TCC História de Alagoas
URI Permanente para esta coleção
Navegar
Navegando TCC História de Alagoas por Tipo de Acesso "Attribution-NoDerivs 3.0 Brazil"
Agora exibindo 1 - 2 de 2
Resultados por página
Opções de Ordenação
Item Memórias lúdicas: brincadeiras tradicionais como elemento de resgate cultural na escola municipal Eulina Barbosa de Lima em Jaramataia – AL(2025-05-22) Livino, Eponina Maria de Alencar; Calazans, Denis Rocha; http://lattes.cnpq.br/2551443152410199; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573; Almeida, Jacqueline Praxedes de; http://lattes.cnpq.br/8079389802609076This article reports on the experience of a pedagogical project developed with students from 6th to 9th grade at Eulina Barbosa de Lima Municipal School, in Jaramataia-AL, focusing on the recovery of traditional games as a strategy for cultural appreciation and the strengthening of local identity. The project stems from the observation that excessive screen time compromises children’s motor, cognitive, and social development, weakening interpersonal bonds and affective memories. In response, the initiative proposed the reintegration of playful practices into the school environment as an educational and cultural alternative. Based on theorists such as Vygotsky, Huizinga, Kishimoto, Milton Santos, and Halbwachs, the article is grounded in the understanding of the “territory of play” as a symbolic space of learning and belonging. Interdisciplinary activities were developed, integrating Geography, Arts, Portuguese Language, and English Language with the cultural experiences of the community. Students conducted interviews with family members, recovered traditional toys, stories, and practices, participated in discussion circles, and produced research and presentations, culminating in the school’s June Festival celebrations. Throughout the project, games such as hopscotch, jump rope, and blind man’s bluff were revisited as educational and affective practices. The work highlights that such games serve as pedagogical tools, fostering active learning, emotional development, and the strengthening of collective memory. In this context, the school acts as an agent of cultural preservation and re-signification in the face of contemporary challenges.Item O trabalho feminino como ferramenta de reintegração social de mulheres na vida pós-cárcere: uma abordagem histórica(2025-07-04) Melo, Maria Martins Porto; Oliveira, Maria Aparecida Batista de; http://lattes.cnpq.br/2451740449364274; Silva, Amaro Helio Leito da; http://lattes.cnpq.br/3602986631837365; Almeida, Mônica Carvalho de; http://lattes.cnpq.br/7985960399368062This study aims to analyze the importance of professional and qualified work as a fundamental tool for the social reintegration of women post-prison, from a feminist gender perspective. Since the emergence of the feminist movement in Brazil in the 1970s, there has been growing interest in formulating public policies focused on gender equality, highlighting its relevance in the historical context of Alagoas society. This research covers the period 2000 to 2020, taking into account data from the National Penitentiary Department (DEPEN), which demonstrates an increase of approximately 444% in the female incarcerated population, representing a historic increase in the state of Alagoas between 2007 and 2014. According to the report entitled "National Survey of Penitentiary Information - INFOPEN Women," the number of women deprived of liberty in the state rose from 62 in 2007 to 337 in 2014, demonstrating that, proportionally, female incarceration has grown more than male incarceration. Thus, the study seeks to understand the situation of women deprived of liberty and their post-incarceration trajectories, highlighting the role of women's labor in promoting social transformation. Furthermore, education is highlighted as a fundamental element in the social reintegration of these women, constituting a determining factor in civic development, the development of the teaching-learning process, and the advancement of society. In this context, education represents the formative foundation for women deprived of liberty in the state of Alagoas, directly contributing to their professional qualifications and expanded opportunities in the job market. To achieve its proposed objectives, this study adopts a descriptive methodological approach based on bibliographic and documentary research. This historiographical analysis highlights the relevance and impact of public policies that combine work and education as fundamental strategies for building better living conditions for women released from the Alagoas prison system.