el desarrollo de los niños, desde la percepción de las maestras de jardín de infancia. Por razones y análisis de datos se utilizaron las obras de Rosamilha (1979), Vygotsky (1998), Costa (2005), Wallon (2007), Costa (2007), Oliveira (2011), entre otros. Se trata de una investigación de abordaje cualitativo, el enfoque utilizado fue observación, la entrevista semi-estructurada. Los participantes fueron dos maestras, una de uma guardería y otra de una escuela. En el análisis de los resultados trajo elementos de unidades escolares para realizar prácticas comparativos aplicados entre los dos sitios de investigación. Como resultado, se encontró que hubo el intento de las dos maestras en anticipación de la alfabetización para los niños de cinco años, pero lo que era diferente fueron los métodos utilizados, y estos sacó a la luz el entendimiento de que cada una tenía en la pertinencia de desempeñar en el desarrollo del niño. En los casos investigados, se hizo claro para nosotros que las dos maestras tenían diferentes interpretaciones de las contribuciones de jugar para los niños. La maestra de la guardería no entendía el ambiente de la escuela como un sitio para el juego, mantuvo un estrecho control de los movimientos de los niños. El maestro de la escuela proporcionó más actividades divertidas para explorar más allá del aula, otros ambientes, utilizando gran parte del tiempo de enseñanza, por lo tanto, se muestra que entiende la importancia de esos momentos para el desarrollo de los niños. Sin embargo, hemos tenido claro que las maestras tenían preocupaciones acerca de la alfabetización de los niños. Y de acuerdo a la comprensión de cada uno acerca de la Educación de la primera infancia, se llevó a cabo este proceso. Un tiempo considerable se utilizó con actividades para este fin, la maestra de la guardería, sin embargo, fue quien más quiso anticipar el proceso de alfabetización, en lugar de jugar como un promotor del aprendizaje. Palabras clave: Descrição: IRINEU, Joana Diógenes Saldanha. A percepção da professora de pré-escola acerca da importância da brincadeira para o desenvolvimento infantil. 2015. 73f.–TCC (Monografia) - Universidade Federal do Ceará, Faculdade de Educação, Curso de Especialização em Docência na Educação Infantil, Fortaleza (Ce), 2015. Tipo: TCC Thu, 01 Jan 2015 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/37450 2015-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/37449 Título: Conto e reconto de tirinhas: oralidade e argumentação na educação infantil Autor(es): Sousa, Nidiane Marjorie Silveira de Abstract: This study aims to investigate the possibility of developing oral communication through the story and retelling of comic books with children between 3 and 4 years old, observing the ability of oral argument in the school environment by encouraging the reading comic books and comics, checking the interest in the genre, and the ability of understanding presented by children, observing how it happens recount done by infants, identifying skills and internalized skills, scoring and presenting significant contributions in the development of oral language. We take as theoretical base the thesis of Professor Alessandra Cardozo de Freitas (2005) with regard to the argumentative action of children in discussing stories, authors such as Chaer and Guimarães (2012) who talk about the importance of oral language stimulation on the first childhood and the National Curriculum Benchmarks for Early Childhood Education (1998). We developed a qualitative research in a Children's Educational Center (CEI) in Fortaleza with a group of five children, aged 3 and 4 years old. The research consisted of collective workshops tale and retelling of strips. The researcher was responsible for making the storytelling of comics and then the children had space to do the recall and express their opinions and expressions that were transcribed by the researcher. We conclude that storytelling through comics can be an important methodological support to the professor of early childhood education and a good option to work up the children's literacy experiences in rooms or classrooms. We observed that children are able to internalize social concepts, developing the critical and argumentative skills which are essential in your self-assertion as active citizens and community transformers in which they live. We realized that the tale and comic book retelling creates expansion opportunities for oral communication skills, fostering the development of argumentative skills and retelling skills of collective or individual texts. Descrição: SOUSA, Nidiane Marjorie Silveira de. Conto e reconto de tirinhas: oralidade e argumentação na educação infantil. 2015. 69f.