http://repositorio.ufc.br/handle/riufc/81206 Tue, 14 Apr 2026 10:01:54 GMT 2026-04-14T10:01:54Z http://repositorio.ufc.br/handle/riufc/81233 Título: O lugar das brincadeiras para o conhecimento e vivência das emoções em um centro de educação infantil da rede pública de Fortaleza Autor(es): Neves, Ana Kelly Santana das Abstract: This article sought to understand the role of play in the experience of emotions in a kindergarten III class at a preschool center in the city of Fortaleza (CE), aiming to investigate the educator's perspectives on play and emotions, understand how play is present in her pedagogical practice, and describe her teaching practices related to emotional development in childhood. The research was based on studies by Wallon and Vygotsky on the development of complex psychic processes, such as affectivity and emotions, as well as the placement of play in this perspective. The research also included documents that govern early childhood education, such as the National Curricular Guidelines for Early Childhood Education - DCNEI, the Law of Guidelines and Bases of National Education - LDB, the National Common Curricular Base - BNCC, among others. It was qualitative in nature, with the teacher with the most workload as the main subject of the research, in addition to the children in the class. The methodology used involved observations of the class routine and the application of a questionnaire to the teacher. The results showed that, although there is interest on the part of the institution and the teacher in promoting the emotional aspect of the child through play, this interest is restricted and limited to compliance with the guidelines present in the BNCC, such as socio-emotional skills. Therefore, it was possible to conclude that the teacher in question does not promote emancipatory practices that aim at the emotional development of the child through play, since, in many moments of her routine, she did not encourage playful attitudes. Her practices happen in a way that lacks a critical and observant look at the daily facts involved in early childhood education. Tipo: TCC Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/81233 2024-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/81230 Título: Transtorno do Espectro Autista e um projeto para a vida Autor(es): Nascimento, Letícia Silva do Abstract: This graduation thesis aimed to analyze the characteristics of adolescents with Autism Spectrum Disorder (ASD) and the profile of the profession they desire in their Life Project. To achieve this, we adopted a bibliographic research method and field research. The latter took place in public schools in the city of Fortaleza/CE, with participants being students diagnosed with Autism Spectrum Disorder enrolled in regular high school classes. During the field research, five schools were found, but only two agreed to collaborate with the research, both from the public sector. An online questionnaire, structured as a data collection tool, was used and sent by the school administration and/or coordination to protect the identity of the students and their families. The focus of the questionnaire was to understand the factors that influence students in building their Life Project. The research results revealed that, despite the challenges, these students aspire to personal development to enter the job market. It also showed how schools play an important role in enhancing the success of building this Life Project, as well as the laws that support these individuals to be active in society. However, this research is limited in linking personality traits and professional profiles, considering that many other factors within the complexity of human experience influence the choice of profession. Tipo: TCC Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/81230 2024-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/81229 Título: Meu ponto, meu pertencimento: pretagogizando as letras cantadas da umbanda no estudo da cosmopercepção africana – FACED – UFC Autor(es): Silva, John Lennon Carlos Almeida da Abstract: This work addresses the theme "My Point, My Belonging: Pretagogizing the sung lyrics of Umbanda and African cosmoperception at FACED - UFC." The discussion focuses on the sung points in Umbanda, exploring the educational process within the terreiros of this religion and highlighting the role of retagogy as a social practice of formation. The main objective is to comprehend "my point, my belonging" in the context of Pretagogy, relating the sung lyrics of Umbanda to African cosmoperception in a research conducted in the African Cosmovision component at FACED-UFC. The research is centered on the "African Cosmovision" component, taught by Professor and Doctor Sandra Petit at the Federal University of Ceará, located in the municipality of Fortaleza. References include personal knowledge from the terreiro, pedagogical knowledge, Professor Sandra Petit's cosmovision component, and the ERER (Education of Ethnic-Racial Relations) Guidelines from 2004. Several authors are cited, such as AMARAL; SILVA (2006), ANDRADE, H. dos S.; MENEZES, A. de A. (2022), Mattos (2019), Nei Lopes (2004), Petit (2015); (2016); (2016), SALES (2017), Trindade (2014), VICK (2018). Pretagogy serves as a theoretical-methodological foundation, allowing dialogues between teaching practice and the retrieval of memory conducted in two workshops. Utilizing ante facto and post facto questionnaire tools, along with the construction of didactic material through the workshops, the research reveals the participants' sensitivity not only to theoretical aspects but also to the emotional, aesthetic, and symbolic dimensions of Umbanda points. In summary, the research on the points achieved in Pretagogical workshops highlights not only the success in knowledge transmission but also the profound transformation provided by a sensitive, inclusive, and respectful educational approach to cultural manifestations. The participants' journey goes beyond information assimilation, involving the internalization of values that enrich the collective understanding of our cultural diversity. This reinforces the importance of educational practices that promote genuine, enriching, and respectful education. Tipo: TCC Sun, 01 Jan 2023 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/81229 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/81228 Título: O esperançar freireano em espaços não-escolares: uma análise a partir da práxis do Instituto Serviluz Autor(es): Melo, Fernanda Cristina Silva de Abstract: The general objective of this research is to analyze hope in non-school spaces based on Freirean pedagogical praxis developed at the Serviluz Institute. The locus of the investigation is in the territory of Serviluz, a neighborhood located in the city of Fortaleza, Ceará. From this general objective, specific objectives emerge, which are listed as: a) Conceptualizing what non-school spaces are; b) Reflecting on Freirean pedagogy, based on its pedagogical praxis; and c) Investigating how the social and pedagogical meanings of hope are given in the activities of the Serviluz Institute. The protagonists of the research are the social educators belonging to the Serviluz Institute. As a methodological aspect, this is qualitative research, which was based on documentary analysis and narrative interviews. The interviews were conducted virtually, using participant observation and the itinerary diary as methodological tools. Thus, it is concluded that, based on the educators' narrative, the concept of hope ends up being present in the pedagogical praxis of the Serviluz Institute. The movement of hope in Paulo Freire was recognized by his educators as a living category, which helps to guide their social and pedagogical activities. Tipo: TCC Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/81228 2024-01-01T00:00:00Z