Navegando por Assunto "Ambiente escolar"

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Aquicultura vai à escola parte II – uma extensão prática da aquicultura em Itapissuma-PE
(2021-02-05) Santos Filho, Fernando Sebastião dos; Olivera Gálvez, Alfredo; Santos, Elizabeth Pereira dos; http://lattes.cnpq.br/5362345525199085; http://lattes.cnpq.br/7002327312102794; http://lattes.cnpq.br/1445666896933448
Due to the stagnation of fishing activity in recent years, aquaculture has emerged as an alternative to supply the demand for fish worldwide; with this, this type of production of food and biotechnological products has been growing significantly to meet the needs of the entire world population. According to FAO, aquaculture is the culture under control of aquatic animals and plants. Among the branches of aquaculture, we have: Pisciculture (Fish cultivation), Malacoculture (Mollusk cultivation), Shrimp farming (Crustacean cultivation) and Algiculture (Algae cultivation). In this study, the extension worker, together with undergraduate and graduate students linked to the Department of Fisheries and Aquaculture at the Federal Rural University of Pernambuco, went to the high school reference school (EREM) Eurídice Cadaval in Itapissuma - PE in order to establish an exchange of learning with regard to aquaculture, publicizing the activities linked to the baccalaureate course in fisheries engineering, which is currently not widespread in society, in addition to the performance of this professional in the area related to the productive sectors of the Itapissuma region (fish, crustaceans , mollusks and algae). The work was carried out through dynamic, practical and theoretical classes, given to high school students. In these classes, social, cultural and environmental topics were approached from the highlight of the problems that surround the daily life of the community, thus helping in the development of these students as citizens, opinion makers and future professionals who can work with the community they live.
Determinantes ambientais para o engajamento de crianças de primeira infância em atividades motoras não estruturadas de lazer na escola: uma revisão integrativa
(2024-03-07) Pedroso, Carolayne; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/8780453048351750
Free play is a fundamental activity for the child's overall health and development. The study aims to identify the environmental determinants that influence children's engagement in leisure-time motor activities at school, through an integrative literature review. The databases used for the searches were: PubMED, Scopus, PsycINFO and LILACS. The selection of descriptors used in the search was carried out by consulting MESH and DECs. The following descriptors, terms and logical operators were chosen: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school. Or the expression: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school; to the Scielo base. Studies that evaluated the motor activity of children aged 3 to 6 years, which were carried out in the school environment and which had the measurement of motor activity as an outcome, were included. The results show us that fixed equipment in playgrounds and favorable weather conditions increase children's physical activity. Interventions such as tagging often intensify this activity, but reforms have varying effects. In this way, we can consider that fixed equipment in playgrounds enhances children's physical activity. The quality of the space and interventions such as renovations are fundamental and the design of playgrounds is crucial to promoting a more active future for children.
As dificuldades das crianças com síndrome de Tourette em sala de aula
(2021) Araújo, Josenalva Ferreira de; Silva, Maria de Fátima da; Carvalho, Márcia Rejane Almeida de; http://lattes.cnpq.br/4015443671120866
Educação e comunidade: análise das trajetórias escolares exitosas de duas alunas egressas de uma escola municipal da comunidade Entra Apulso
(2019-12-04) Bezerra, Joanna Barros Lira Alvares de Albuquerque; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/6580570090104108
The objective of this work was to analyze the influence of the “Entra apulso” community municipal school in the school trajectory of two female students, and as specific objectives to describe the life histories of two female students of the institution and their school development and to understand the influence of school agents in the academic formation of egressed students. In this sense, we sought to examine the influence of education on the successful personal and professional experiences of two egressed students, in unfavorable social contexts, of a public school located in a low-income community, where they reside. The research sought to highlight the magnitude of education for the formation of the subject and their preparation for citizenship, their professional qualification, and especially for overcoming social inequalities, constitution of their identity, and participation in the construction and modification of society. For this, it was based on the following authors: Fonseca (2011), Brandão (2001), Silva (2010), Freire (2000), Santiago (2006), Meirieu (2005), among others. The methodology used in the research was the oral history, of qualitative character and used as the main instrument of data collection the partially structured interview. Two egressed students were interviewed, using the technique of oral history, in order to understand through their eyes what is the performance of education and school in their personal and professional lives. In the life story of the egress student Daniela, we noticed the remarkable influence of the Municipal school throughout its school trajectory, not only while she was studying at school in the early years, but also by the relationship that she maintained over the years resulting from the Institution. Maria's life story, on the other hand, points to a strong connection with the Entra Apulso community and also with the municipal school.
