Navegando por Autor "Cabral, Ana Catarina dos Santos Pereira"

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Alfabetização e letramento: uma reflexão sobre a prática pedagógica de uma professora do 5º ano
(2018-12-21) Silva, Ana Rúbia Arruda da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/2645969279769760
The present research had as objective to analyze the pedagogical practice of a teacher who teaches in a class of the 5th grade of elementary school , in order to understand how it promotes the learning of reading and writing, more specifically to analyze how teacher organizes its pedagogical practice; identify which didactic resources were used by the teacher and what she understands about the teaching and learning process of reading and writing; analyze the knowledge built by the students, along the activities proposed by the teacher and map the students' knowledge regarding reading and writing. For that, a case study was carried out, whose field of investigation is a school of Rede Municipal de Recife, located in the Tamarineira neighborhood. To collect and analyze the data, a semi-structured interview with the class teacher, a participant observation and a survey with the apprentices was done. The data showed that all students were in the alphabetical hypothesis, but at different levels of reading and writing. On the pedagogical practice, we identify that the teacher performs a systematic work in relation to the teaching of reading and writing, starting from the work with some discursive genres, prioritizing more the interpretation of text and the reading comprehension. We conclude that the teaching of reading and writing should be a systematic practice of the teacher, especially with those children who show greater learning difficulties, and should plan their classes in advance, to achieve the objectives proposed.
Brincadeiras de tradição oral para curtir com as famílias
(Grupo de Pesquisa em Educação, Linguagens e Práticas Pedagógicas; EDUFRPE, 2020) Cabral, Ana Catarina dos Santos Pereira; Santos, Carmi Ferraz; Cordeiro, Dilian da Rocha; Silva, Fabiana Cristina da; Salvador, Maria Aparecida Tenório; Carvalho, Maria Jaqueline Paes de; Soares, Michelle Beltrão; Souza, Sirlene Barbosa de; Gama, Ywanoska Maria Santos da
Estas sugestões de brincadeiras foram preparadas por membros do GELPP- Grupo de Pesquisa em Educação, Linguagens e Práticas Pedagógicas. O GELPP é um grupo de pesquisa vinculado ao Departamento de Educação da Universidade Federal Rural de Pernambuco. O grupo foi fundado em 2018 com o objetivo de desenvolver investigações no campo da educação, com especificidade no estudo das práticas de linguagens em contextos escolares e não escolares, assim como das práticas pedagógicas de docentes da educação básica. Os membros são professoras e estudantes da Universidade de Pernambuco, Universidade Federal de Pernambuco e da Universidade Federal Rural de Pernambuco.
Como uma professora do 3º ano do ensino fundamental organiza suas atividades para o processo ensino aprendizagem da leitura?
(2017) Freitas, Caroline Vieira de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
The present work had as objective to analyze the practice of a teacher of the 3rd year of elementary school, in order to identify the contributions to the teaching and learning process of reading. More specifically identify and analyze what the teacher did for the teaching of reading; analyze what the teacher thinks about the teaching process of reading; map and analyze the didactic resources used by the teacher to teach reading. For this, we carried out a case study, with semi-structured interviews and observations. We verified that the teacher performs a systematic work in relation to the teaching of reading, prioritizing texts of the narration order, such as: story, story, fable. Every day, after the recess, he performs the activity of reading enjoyment with the students, and at these moments helps them to reflect on different reading strategies . In addition, weekly, students are taken to the library with the help of the teacher to read a book. We can conclude that although there are students who are not yet literate, there is a concern of the teacher in forming readers of texts. In the theoretical reference the following topics were addressed: What is reading? And the process of teaching reading learning. The theoretical approach was based on Bamberger (1987), Brandrão (2006), Cardoso and Pelozo (2007), Carleti (2007), Colomer and Camps (2002), Kleiman (1995), Oliveira and Queiroz (2010).
