Navegando por Autor "Vasconcelos, Norma Abreu e Lima Maciel de Lemos"

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Adaptações curriculares na educação de estudantes com síndrome de down
(2019-07-16) Barreto, Queila Regia de Andrade; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/0030592428143328
Trisomy 21, also called Down Syndrome (DS), is a chromosomal condition caused by an extra chromosome in pair 21. Children and young people who have this syndrome have similar physical characteristics and are subject to some diseases. Although they have intellectual and learning disabilities, they are people with a unique personality, who establish good communication and are also sensitive and interesting. Quite often, the "degree" of symptom involvement is inversely proportional to the stimulus given to these children during childhood, both in the family environment and in the school environment. Based on this, the aim of this research was to observe the use of the curricular adaptations in the teaching practice of the Down syndrome students’ teacher, as well as the activities developed in the classroom, and their inclusion in the context of the school environment. This is a qualitative research, in which a teacher and a student with Down's syndrome participated. Data were collected through observation, semi-structured interview and submitted to content analysis.
Conhecendo as percepções dos acadêmicos em Licenciatura em Pedagogia 5º e 7º período sobre a avaliação da aprendizagem
(2019) Correia, Maria Beatriz Bezerra da Silva; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/7172588991719699
Evaluation is a process for all who interact in academic daily life, especially for students facing emotional conflict situations, with stigmas that can accompany them for the rest of their lives. Given this, this work aims to analyze the perceptions of the students of the fifth and seventh period of the degree course in Pedagogy at UFRPE-UAG regarding the conception of assessment learning. Based on the studies of Luckesi (2011), Demo (1990), Hoffmann (2003) and Vygotsky (1991), among others. Exploratory research was used with case study through the theoretical findings of Prodonov and Freitas (2013) and Gil (2008) and, regarding data analysis, Aguiar and Ozella (2006) in order to know the perceptions that future teachers are acquiring during their training and pedagogical practice. The data showed that undergraduates who are leaving with the Degree course in Pedagogy at UAG present the perception that the evaluation serves to reformulate the pedagogical practice of teachers, that too, are being evaluated when applying any assessment instruments. It is concluded, therefore, that learning assessment is not synonymous with punishment; it needs to be perceived and conceived as a learning improvement strategy in the school context. It is hoped that this research will contribute to a better understanding of the real role of learning assessment.
Educação bilíngue: um caminho para alfabetização de pessoas surdas
(2019) Soares, Rhaysa de Lima; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5925591721789374
In order to discuss the methodologies applied in the literation of deaf people, this study presents bibliographic research developed by analysing academic thesis published in public universities from northeastern Brazil, from 2015 to 2018. Therefore, we performed a survey in these institutions' digital platforms, identifying the methodologies already in use. Considering the scarce findings, we selected only one thesis: the one that came closest to our aforementioned study object. After that, we resorted to legal texts about the topic, such as the "Libras act" (act nº 10.436/02), Decree nº 5.626/05, Brazilian Inclusion Act (act nº 13.146/15) and the National Education Plan (PNE 2014-2024). Furthermore, studies by Lacerda (1998, 2010, 2016) and Soares (1985, 2003) were mostly used. So, we could notice, according to the scope of the study, that there is, in the surveyed region, schools and teachers who care about using specific methodologies to literate students in the written portuguese language. However, this methods follow different ways of those proposed for deaf people bilingual education in this country, whose determination is that such curriculum contents must be thaught in sign language as the first language (L1), being the written portuguese language the second one (L2), which is considered more suitable to the specific necessities of the deaf person as a visual being. Thus, we verify that the methodologies presented by the studied thesis appoint which more efective actions are necessary so schools can, indeed, contribute to the literation of deaf students.
O ensino de Libras para ouvintes
(Universidade Federal Rural de Pernambuco (SEDE); Unidade Acadêmica de Garanhuns, Administração, 2009) Vasconcelos, Norma Abreu e Lima Maciel de Lemos
Em pleno terceiro milênio, ainda somos palco de uma sociedade excludente, onde muitos indivíduos são postos a marginalidade. É preciso buscar uma sociedade com novos acordos sociais, com multiplicidade de vozes, de culturas, de raças e de gênero. Uma sociedade que acolha, sem distinção, com amor e respeito à diversidade, à paz e à felicidade de todos. Neste contexto, os surdos enfrentam grandes obstáculos quanto a comunicação. é fundamental minimizar esses efeitos discriminatórios. Para isso, a Academia tem papel fundamental na inclusão social destas pessoas surdas. Uma adequada utilização da língua e conhecimento básico assegurará uma maior comunicação. A recente publicação da Lei 10.436, de 2002, dispõe sobre a Língua Brasileira de Sinais-LIBRAS como meio legal de comunicação dos surdos, devendo ser garantido por parte do poder público em geral, empresas concessionárias e instituições de educação. A LIBRAS é uma língua de modalidade gestual-visual que utiliza, como canal ou meio de comunicação, movimentos gestuais e expressões faciais que são percebidos pela visão. O projeto “ O ENSINO DE LIBRAS PARA OUVINTES” vem capacitar estudantes e pessoas das diversas áreas do conhecimento acadêmico para a compreensão do mundo dos surdos, tendo como enfoque os aspectos sócio-lingüístico e cultural.
Histórias sobre a educação do campo no sítio Cachoeira município de Jucati - PE
(2019) Conceição, Valéria da Silva; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5146671497714266
Keeping track of the life histories of a particular group is also a way of not letting them get lost in time and over time. Thus, this work emerged from the interest of knowing how the process of schooling of people living in Sítio Cachoeira, located in the municipality of Jucati, in the rural state of Pernambuco, occurred from the 1950s until the decade of 2010. The methodology Oral history, but specifically their gender history of life, making use of semi-structured interviews, which, according to Thompson (2002), is the first step in developing the endings of their narratives. This instrument was applied in December 2018 to four residents of this site, with ages ranging from 20 to 76 years. Thus, it was possible to identify how much education was important and necessary in the lives of these people.
A inclusão de estudantes surdos em uma sala do ensino fundamental
(2018-08-30) Melo, Izabela Elias Correia de; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5205687959943824
This work aims to present a discussion about deaf students inclusion at a 2º class in a fundamental teaching. It had as general objective to analyze how the process of inclusion of deaf students is and as an especific objective it aims identify the practices inclusives in the interation process from this deaf students with their classmates, observe the teacher's conception about the difficults to develop specific and inclusive activities to this public, besides identify the difficults to communication between the deaf students and the others. This work is a field research with a qualitative aproach, since observations and interviews were made based with instruments like colect data, made in a class from 2º class in the elementary school, where there are twenty students, between them, there are three deaf, in a school in Garanhuns - PE. From the analisys of the data collection, it was possible to understand that even if the deaf students are in the fundamental class, it doesn't assure their inclusion, therefore the enviroment where they are doesn't offer the subsidies necessaries for development, wheter intellectual or social.