Formação pedagógica e conhecimento sobre sexualidade
(2019-11-21) Morais, Paula Patrícia Silva de; Stadtler, Hulda Helena Coraciara; http://lattes.cnpq.br/6495194776185200; http://lattes.cnpq.br/2518260884747851
Sexuality is yet considered a complex and difficult to grasp topic, frequently being the target of repressions, taboos and prejudices. However it is a condition of human reproduction and existence and marks off much of the identity of an individual. Thus, it is of utmost importance that in the education environment of the individuals, such as schools, this topic is sufficiently understood by the professionals who work in it. Nonetheless, due to the lack of approach on the development of such a crucial issue for the qualification of teachers, the present study aimed to understand how teachers perceive or justify this weakness for their performance in the school environment and the creation of strategies to face them. In order to do that, a qualitative research was choosen. Sigmund Freud, Guacira Lopes Louro and Tomaz Tadeu da Silva are some of the fundamental theorists for the discussion regarding psychosocial aspects of sexuality. The investigative process developed from semi-structured interviews. Moreover, considering the collected data, some reflections were made about the pedagogical formation and the understanding about sexuality, identifying and analyzing the real conditions that education professionals find regarding dealing with the topic in the elementary school. The results point to the need for a broader and more meaningful approach to sexuality in teachers education courses. As sexuality is in the school, the work environment of this professional and the absence of disciplines that discuss this topic in the educational program of these courses was identified by the interviewers as a further obstacle in the school environment, causing the reduction of these professionals' ability to lecture.
Os impactos dos ambientes escolares no ensino da educação física em escolas públicas
(2023-09-13) Silva, Mirela Moreira da; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/7897802631143838
The theme of this research is school environments for Physical Education, specifically the impacts of the school environment on Physical Education classes in public schools. The research problem is: what are the impacts of school environments on the teaching of content in Physical Education classes? Based on this problem, we defined the following general objective: To analyze the impacts of the school environment, as a physical and pedagogical space, on the teaching of Physical Education at school. And as specific objectives: to identify the knowledge of Physical Education in High School; to understand the school environment necessary for teaching the knowledge of Physical Education in school; to identify the environments intended for Physical Education in schools from the teachers' perspective; to analyze the environments intended for Physical Education in schools from the teachers' perspective; to understand the relationship between the knowledge of Physical Education and the school environment. To this end, we used the bibliographical and field research method, using a questionnaire on the Google Forms platform as the data collection instrument, applied to Physical Education teachers from the Pedagogical Residency Program of the Physical Education core at the Federal Rural University of Pernambuco. The data was analyzed using the textual and discursive analysis method proposed by Moraes and Galiazzi. Based on the analysis of the data, we concluded that the school environment has a significant impact on the pedagogical treatment of the Physical Education curriculum component, because the contents are dealt with in a theoretical-practical way, requiring motor experiences, in suitable places for practice, so that it happens safely. The research reveals that inadequate environments, or the lack of them, can have a negative impact on the teaching of the content set out in the Physical Education curriculum proposals for secondary schools.
Os impactos dos recursos materiais no ensino da educação física em escolas estaduais de ensino médio em Pernambuco
(2024-03-11) Silva, Paloma Victória Teixeira Santos da; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/5965448025829818
The research's theme is the impacts of material resources on the teaching of Physical Education in state high schools in Pernambuco, with an emphasis on the analysis of school environments and teaching materials necessary for teaching Physical Education from the perspective of students' integral human formation. We defined as a research problem: what is the relationship between teaching and material resources, school environments and teaching materials, necessary for teaching Physical Education in High School in state schools in the city of Abreu e Lima? The general objective is to analyze the relationship between the teaching of physical education and the material resources, school environments and teaching materials necessary for high school in state schools in Pernambuco. As specific objectives we define: historically understand the trajectory of Physical Education; identify the knowledge of Physical Education in the Curriculum Proposal for High School in Pernambuco; identify the characteristics of the environments and teaching materials necessary for the teaching process of Physical Education in High School; identify the impacts pointed out by teachers in relation to school environments and materials necessary for teaching the contents prescribed in the curriculum policy for Physical Education in High School in state schools in the municipality of Abreu e Lima. The research methodology was bibliographic and field in nature, with data collection through questionnaires applied to teachers at state schools in Abreu e Lima. We concluded from field research that state schools in the municipality of Abreu e Lima only have courts with covered areas and soccer balls, in addition to understanding based on the literature that the lack of material resources significantly impacts the teaching of Physical Education: inadequate environments and materials compromise and make the teaching of the contents foreseen in the Physical Education curricular proposals for High School unfeasible.