Contar histórias na Educação Infantil: um estudo de caso da prática de uma professora
(2021-07-05) Lira, Mariana Santana de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/3042538389788129
The present work aimed to understand how a teacher performs the work of storytelling in a group 3 kindergarten class (children from 3 to 4 years old), more specifically, to analyze the teacher's conception about the work involving storytelling; to analyze how she plans her classes; to characterize what she does and prioritizes in her routine. For this, we used a qualitative case study. For data analysis we were inspired by content analysis (cf. BARDIN, 2016). We used as instruments for data collection: total observation, the questionnaire (cf. GIL,1999) and the semi-structured interview (cf. LUDKE AND ANDRÉ, 1986). The results pointed out that storytelling is part of the routine of this early childhood education group. The teacher planned the moments involving storytelling; she selected the story to be worked on with the children; she systematized the actions when practicing the narratives; she organized the spaces; she prepared the didactic resources that would be used at the moment of storytelling. We noticed that the teacher prioritized the activity of retelling. She also performed activities related to the stories told, such as: collective text construction, with the teacher as the scribe of the text; painting activities to identify characters and scenarios of the stories. The study showed an organized pedagogical practice on the part of the teacher, regarding the planning for the practice of storytelling. The study also revealed that storytelling is a pedagogical tool that enables various cognitive, social and affective learning, corroborating the studies of LACERDA (2015). Our study also showed the relevance of continued training for early childhood education teachers, regarding storytelling, perceiving it as a significant and powerful pedagogical tool for the development of children. Regarding the development of oral language, the practice of storytelling seems to have positively influenced the development of orality, because, like Carvalho et. al. (2019), we perceived that it can allow children to expand their vocabulary, learn to explain, opine, as well as favor social interaction.
O desenho na Educação Infantil: o que dizem as professoras?
(2022-09-30) Fróes, Roberta Carolina Bertão Pereira; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/8731732420179569
In this research we used Vygotsky's (1991) and Pimenta's (1999) theories as references to discuss children's drawings and teachers' knowledge about this language. Our general objective was to investigate the teaching knowledge about drawing in the pedagogical practices of Early Childhood Education teachers in a municipal school at Vitória de Santo Antão-PE. For that matter a qualitative research was conducted, inspired by the methodology of the case study and focusing on eight teachers who worked in the same institution with children aged 4 to 5 years old. Thus, an interview was conducted with semi-structured questions to understand the teaching knowledge of the teachers participating in the research on children’s drawing. We can see that even though the teachers understand the matter of meaningful activities involving children's drawing, we still evidence practices that do not consider the interests and socio-emotional issues of the child. Amid this scenario, we can identify the need to think about the initial and continued training of teachers of Early Childhood Education, additionally material resources that guarantee the learning and development rights expressed in the BNCC (BRASIL, 2018), related to the work with children's drawing.
Educação infantil e o ensino do sistema de escrita alfabética: um estudo sobre os livros didáticos
(2019-11-27) Campelo, Marilia Silva Ribeiro; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
Textbooks have been introduced in early childhood education (EI) in some municipal networks without any kind of evaluation, with the defense that they allow greater clarity regarding the content to be taught; help low quality teachers in their training; allow parents access to what is being taught to their children in school. Given the above, we set as a general objective for the research, analyze the textbooks aimed at the last of early childhood education and their contributions to the process of teaching learning reading and writing. We aim to establish relationship between the proposal adopted in the activities that the work presented and the axis of written language required in the official documents. The research is characterized as being of a qualitative nature (MINAYO, 2009). We conducted documentary analysis of EI's last year's Collection, “Discover and Learn”. For data analysis we based on the Content Analysis proposed by Bardin (1977). The textbook (LD) presents different proposals for the acquisition of SEA, prioritizing texts that explore the sound extract of the language. However, with few proposals involving phonological analysis work. The work brings suggestions directed to the teacher, with alternatives and approaches to the planning of the class. The ML suggests some proposals involving play, guesswork and games, but these activities do not happen systematically. Thus, we realize that the proposed activities created few possibilities for children to learn about the language in a pleasant and reflective way (cf. BRANDÃO and LEAL, 2010). We argue that the PNLD should carry out an assessment of the didactic resources aimed at early childhood education that are adopted in the public schools of our country. We consider it important to develop research that encourages reflection, and if indeed, the textbook should circulate in the education classes.
