Navegando por Assunto "Conhecimento e aprendizagem"

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A contação de histórias nos anos finais da educação infantil e suas contribuições nos processos de ensino e aprendizagem
(2019-01-18) Assis, Leonardo José Nunes de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/8856941415871205
This work focused on discussing storytelling in the last days of preschool, as well as their pedagogical contributions, giving a specific look to the teachers of the groups IV and V of Elementary School of preschool, in a municipal school. Recife PE. As a general goal we seek to understand the practice of continuing a career as a facilitator in the teaching and learning process, as well as its playful and imaginative appearance, and more specifically, a) how children's literature books contribute to the development of reading and student writing; and b) to observe the didactic objectives of the teacher are reached as he uses the pedagogical instrument of storytelling. Being this a study of the qualitative nature, we sought a methodological protocol that, from other instruments, was used from content analysis to a descriptive-analytical analysis of the narratives of three interviewed teachers who work with storytelling with their learners. Finally, the research consisted of a utility and a feature of story-keeping as a psycho-pedagogical tool that opens up possibilities in the cognitive field and interaction between teacher and student. Besides showing that it is a little useful for the development of reading and writing in children, but also for the awakening of the help of other languages, other fields of learning, especially for a new way of life.
Escrevivência camponesa: arteando práticas educativas em agroecologia com a juventude do semiárido
(2024-03-08) Meneses, Soraya Cindcy Araújo; Aguiar, Maria Virgínia de Almeida; http://lattes.cnpq.br/4665749527709728
This work aims to share my experiences as a "writing" peasant, who made it an academic commitment to break with the epistemic invisibility of rural youth. To reconstruct my academic trajectory, I collected all the materials where I recorded the activities related to my training: field notebooks, reports, culmination guides; photos; videos and audios and I adopted the notion and conception of spiral time as a reference. The systematization of my experience in the Bachelor's Degree in Agroecology allowed the reconstruction of the process experienced and the deepening of the reflections made based on my practice. Throughout the text, which is also a body, I deepen reflections on the condition of youth in the countryside and its place in academic research. I share the experiences of formal and non-formal education with peasant youth and finally, I emphasize what most influenced and constituted my identity as a Bachelor's Degree - Educator in Agroecology.
Introdução de um clube de astronomia para o ambiente escolar
(2022-06-17) Ramos, Daniel Domingos; Tenório, Alexandro Cardoso; http://lattes.cnpq.br/6169033174942344; http://lattes.cnpq.br/9790451124596594
Analyzing the challenges of science teaching in basic education schools in Brazil, is important to observe which aspects can contribute to a better use of physical and intellectual in the teaching units. It is essential, in any area of knowledge, to innovate and engage in various curricular components so that the student fells part of the learning process not only as viewer, but as effective agent of change caried out in their environment with other people. Introducing new sources of knowledge is not just way of showing that there are paths that have not yet been addressd, it is to base everyone development on a sold base of knowledge and offer opportunities for personal growth and profesional growth of everyone involved in process. Taking into account many particular aspects in teaching model, the proposal to introduce as astronomy club in elementary schools becomes a powerful working tool for professionals from various segments, is plausible to work this teaching model outside the classroom, innovative information and perspectives inside the classroom. When analyzing a proposal that takes information in new format is common to question “ it will be right?”, but the question bumps into interesting universe interesting that brings old and deep question “ are we alone in the universe?”. Many question could not be debated the knowledge of astronomynot placed in an environment wheres many young minds can make their contributions and exposetheir experiences in simple and logical way so that one can perhaps seek and definitive answer to these great and question, but an aswer that may arise is “ yes, it will work”.
