https://rd.uffs.edu.br/handle/prefix/62 Thu, 13 Aug 2026 22:12:45 GMT 2026-08-13T22:12:45Z https://rd.uffs.edu.br/handle/prefix/9438 Título: Os projetos de investigação nos anos iniciais: escutar e valorizar as infâncias Autor(es): Meng, Laura Christina Hagers Primeiro Orientador: Souza, Flávia Burdzinski de Abstract/Resumen: This Undergraduate Thesis aimed to investigate how investigation projects developed with Elementary School children can contribute to the constitution of a school curriculum that values childhoods and the children’s participation. This objective was formulated by the following research question: “How can investigation projects in the early years of Elementary School serve as a possibility for learning, listening, and valuing childhoods?” Based on the qualitative approach premises, the research used bibliographic research and documental analysis as its procedures. The bibliographic research consisted of a literature review of men and women authors who contributed to the theoretical framework of the investigated theme. The documental analysis was developed based on legislations and normative documents that guide the early years of Elementary School curricula, as well as pedagogical documents made by 3rd-grade children from a private school classroom, during the development of a human body project. The data collected were analyzed based on the Content Analysis method of Bardin (1977). The study was organized in three chapters. The first one shows the methodological procedures of the research. The second one aimed to investigate how children and childhoods are portrayed throughout history and also explores the early years of Elementary School curricular organization, emphasizing a rupture in the continuity between Early Childhood Education and Elementary School. The third chapter presents the projects as a methodological strategy capable of thinking about the continuity of children's learnings and their participation in the curricular organization. Aside from this, when narrating the development of the human body project, it highlights its importance in ensuring the hundred languages of children. Based on the data analysis, the research showed that the investigation projects developed with children allow a more meaningful learning, given that the children’s curiosities and interests are given prominence. To constitute curricula that look at projects as a learning possibility, it is necessary that teachers and researchers keep on changing their pedagogical practices and developing academic research that deepens the investigation of this theme, as well as the Elementary School curricular structures. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Fri, 01 May 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9438 2026-05-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9437 Título: Afetividade e desenvolvimento na transição da educação infantil para os anos iniciais: contribuições da teoria histórico-cultural Autor(es): Silva, Cibele Brunelo; Soares, Cananda Primeiro Orientador: Eckstein, Manuela Pires Weissbock Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9437 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9436 Título: Uma análise acerca da implementação da educação do campo na escola do campo em tempo integral Bela Vista – Nova Itaberaba/SC Autor(es): Toniolo, Daniela Alana Pilatti Primeiro Orientador: Seganfredo, Katia Aparecida Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9436 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9435 Título: Crianças imigrantes em contextos de educação infantil: práticas pedagógicas e diversidade étnico racial Autor(es): Saint-Juste, Felanda Primeiro Orientador: Rivero, Andréa Simões Abstract/Resumen: This Final Course Project explores my journey as a Haitian immigrant student pursuing a degree in Education. In light of the increase in migration flows in southern Brazil, this research examines the reception of foreign children in early childhood education settings. The overall objective is to analyze, within the theoretical literature of early childhood education, proposals for education and care directed at immigrant children, with a focus on pedagogical practices and the promotion of ethnic and racial diversity. Methodologically, the study conducts a qualitative literature review using the CAPES Journal Portal database (2015– 2025), selecting 10 scholarly articles for critical analysis. The results indicate that inclusion goes beyond access to enrollment. The studies reveal that language barriers and the suppression of the mother tongue lead to exclusion, affecting children’s sense of belonging within the educational context. Furthermore, they highlight the importance of welcoming families, listening to children, and valuing their cultural references as fundamental elements for the development of more inclusive pedagogical practices. Furthermore, it was found that the migratory experience is inseparable from ethnic and racial issues, highlighting that manifestations of racism, xenophobia, and the logic of whiteness permeate everyday school life. It was also possible to identify that intercultural and anti-racist perspectives have been highlighted in academic literature as pathways toward recognizing the diverse childhood experiences present in early childhood education. We conclude that cultural inclusion and representation still depend, to a large extent, on the individual efforts of teachers, highlighting gaps in teacher training and the urgent need for institutional policies that integrate education and care with the recognition of multiple childhoods. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9435 2026-01-01T00:00:00Z