O ensino da língua escrita no livro didático do 1º ano: um olhar sobre o manual do professor
(2023-09-11) Andrade, Maria Eduarda Souza de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1175764069503949
The main objective of this study is to analyze how the teacher's manual of a 1st grade textbook organizes the proposals involving the teaching of written language, more specifically to understand the concept of literacy in the teacher's manual, to describe how the work is organized and to identify the guidelines for teachers on the work involving the teaching of written language. We conceptualized the textbook and literacy in such a way as to highlight their importance in the teaching of written language. To do this, we used studies by Albuquerque and Souza (2021), Morais (2020) and Soares (2008). The methodology used consisted of a qualitative approach. To construct the categories of analysis, we used content analysis (Bardin, 2011). The results show that the approach to teaching written language in the Teacher's Manual analyzed tends to focus primarily on the mechanics of coding and decoding. Sometimes, this emphasis ends up taking precedence over in-depth understanding and exploration of the various textual genres included in the volume. Although the genres are mentioned, this inclusion sometimes lacks the necessary depth to offer students a rich and meaningful literacy experience. It is clear that textbooks play a fundamental role in the process of teaching written language, both facilitating and restricting pedagogical practices. However, it is crucial to constantly reflect on the use of these materials. We stress the need to adopt a critical and reflective approach to their use, seeking to overcome limitations and promote pedagogical practices that generate the best possible learning for the student.
Os fazeres de uma professora para o ensino da língua escrita no último ano da Educação Infantil
(2018) Santos, Regina Cássia Araújo dos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/5385483350708728
Esta investigación tuvo por objetivo investigar la práctica pedagógica de una maestra de la educación para niños respecto a la enseñanza de la lengua escrita en el ultimo año de la educación infantil, específicamente, buscamos analizar las actividades que la maestra realizaba para la enseñanza de la lengua escrita; analizar la rutina de la maestra de la educación infantil. Para tanto, elegimos una maestra del último año de la Educación Infantil, de un CEMEI de la región metropolitana de Recife. Realizamos un estudio de caso y utilizamos como principal instrumento la observación participante. Los resultados de la pesquisa apuntaron que la profesora observadora teorizaba su práctica, asimismo, realizaba pocas actividades lúdicas que involucrasen la enseñanza de la lengua escrita, como Morais (2002) propone. Destacamos también la inflexibilidad de la directora en relación a la propuesta curricular de la ciudad.
Os fazeres pedagógicos de uma professora do 1º ano para o ensino da leitura e escrita
(2022-10-05) Oliveira, Nathalia Rafaelly Garcia de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/6966822975405067
Our research intended to understand the practice of a 1st grade teacher in what concerns the teaching of written language, more specifically, to analyze the teacher's routine in relation to the teaching of reading and writing; analyze the activities used to ensure the teaching and learning process of reading and writing; and understand the teacher's conception of literacy. To this end, we conducted the research in a school of the Prefeitura Municipal do Recife, located in the district of Nova Descoberta. For data collection we conducted a semi-structured interview with the teacher and 20 observations. By analyzing the teacher's planning, we observed that she tried to adapt her activities to the children's writing levels. The teacher planned her activities using different activity sheets, textbooks, and literacy games. The work that involved the teaching of the written language was the work with the syllable, from words presented in texts that explore the sound extract of the language, such as: poems, songs, rhymes.
O manual do professor da Educação Infantil: o que orienta para o trabalho com a literatura infantil?
(2023-09-11) Arruda, Emylly Eduarda Santos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/9842889661801222
Our study aimed to investigate how the textbook for children of Early Childhood Education contemplates the work involving children’s literature, more specifically, to analyze the proposals involving children’s literature in the PNLD notice 02/2020; examine the proposals of the teacher’s manual aimed at working with children’s literature; analyse in the teacher’s manual the conception of teaching and learning focused on early childhood education; to analyze the pedagogical proposals of the teacher’s manual aimed at working with children’s literature. For this, we rely on the studies of Teberosky and Colomer (2003) that reveal the importance of a teaching focused on reading training since Early Childhood Education. Therefore, we conducted a qualitative research involving the analysis of two collections "Buriti Mirim Creche" authored by Barbosa, Vieira and Kautzmann (2020), aimed at children aged 0-3 years and 11 months; and "Challenges: Early Childhood Education" authored by Bianco (2020)for small children, aged 4 and 5 years.We used documentary analysis, taking as reference the studies of Bardin (1988). The data analysis revealed that the collection "Buriti Mirim Creche" is organized in a format of pedagogical itineraries and some of these include the work with children’s literature for different age groups: babies and very young children. The suggestions given by the authors contain pedagogical intentionality thus contributing to the reader's training, with regard to working with books, stimulating the habit of reading, encouraging imagination, developing and expanding vocabulary through literature, among other activities. In the collection "Challenges Early Childhood Education", the work with children’s literature appears in proposals involving the reading of fragments of stories read by the teacher, with the aim of responding to the proposed activities that little stimulate children to engage with literary texts, or that foster a literary education.