O ensino de química e a interdisciplinaridade com educação ambiental: desenvolvimento de uma horta no ambiente escolar
(2024-03-07) Almeida, Wendel Martins de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/1742899108188224
A pesquisa trata acerca do ensino de Química no ambiente escolar, visando à busca de uma proposta pedagógica que seja dinâmica e contextualizada por meio da Educação Ambiental, tendo em vista a interdisciplinaridade e fomento para uma formação cidadã através do desenvolvimento de uma horta orgânica. O objetivo principal pauta-se em analisar o processo de ensino-aprendizagem de conteúdos de química quando há a integralização da disciplina de Química por meio da Educação Ambiental com a criação de uma horta orgânica no ambiente escolar. Os participantes da pesquisa foram uma turma de estudantes do 1º ano do Ensino Médio de uma escola da rede pública de ensino do estado de Pernambuco. Para alcançar tais resultados, utilizou-se uma metodologia centrada numa abordagem qualitativa do tipo explicativa. O instrumento de coleta de dados foi um formulário elaborado pela plataforma Google Forms, com o qual coletamos a resposta de 16 (dezesseis) estudantes. No tratamento e análise dos dados, realizamos também um diálogo com os autores da fundamentação teórica. Como resultados, podemos observar que a proposta de desenvolvimento da horta despertou nos estudantes motivação e engajamento no processo de ensino-aprendizagem de Química. Para, além disso, a pesquisa revelou de igual modo uma reflexão profunda sobre algumas temáticas como educação significativa, abordagem didática, interdisciplinaridade, ensino de Química e formação cidadã. Diante disso, conclui-se que os futuros professores de Química e aqueles que já estão em atividade necessitam urgentemente voltar-se mais para recursos que desenvolvam e acrescentem à sua formação não apenas inicial, mas também continuada, a fim de facilitar, auxiliar e popularizar a Química, alinhando os preceitos científicos aos saberes pedagógicos.
O espaço e a relação professor-criança e criança-criança na construção de ambientes de aprendizagens na educação infantil
(2025-07-21) Silva, Sabryna Eduarda Torres da; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3585496939682764
O presente trabalho tem como objetivo analisar como a organização dos espaços físicos acessados pelas crianças do Grupo IV de um Centro Municipal de Educação Infantil (CMEI) da rede municipal do Recife, bem como as interações entre crianças-crianças e crianças-adultos nesses espaços, contribuem para a construção de ambientes de aprendizagem. Especificamente, buscou-se caracterizar os espaços físicos utilizados pela turma observada, repertoriar as interações entre criança-criança, criança-adulto e criança-ambiente, além de descrever como o ambiente foi construído pelo grupo analisado. A pesquisa fundamenta-se nas contribuições de Zabalza (1998), Forneiro (1998), Horn (2004), Vygotsky (1991), Oliveira (2020), Barbosa e Horn (2022), Ariès (1986), Saveli e Samways (2012), entre outros, além de documentos oficiais como a Base Nacional Comum Curricular (2017) e as Diretrizes Curriculares Nacionais da Educação Infantil (2009), com foco nas distinções e articulações entre espaço e ambiente e na importância das interações de qualidade no cotidiano institucional. Adotando uma abordagem qualitativa, com observação participante realizada no contexto educacional, a análise evidenciou que a organização do espaço vai além da disposição física, ela está diretamente relacionada a uma prática pedagógica intencional, sensível e comprometida com o desenvolvimento integral das crianças. A dimensão relacional mostrou-se essencial, contribuindo para os aspectos cognitivos, afetivos, motores e sociais. No entanto, foram observadas limitações na mediação docente, como falas pouco afetivas e baixa intencionalidade em algumas situações. Os dados também apontaram a importância da formação continuada para qualificar as práticas pedagógicas e promover uma escuta mais sensível. Por fim, constatou-se que, embora o espaço físico favoreça parcialmente a autonomia infantil, ainda há desafios estruturais e materiais a serem superados para garantir ambientes mais estimulantes e ricos em experiências.
