Navegando por Autor "Gama, Ywanoska Maria Santos da"

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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.
Concepções construtivistas e suas influências nas práticas pedagógicas de professoras dos anos iniciais do Ensino Fundamental em uma escola da rede municipal de Camaragibe - PE
(2023-09-05) Silva, Lilian Kelly Batista da; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/0190339222776366
The purpose of this research is to analyze the teaching practices, in light of the contributions of constructivism to planning and development, of teachers in the early years of elementary school. More specifically, we seek to analyze how teachers relate their planning to the theoretical foundations that support their practices; identify aspects in the classroom routine and the dynamics of the activities carried out that are close to the constructivist perspective and identify teachers' conceptions about learning. Qualitative research was carried out in a municipal school in the city of Camaragibe, with two teachers from the 1st year of elementary school, using observation of their classes and semi-structured interviews as an instrument to access data. The analysis of the data obtained was carried out using content analysis as a parameter. We observed that a theoretical influence is not a direct application, but takes place between the lines of choices and positions in relation to teaching processes, based on conceptions built along the trajectory of each teacher. Although the teachers do not directly associate their practices with theory, we see that an influence of constructivism, the result of Piagetian theories, is consolidated in literacy practices in an indirect way, most of the time not even perceived by them. We noticed that the teachers seek coherence in understanding the students' individuality, in the levels of learning, with the pedagogical proposals they carry out in the classroom. Another obvious issue is the way in which teachers position themselves in the face of error, in a problematizing way, which makes students rethink their hypotheses and formulate a new one until they find the correct one. The appreciation of students' autonomy also appears evidently, students can express themselves, organize themselves, receive instructions to help other colleagues. Bringing the idea of building not only school knowledge, but that goes beyond that, they build affectivity, empathy and autonomy to think and resolve conflict situations. The subjects appropriate theories in a different way, and this we could verify with the teachers who participated in the research, with different ways of applying the understanding that they build from the theories in their practice, even if indirectly and re-signified in the daily life of the classroom.
A importância da afetividade no processo de aprendizagem de alunos: a perspectiva de professoras dos anos iniciais do Ensino Fundamental
(2021-03-01) Santana, Daise Lais Maria de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/8960124149404969
Based on the assumption that every relationship is based on affection and the way that affection can positively or negatively influence student learning, this study aimed to understand the importance attributed to affectivity in the learning processes by teachers in the early years of elementary school .For the development of the research a great theoretical apparatus was used and as a methodology the qualitative research with the use of questionnaires that from the analyzes carried out it was observed that the affectivity in the teacher-student relationship is of great importance based on trust and respect for one another. another and mainly dialogue. It was observed from the teachers' responses that the affectivity is not only in the kiss, hug or affection given to the student, but also in the look, in the hearing and in the dialogue with affectivity as the objective of the student's integral development. Through this research we see that affectivity is a fundamental piece for educational performance, and that the student needs love, affection, affection, dialogue, attention, in order to build his identity and knowledge, and that all these factors contribute and have great influence on teaching and learning.
A importância do movimento para o desenvolvimento psicológico da criança na Educação Infantil: o papel da professora nas atividades pedagógicas em sala de aula de uma escola municipal de Olinda
(2022-10-03) Morais, Joseana Maria Ferreira de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/7513998462030643
Many studies have discussed the pedagogical work in Early Childhood Education, valuing this level of teaching in the child's development. The dimension of body movement has been highlighted by different authors from the theoretical approach of Henri Wallon, among them, we emphasized Mahoney and Almeida (1996); Galvão (1996); Cintra (2017). The topic is widely addressed in discussions about curriculum at this stage of teaching. Our theoretical framework was developed from these authors. The present study aims to analyze the importance attributed to the movement of children, by early childhood education, in the planning of the teachers and construction of their pedagogical practices. More specifically, we seek to: 1) Identify teachers' conceptions about the importance of the movement of children in Early Childhood Education, for their socio-cognitive development; 2) To verify the activities involving the children's movement and considered most important by the teachers, when planning their pedagogical practices and 3) To analyze the features of the sociocognitive development associated by the teachers, to the stimulation of the movement in the pedagogical practice with children of Early Childhood Education. The study is qualitative in nature and required observation in two Kindergarten classrooms and semi-structured interviews with the two participating teachers. We performed data analysis from Bardin's (2011) perspective through content analysis. The results show us that the teachers understand the need and importance of free body movement, even if they plan the activities to be performed by the children in different ways. They agree that such activities are associated with development and that they prepare for different aspects of the child's social life, since there are rules to be followed, the relationship with the others (teacher and colleagues) and with the environment; in addition, the teachers believe that the games stimulate the cognitive, since they have practices that work with the different repertoires of the child's body movement. There seems to be an association between the concept of movement and that of motor coordination, sometimes one being used synonymously with the other. We observed that the practices oscillate between limiting the spaces for activities and allowing free play, without teacher supervision. About this, we see that it is necessary, in pedagogical practice, to consider it in a search for a balance.
Relações entre profissionais do Atendimento Educacional Especializado (AEE) e professores da sala regular na inclusão de pessoas com deficiência na sala de aula de EJA
(2023-09-14) Almeida, Marcos Afonso Monteiro de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/3597509026061375
Historically, the educational system belonged only to equals, including young adults and the elderly, as well as people with disabilities, led to reflections that drive the reformulation of educational practices, curricular proposals and, above all, public policies. This qualitative case study sought to analyze the construction of inclusive educational practices in EJA from the articulation between professionals involved (class teacher, AEE teacher, AEE assistant) in a municipal school in Recife and, weaving the relationship of these practices with the directions proposed in the documents “Teaching Policy of the Municipal Network of Recife, Youth and Adult Education and the decree of Law n 36.306”. In this context, we made use of documentary analysis and semi-structured interviews as data collection instruments, thus, we perceive the emptying of educational policies when related to the daily school life and the recurrent speech of the research participants about the lack of moments of interaction between the educational practices studied, in addition to the lack of continuing education for the professionals who make up the school institutions.
Saúde mental e início da vida acadêmica no ensino superior: um olhar sobre estudantes do curso de licenciatura em pedagogia da UFRPE
(2021-03-05) França, Cibelle do Nascimento; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/7159830181062740
This study sought to understand what changes related to mental health are pointed out by students of the initial periods of the Degree Course in Pedagogy (face-to-face modality) at the Universidade Federal Rural de Pernambuco (UFRPE). The 19 participating students answered a questionnaire made available in the Google Forms platform, and disseminated through the social network used by the investigated course, personal and collective e-mail of the classes. The main results pointed to mood swings and disproportionate reactions to academic difficulties as recurring symptoms. Another relevant aspect raised is related to the family and friends network, acting as a protective system. These results point to the importance of deepening this theme, making it the object of reflection in universities, favoring the improvement of policies and services of psychological support to students, and a better dissemination of existing services, aiming at the prevention and promotion of mental health in the academic environment.