Narrativas docentes sobre o não domínio da leitura e escrita em turmas do 4º e 5º ano: desafios e estratégias em duas escolas públicas de Camaragibe e Recife
(2025-07-11) Santos, Mariana Belo dos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1068359420044738
A presente pesquisa investigou as ações de duas escolas públicas em relação ao acompanhamento das crianças do 4º e 5º ano que ainda não dominam a leitura e a escrita. Para isso, foram realizadas entrevistas semiestruturadas com 12 profissionais da educação, incluindo professores regentes, coordenadoras e gestoras escolares. Os objetivos da pesquisa incluíram: identificar as ações pedagógicas voltadas ao acompanhamento dos estudantes que não dominam a leitura e a escrita; analisar como os documentos oficiais orientam esse acompanhamento; e compreender as principais dificuldades enfrentadas pelas escolas nesse contexto. Os resultados apontaram que, embora haja iniciativas como diagnósticos periódicos e formações continuadas, as práticas pedagógicas ainda enfrentam limites diante da complexidade da heterogeneidade escolar. Conclui-se que é imprescindível o fortalecimento de políticas públicas voltadas para formação docente e ações pedagógicas que considerem os diferentes ritmos e trajetórias de aprendizagem para garantir uma alfabetização inclusiva e efetiva.
Um olhar sobre a rotina da Educação Infantil e as contribuições para o desenvolvimento social da criança
(2022-10-04) Siqueira, Mariana Mota de Araújo Veloso de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/7199343651898773
The present work had as general objective to investigate how a school of early childhood education in the municipal network of São Lourenço da Mata organizes its routine in order to favor the social development of the child, more specifically: to identify the conception of the school's pedagogical team about the routine early childhood education and contributions to children's social development; to analyze how the pedagogical team organizes the routine in order to guarantee what the official documents establish about the child's social development; to analyze the pedagogical proposal of the school, in relation to the routine of early childhood education. The research developed in 2022 had a qualitative approach, used as a methodological resource the document analysis of the School's Political Pedagogical Project and interviews with the teachers and pedagogical team of Early Childhood Education. We use content analysis to analyze the collected data. From our study, it was possible to understand the concept of socialization and child and how it influences the routine of an institution of Early Childhood Education. In addition, the routine when structuring daily activities can collaborate for group living and for the social development of children. We conclude that the activities present in the routine must consider the two axes interactions and games, reaffirming what the official documents say. In the same way that socialization activities need to have pedagogical intentions, providing confrontation and rupture with the various existing socialization processes.
O papel do pedagogo nas casas de acolhimento institucional: um estudo de caso na cidade de Jaboatão dos Guararapes - PE
(2021-07-16) Souza, Elisa Maria Alves de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/6594480976341523
The main goal of this research is to understand the role of a professional graduated in pedagogy in an institutional shelter for children and adolescents in the city of Jaboatão dos Guararapes – PE and, to achieve this main goal, had three specific objectives: characterize an institutional care home and how its organization is carried out, map which professionals work in this care home and what their functions are, and analyze the performance of the pedagogue in this institution. Regarding the methodology, the research is qualitative in nature and adopted a case study approach, having as instruments for data collection the total observation, the questionnaire and the semi-structured interview. We found that the institutional shelter studied is within practically all the national legal parameters required by the norms that govern the institution, which are the Technical Guidelines for the Welcoming Service for Children and Adolescents, in relation to its infrastructure and functioning of the service. However, it distances itself a little from these parameters in relation to employees, because their educators/caregivers do not have sufficient education or training. We believe that there are functions in the institution that could be better performed by a professional graduated in Pedagogy, therefore, we consider the presence of a pedagogue in the staff of the institutional shelters for children and adolescents to be essential. We also believe that in Pedagogy graduation college could have greater discussion in relation to work in non-school spaces. Finally, this research was mainly based on the following references: Brasil (1990), Brasil (2010), Izar (2011), Pereira (2013), Andrioli e Löhr (2014), Chesini (2015), Farias, Souto e Araújo (2018), Lira (2018) e Stadler, Santos e Silva (2019).