O que isso tem a ver comigo? Professores (as) de história frente aos casos de violação de direitos da criança e do adolescente no contexto escolar
(2025-08-01) Silva, Carlos Wellington Nascimento; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/4611848956404156
Situações de violação de direitos contra crianças e adolescentes no contexto escolar não é um acontecimento incomum. Na maior parte do tempo, a escola é cenário de gestos, narrativas e práticas racistas, homofóbicas, gordofóbicas, sexistas, xenófobas, misóginas e algumas vezes espaço de violência física. O presente trabalho busca analisar a percepção de três professores de História da rede pública de ensino diante de situações de violação dos direitos de crianças e adolescentes. Para tal, usamos a metodologia teoria da repesentação social (Moscovici, 2007), onde apresentamos três situações em que professores de história demonstram suas percepções ao serem indagados sobre como resolvem situações relativas a violência sexual de menores, racismo recreativo e agressões físicas. Como fonte para análise, utilizamos as narrativas dos professores e as matérias de jornais que retratam a violação do direito da criança e do adolescente nesse espaço. Dessa forma, discutiremos o conceito de violação de direitos (Miranda, 2018), direitos das crianças e dos adolescentes (Brasil, 1990), saberes profissionais dos professores (Tardif, 2000), Ética (Foucault, 1998) e ideia de educação combativa e emancipatória (Freire, 1996). Após análise dos dados, identificamos que os professores possuem condutas de combate e prevenção com relação às violações, centrados na perspectiva da educação emancipatória baseados no diálogo com os estudantes, familiares e sociedade.
Referatório de recursos educacionais para apoiar o desenvolvimento do pensamento computacional
(2023-04-24) Silva, Ytalo Paulo Wilian da; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/4283889973387115
Relatório final do estágio curricular III: ensino agrícola
(2017) Gomes, Caio Felipe Cavalcanti de Andrade; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/1376931159803426
Relatório final do estágio curricular obrigatório
(2019) Costa, Cristiane Maria dos Santos; Santos, Maria Elizabete Pereira dos; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/9187604999023265
Relatório final estágio curricular obrigatório
(2018) Farias, Marcus Vinícius Veloso Freire; Silva, Suely Alves da; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0855267639037254
Relatório final estágio curricular obrigatório
(2018) Araujo, Surana Maria Silva de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
Solidariedade no cotidiano escolar: percepções de professoras e gestoras no contexto da educação formal no município de São Lourenço da Mata/PE
(2019-12-10) Oliveira, Zaine Hete Ribeiro de; Almeida, José Nilton de; http://lattes.cnpq.br/8939015877774533; http://lattes.cnpq.br/6463448180997517
The school, as an environment of constant interactions, is not aware of the values fostered in a capitalist society, which gathers as characteristics, the fragmentation of human relations, the increase of competition and individualism. So, is solidarity a human value experienced and perceived in school? How is this value conceived by managers and teachers in the context of formal education? Therefore, this paper sought to analyze the perceptions of teachers and managers about solidarity in the school environment, being conducted in a public educational institution in the city of São Lourenço da Mata - PE. This study is inspired by the categories of solidarity developed by Mori (2013), and also by authors who problematize the theme in the light of sociology, Durkheim (1999), Demo (2002) and solidarity while knowing, Santos (2011). To this end, consultations were conducted with official documents governing Brazilian education and interviews with teachers and managers, in order to understand their conceptions, as well as the processes that favor or not the educational practices, the limits and the possibilities for development of solidarity in the school environment. In summary, the results show that solidarity is included in all documents investigated. Regarding the conceptions of the term there is no consensus, which hangs in the imagination of teachers and managers is a meaning associated with actions of benevolence. Thus, the present study showed that the inconstancy of collective planning meetings, the fragility of working conditions and the lack of stimuli for teaching work, imply the distance between the institution's aspirations and its execution, thus being a practice. for solidarity situated only in the field of desire.