Navegando por Assunto "Currículos - Avaliação"

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Análise do currículo do Estado de Pernambuco quanto a presença e abordagem dos gêneros textuais
(2019) Silva, Jainy de Noronha; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/5308203030677585
This work investigated how textual genres are being treated in the Pernambuco Curriculum in relation to the Early Years of Elementary Education. To better develop the research, we adopted a curriculum concept as a cultural artifact where there is a dialogue between socially constructed knowledge and school knowledge (SILVA, 2007; MOREIRA; CANDAU, 2007). Likewise, we take as a base, a conception of language and language based on the notion of textual genres as human interaction and cultural and cognitive form of social action (BAKHTIN, 1997; SOARES, 2002; GERALDI, 2011; MARCUSCHI, 2008). The research has a documentary character, as it analyzed a document officially recognized by the State with the aim of showing the information contained in it in another way and enabling access to the maximum amount of information qualitatively (BARDIN, 1977). The Language Notebook was analyzed, more specifically the part referring to the Portuguese Language Curricular Component. Through the data obtained, we found, initially, that the document brings a more current perspective of the curriculum which perceives it as a cultural element capable of articulating the proposed with the lived and that goes beyond the prescribed. Then, we note that the document is in line with the most current studies on the teaching of the Portuguese language, based on reference authors, although some terms are not properly developed. We also identified that the Curriculum encourages work with genders from the four axes of teaching the Portuguese Language - Reading, Text Production, Orality and Linguistic Analysis - although it does not guide the articulation between these axes. In addition, it directs the teacher to work with the diversity of textual genres belonging to different fields of action, giving suggestions of genres to be worked on and following a progression from the 1st to the 5th year. We saw, finally, that the document addresses so many social aspects, as formal and linguistic of the genres, observing a slight emphasis on the identification and reproduction of the forms of composition of the genres. Given these data, we conclude that the Pernambuco Curriculum assists in the appropriation of different genres, but the teacher must have a posture of professor-researcher and investigate the document critically and reflexively in his readings, not having it as a principle of his practice, but as one of the means that guides the didactic paths of your classes.
Investigando as dimensões ensináveis da oralidade na Proposta Curricular de Língua Portuguesa da rede municipal de ensino de Igarassu (PE)
(2024-02-27) Veiga, Carlos Eduardo de Melo Pereira da; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/9231057085157694
Partiendo del supuesto de que la oralidad aún no está en el centro de las discusiones, en comparación con los demás ejes de la lengua, este estudio tiene como objetivo presentar un análisis de cómo este eje está contemplado en la Propuesta Curricular de Lengua Portuguesa de la red municipal de enseñanza de Igarassu (PE). Metodológicamente, se trata de un análisis documental basado en el documento que orienta las prácticas educativas de la red municipal, con el objetivo de investigar las concepciones de enseñanza de la oralidad adoptadas en el documento en cuestión. La base teórica son, entre otros, los trabajos de Marcuschi (1997, 2001) y Dolz y Schneuwly (2004). Los resultados obtenidos muestran que la Propuesta Curricular del municipio dialoga con las cuatro dimensiones de la enseñanza de la oralidad propuestas por Leal, Brandão y Lima (2012): valorización de textos de tradición oral; variación lingüística y relaciones entre habla y escritura; oralización del texto escrito; y producción y comprensión de géneros orales.
Relevância do conhecimento de primeiros socorros nos cursos de formação de professores: sob o olhar dos acadêmicos
(2019-12-10) Tavares, Tarcília Maria Nunes; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/1846769528891729
By observing the teacher’s professional practice, it can be seen that they are susceptible to witnssing situations that require the application of firts aind procedimento (PS). This study aimed to identify if there is any discipline about the researched contente in the curricular matrices of the researched institutions and how future teachers understand the importance or noto f this knowledge in their formation. It is a descriptive and exploratory field research, with qualitative approach. We applied a questionnaire where we obtained relevant data, one of the results showed that there is a search for knowledge is neglected by the institutions survevyed and that more than 87% of respondentes believe that tha relevance in having the knowledge of PS in its formation, besides beinf respected the Law 13.722/2018, which emphasizes the obligation of this knowledge in educational institutions.