Nível de aprendizagem sobre envelhecimento e aspectos do cuidar dos/as participantes do curso cuidadores/as de idosos/as
(2020-10-30) Pontes, Tereza Cristina do Rosário de; Saraiva, Joseana Maria; Silva, Laurileide Barbosa da; http://lattes.cnpq.br/7869325906861017; http://lattes.cnpq.br/2009197399132834; http://lattes.cnpq.br/6136378751171109
Popularização da ciência do solo por meio de práticas e mídias digitais
(2021-08) Silva, Taiza Maria da; Sousa, Juliet Emilia Santos de; http://lattes.cnpq.br/0784718955904957; http://lattes.cnpq.br/0192244371119996
A Química no SSA/UPE: análise das questões sob um olhar de documentos oficiais brasileiros
(2023-09-21) Santos, Mechele da Silva; Simões Neto, José Euzébio; Cruz, Maria Eduarda de Brito; http://lattes.cnpq.br/0040724703642654; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/0778447069651912
The University of Pernambuco's Serial Assessment System (UPE) has become one of the main assessment processes for admission to higher education in Pernambuco. We understand that the evaluation process is inseparable from pedagogical practice, due to this relevance this research has the general objective of analyzing the Chemistry issues of UPE's SSA, observing probable curricular and structural approximations of the event along with official documents and the methodological aspects of chemical knowledge , in the range of years 2013 to 2024. Having broad relevance as the number of registrants only grows annually and presented, in the year 2023, its first change to the SSA 1 test, where now the questions must directly encompass the guidelines on knowledge scientific linked to specific competencies and skills, as guided by the National Common Curricular Base (BNCC). The methodology for this research focused on analyzing the I. chemical knowledge present in the questions and in the candidate manual; II. The amount and main content charged; III. Analyze the structural aspects and the presence of mass culture in the issues; IV. Aspects about chemical knowledge are related to the contextual and conceptual form through Jonstone's levels of chemical knowledge, which are symbolic, microscopic and macroscopic; V. Analyzing the conceptual aspects of chemistry. The document research carried out covers the quantitative and qualitative form of analysis and considering all phases of selection following careful reading and categorization, we can verify the levels of chemical knowledge, according to Johnstone's triplet, the structural aspects, focused on the use of mass culture , the conceptual aspects, observing whether the questions establish relationships between chemical and social knowledge, based on the prevalence or homogeneous division of content, as well as the levels of chemical knowledge and conceptualization, according to the skills and abilities suggested by the BNCC. Thus, we realized that some contents stood out in frequency over others, and that unfortunately mass culture is still little addressed in the issues and its low frequency covers the SSA1 questions. From the data analyzed, the questions according to the triplet, we observed that the level of symbolic knowledge encompassed eighty-one questions, we believe because it focused on symbols, chemical equations and formulas. We also note that the conceptualization related to chemistry in the industry included eighty of the questions. We also observed that several specific skills can be easily identified in the 2023 SSA1 questions. Thus, we can observe that the preparation of chemistry questions in the Serial Assessment System has been undergoing variations conforms not only to official documents, but also to the direct influence of society and its needs.
Relatório de Estágio Supervisionado Obrigatório realizado em uma escola de gastronomia
(2019) Barros, Waldemira Silva; Lima, Marta Margarida de Andrade; http://lattes.cnpq.br/1258785825294835
Sobre educação e sociologia: um estudo acerca da construção doconhecimento sociológico no ensino médio
(2019) Leão, Gleyce Kelly dos Santos; Benzaquen, Júlia Figueredo; http://lattes.cnpq.br/0325443406402140; http://lattes.cnpq.br/5510216691103433
El presente estudio busca entender las metodologías de enseñanza actual de la sociología a la escuela secundaria, y cómo contribuyen a la construcción de conocimiento sociológico. Cree que el ambiente en el que opera estas metodologías de la educación, ya que,en la mayoría de los autores clásicos, surge como un tema ampliamente discutido en el contexto dela Sociología, y a ella se da gran importancia en el proceso de socialización de los individuos. En este sentido, intenta comprender estos métodos de la (re)construccióndidáctica (LOPES, 1999) entre el canal teórico de la sociología como ciencia y la realidadescolar a través de una investigación social cualitativa principalmente. De esta manera, para llevar a cabo su propuesta, usa la teoría poscolonial, razones epistemológicas que pretenden ofrecer nuevas perspectivas e interpretaciones a los problemas derivados del entorno académico. Ya las razones metodológicas si el estudio bibliográfico de fuentes secundarias, observaciones de aula, la aplicación de cuestionarios con los estudiantes y las entrevistas semiestructuradas que culminan en algunas inferencias metodológicas propositivas para la disciplina de la sociología. La investigación apoya en su teórica un variado grupo de autores de la Sociología Clásica y Contemporánea como Émile Durkheim (2011), Karl Marx (2004), Pierre Bourdieu y Jean-Claude Passeron (1992) y Bernard Lahire (2014). Así que la búsqueda, desde el diálogo con las experiencias prácticas en el campo, tomar algunas conclusiones acerca de que métodos se practican hoy en día, si hay problemas reales con esta temprana construcciónde conocimiento sociológico y en el caso de en la afirmativa, cómo tomar una dimensión útil experimental que cumple con la función de la forma en estos jóvenes una conciencia crítica acerca de las transformaciones y las cuestiones sociales, políticas y antropológicas impregnan la realidad brasileña, más allá de sentido común y de la mirada sociológica.