Produção de textos escritos a partir de uma sequência didática envolvendo o gênero história em quadrinhos
(2019-11-26) Silva, Adjane Melo da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/7486455143462584
This monograph originated from the following research problem: What are the writing skills of students and the knowledge they present in relation to the textual genre? Given the above, we had as a general objective: to analyze the production of texts of a 4th grade class, from a didactic sequence involving the work with comics. This research is relevant because it provides educators with knowledge about the methodological procedures necessary for the formation of text producers and deals with a textual genre that facilitates the learning of reading and writing, an aspect so important in our graphocentric society. In its theoretical body, this monograph brings a discussion about the production of written texts. In addition, it deals with the historical emergence of the textual genre Comics and its relationship with education. As for the methodological procedures, a qualitative approach was used, starting from an action research with students of the 4th grade of elementary school of a municipal school in Recife. Firstly, an initial diagnosis was applied to verify the students' writing skills and their knowledge about the comic textual genre. Then, a didactic sequence was applied aiming to produce with the students comics about the city of Recife. With this study, it was found that the students already had some previous knowledge in relation to comics, being able to identify basic elements that characterize this genre. However, it was found that they had difficulties in the production of written texts, spelling problems, lack of punctuation, sentences starting with lowercase letters and difficulties in creating and selecting ideas. It was concluded that although children have writing difficulties, when they are inserted in significant writing practices and receive necessary help from the teacher, they advance in relation to writing.
Reflexões acerca do ensino da leitura e da escrita no grupo IV da educação infantil
(2025-07-11) Brito, Bruna Loreny Costa de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
Esta pesquisa teve como propósito compreender a prática pedagógica de uma professora do Grupo IV da Educação Infantil em uma creche escola localizada no município do Recife-PE, em relação ao ensino da leitura e da escrita. Para isso, nos ancoramos nos estudos de Brandão e Leal (2011), Ferreiro (2001), dentre outros, bem como nas diretrizes norteadoras da prática docente na Educação Infantil. Para tal, desenvolvemos uma pesquisa de caráter qualitativo, inspirada na metodologia de estudo de caso, e como forma de adquirir dados para investigação, observamos a prática docente durante dez dias e realizamos uma entrevista semiestruturada. Por meio da análise dos dados obtidos constatamos uma consonância entre a teoria abordada e o trabalho docente analisado. A professora desenvolveu práticas centradas em experiências potencialmente lúdicas, na interação criança-criança, criança-adulto, criança-ambiente e na construção de propostas didáticas que favoreceram a aprendizagem da leitura e da escrita de forma significativa às crianças de quatro anos da Educação Infantil.
Rodas de leitura nos últimos anos da educação infantil
(2025-02-26) Martins, Jaqueline Camilo da Silva; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/6290265208623786
Esta monografia teve como objetivo geral investigar o trabalho envolvendo a compreensão leitora nas rodas de leitura da educação infantil, especificamente em duas turmas do grupo IV e V de duas instituições municipais localizadas na cidade do Recife-PE. Para isso, definimos os seguintes objetivos específicos: analisar como as docentes planejavam as rodas de leitura; identificar como avaliavam os conhecimentos das crianças em relação à compreensão leitora; observar o tempo destinado ao trabalho de leitura nas rodas de leitura; e mapear os recursos utilizados nas vivências das rodas de leitura. Desse modo, utilizamos como aporte teórico Solé (1998) e Brandão (2005), o que nos auxiliou na compreensão da importância do trabalho literário nas rodas de leitura nos anos finais da educação infantil, assim como na compreensão das especificidades desses momentos na rotina das professoras, além da ação mediadora com ênfase no fomento à compreensão leitora das crianças. A metodologia utilizada é de caráter qualitativo, inspirada no estudo de caso. Para a coleta de dados, foram utilizados os seguintes instrumentos metodológicos: o questionário, a observação e a entrevista semiestruturada. Na definição das categorias de análise, utilizamos a análise de conteúdo na perspectiva de Bardin (1977), que propiciou o entendimento sobre o trabalho desenvolvido pelas professoras que objetivavam um compromisso relevante com o desenvolvimento da compreensão leitora, como também a concepção da importância das rodas de leitura na construção leitora das crianças. Mesmo as professoras compreendendo a importância das rodas, identificamos a necessidade de se repensar a abordagem adotada no planejamento das rodas de leitura, descentralizando as rodas das temáticas curriculares ou da didatização. Diante dessa situação, constatou-se também a carência de um acervo diversificado nas duas instituições de ensino pesquisadas, assim como a necessidade de as rodas de leitura acontecerem de forma sistemática na rotina da educação infantil.