–TCC (Monografia) - Universidade Federal do Ceará, Faculdade de Educação, Curso de Especialização em Docência na Educação Infantil, Fortaleza (Ce), 2015. Tipo: TCC Thu, 01 Jan 2015 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/37449 2015-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/37448 Título: Superando o preconceito: importância da prática pedagógica comprometida com questões étnico-raciais na educação infantil Autor(es): Vaz, Nathália Naly de Almeida Abstract: Racism is still a current practice in Brazilian society, present in daily educational institutions, interferes with the construction of the identity of our children and denies them citizenship rights. This reflection, which led us to investigate the ethnic and racial issues discussed in official documents and in area studies and to understand what they think teachers under the Kindergarten and as pedagogical practice can interfere with the construction of ethnic-racial relations positive in childhood. The Brazilian government has considered the struggle of the black movement for the recognition of their specific rights. In this sense, government, Black Movement and universities conduct research and publications as a means of evaluating affirmative action and propose ways to implement laws. The qualitative research relied on dialectics as a method of understanding and action on reality. In this perspective, we conducted semi-structured interviews with four teachers in the city of Fortaleza, with minimal performance three years in kindergarten, with a history of working in inclusive practices. We realize that the issue has not been addressed effectively and systematically, but occasionally. To be interviewed, the participating teachers were asked about the ethnic-racial relations in their daily lives and how they might act in the size proposed by the documents, overcoming the immediacy and introducing pedagogical practices in an institutional perspective that treats of racial issues in kindergarten. The teachers declared, still, did not participate in specific training on how to deal with such issues. Therefore, we analyzed the city of Fortaleza is in indifferent position on the implementation of affirmative action in education and that the commitment of local government agencies is necessary in order to accomplish the governing Brazilian law regarding the right of the child to appreciation of ethnicracial identity and other actions to combat racism. In view of this, we believe that the Education of Racial-Ethnic Relations as a municipal public policy would be one way of ensuring children's right to knowledge and the production of knowledge about the culture and African history in order to provide debates that can fight prejudice racial impregnated in institutions, caused by the lack of training on the complexity of the issue. Descrição: VAZ, Nathália Naly de Almeida. Superando o preconceito: importância da prática pedagógica comprometida com questões étnico-raciais na educação infantil. 2015. 96f.–TCC (Monografia) - Universidade Federal do Ceará, Faculdade de Educação, Curso de Especialização em Docência na Educação Infantil, Fortaleza (Ce), 2015. Tipo: TCC Thu, 01 Jan 2015 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/37448 2015-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/37447 Título: O papel das interações professora-criança na concepção das professoras de creche Autor(es): Silva, Patrícia Targino da Abstract: This study attempts to understand the role of teacher-child interactions in Early Childhood Education from the perspective of daycare teachers. This paper is anchored in the sociointeractionist theory represented by Vygotsky who states that human development occurs in a process mediated by the culture and the other people in interaction of the individual with the environment. The aim is to investigate the teachers’ conceptions on the role of teacher-child interactions in Early Childhood Education. The methodology had a qualitative approach in which we chose the multiple cases study. To meet the specific purposes we used the semi-structured interview as data seizure technique. The tools used to record were: notebook, microphone and camera. The field research was carried out in three Early Childhood Education Centers which criteria were to be part of the municipal school system in Fortaleza and meet daycare aged children. The subjects of the research were three teachers appointed by the coordinators for holding a work of excellence in the institutions and for being gazetted teachers. Data presentation and analysis were performed from three macro categories inspired in the specific purposes: childteacher interaction, child-child interaction; interaction in learning and development, and space and available materials. Analyzes suggest that the understanding of the teachers on the concept of child, childhood and Early Childhood Education defines the pedagogical practice. As there is the knowledge of the teachers about the current demands from daycare institutions we realized that they are reflecting on their practice and looking for ways to work out the theory. By speech they seem to understand that interactions are present in all situations and daycare environments and are fundamental to children learning and development. Tipo: TCC Thu, 01 Jan 2015 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/37447 2015-01-01T00:00:00Z