Navegando por Assunto "Didática (Ensino fundamental)"

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Como uma professora do 3º ano do ensino fundamental organiza suas atividades para o processo ensino aprendizagem da leitura?
(2017) Freitas, Caroline Vieira de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
The present work had as objective to analyze the practice of a teacher of the 3rd year of elementary school, in order to identify the contributions to the teaching and learning process of reading. More specifically identify and analyze what the teacher did for the teaching of reading; analyze what the teacher thinks about the teaching process of reading; map and analyze the didactic resources used by the teacher to teach reading. For this, we carried out a case study, with semi-structured interviews and observations. We verified that the teacher performs a systematic work in relation to the teaching of reading, prioritizing texts of the narration order, such as: story, story, fable. Every day, after the recess, he performs the activity of reading enjoyment with the students, and at these moments helps them to reflect on different reading strategies . In addition, weekly, students are taken to the library with the help of the teacher to read a book. We can conclude that although there are students who are not yet literate, there is a concern of the teacher in forming readers of texts. In the theoretical reference the following topics were addressed: What is reading? And the process of teaching reading learning. The theoretical approach was based on Bamberger (1987), Brandrão (2006), Cardoso and Pelozo (2007), Carleti (2007), Colomer and Camps (2002), Kleiman (1995), Oliveira and Queiroz (2010).
Relato de experiência de estágio em uma aula da disciplina de Artes Visuais sobre a relação do desenho com o aluno surdo
(2023-12-13) Catunda, Débora de Assis Mousinho; Barros, Lilian Débora de Oliveira; http://lattes.cnpq.br/2102439803472317
The main purpose of this experience report is to discuss the impact of using drawings in art classes as didactic support for deaf elementary school students in a public school in the city of Jaboatão dos Guararapes / PE. In order to improve the didactic understanding of this student, this research believes that the search for resources and the various ways of dealing with deaf people in the school environment can be rethought with regard to the methods and strategies historically used in this process. How can drawings help deaf students in art classes? How do deaf students respond to the incentives provided by the use of drawings during lessons? Is this strategy effective during the deaf student's learning process? Visual interventions in art classes to meet the needs of deaf children should be understood, not as a definitive and final solution to the issue, but as an important tool in building a new model for teaching these students.