Navegando por Assunto "Prática de ensino"

Agora exibindo 1 - 20 de 79

A produção do conhecimento em educação física escolar: contribuições do PROEF da Universidade de Pernambuco
(2025-03-14) Souza, Mariana Vieira Alexandre de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/4301212437632660
A temática sobre a produção do conhecimento no mestrado profissional de Educação Física associada com as concepções de Educação Escolar e Educação Física Escolar presentes nos estudos, chamam a nossa atenção para analisar e apontar se estão alinhadas numa perspectiva crítica. O presente estudo teve como objetivo geral analisar as contribuições da produção do conhecimento do Programa de Mestrado Profissional em Rede Nacional – Universidade de Pernambuco. Por se tratar de um mestrado profissional, o público-alvo são professores de Educação Física, servidores da Rede Pública de Ensino. Compreende-se que a prática pedagógica do professor é orientada por meio de bases teóricas, para tanto, é possível identificar na prática de ensino quais as teorias e abordagens pedagógicas no âmbito da Educação Física que permeiam o processo de ensino-aprendizagem. Trata-se, portanto, de uma pesquisa de natureza qualitativa, do tipo documental. A fonte documental da pesquisa foram as dissertações de mestrado, da 1ª turma do Mestrado Profissional em Educação Física da Universidade de Pernambuco, publicadas em 2020. Para o tratamento dos dados recorremos à análise de conteúdo do tipo categorial por temáticas. Evidencia-se que a maioria dos alunos têm orientado sua prática educacional com as bases teóricas. Sobre a Concepção de Educação Física Escolar, observamos que o Coletivo de Autores estava presente em 07(sete) das 09(nove) dissertações. Podemos assim inferir que a maior parte dessas dissertações estão construídas sobre referências críticas do conhecimento. Contudo, ressaltamos a necessidade de mais estudos, com ampliação na análise em outros estados e regiões do Brasil.
Alfabetização e letramento em turmas multisseriadas: um estudo sobre as práticas pedagógicas no município de Calumbi - PE
(2019) Silva, Aiane Erica da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327
This work aimed to understand the teaching practice in the multi-series classes, in order to identify what strategies teachers develop to deal with the learning levels of each student. Specifically, it aims to: a) understand the theoretical-methodological referrals of the teacher; b) to improve our understanding of Field Schools and to reconstruct our imaginary about the education given there; c) characterize the pedagogical actions during the literacy phase and for this, we seek to base the theoretical postulates of Mendonça (2007), Hage (2006), Magda Soares (2004), among others. In order to do so, we carried out a case study, based on the qualitative research, with an ethnographic nature, with emphasis on the pedagogical practices carried out by two teachers of mutisseriado teaching, inSchool of the Field, specifically in the municipality of Calumbi-PE. Methodological procedure, we used reports of classroom observations and an interview, in addition to collecting both bibliographic and observational data during the pedagogical practices carried out. The results pointed out that it is possible to reach the quality of education in the multi-series classes, through educational practices that use different methodologies, and that provide both the literacy development and the literacy of each subject, in order to recognize reading and writing as practices social, and which is perceived as part of society and can contribute to social transformation.
Alfabetização e letramento: uma reflexão sobre a prática pedagógica de uma professora do 5º ano
(2018-12-21) Silva, Ana Rúbia Arruda da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/2645969279769760
The present research had as objective to analyze the pedagogical practice of a teacher who teaches in a class of the 5th grade of elementary school , in order to understand how it promotes the learning of reading and writing, more specifically to analyze how teacher organizes its pedagogical practice; identify which didactic resources were used by the teacher and what she understands about the teaching and learning process of reading and writing; analyze the knowledge built by the students, along the activities proposed by the teacher and map the students' knowledge regarding reading and writing. For that, a case study was carried out, whose field of investigation is a school of Rede Municipal de Recife, located in the Tamarineira neighborhood. To collect and analyze the data, a semi-structured interview with the class teacher, a participant observation and a survey with the apprentices was done. The data showed that all students were in the alphabetical hypothesis, but at different levels of reading and writing. On the pedagogical practice, we identify that the teacher performs a systematic work in relation to the teaching of reading and writing, starting from the work with some discursive genres, prioritizing more the interpretation of text and the reading comprehension. We conclude that the teaching of reading and writing should be a systematic practice of the teacher, especially with those children who show greater learning difficulties, and should plan their classes in advance, to achieve the objectives proposed.
Análise da percepção de estudantes do ensino médio quanto aplicações atuais da teoria da evolução e medidas facilitadoras do ensino-aprendizagem
(2019-12-05) Carlos, Isabella Ribeiro; Montes, Martín Alejandro; http://lattes.cnpq.br/0349635170206363; http://lattes.cnpq.br/7389871566380539
A aplicabilidade da Lei n°10.639 / 03: um estudo de caso em uma escola prisional feminina da Rede Pública Estadual de Pernambuco
(2019-12-12) Lima, Luciana do Nascimento; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709
This research aims to reflect on the applicability of Law 10.639 / 03 in a prison school in the state of Pernambuco and how this law reverberates in the lives of black women in prison who attend this institution. Having as its main objective: Investigate if there is the application of Law No. 10.639 / 03 and how it is contemplated in the pedagogical practices developed in the prison school in question. In addition to inquiring about the reality of the black female population attending the prison school, seeking to identify and describe which teaching strategies are adopted to confront racism and seek to understand how the teaching and learning process takes place in that school, we will seek answer that research question. The research is characterized as a Case Study and given the impossibility of entering the school, it was decided to use questionnaires as data collection instruments. At the end of the research, it is concluded that much still must be done to have a pedagogical practice that is really an instrument to confront racism.
Atividades lúdicas na educação infantil: diálogos entre organização curricular e o cotidiano
(2019-02-05) Cordeiro, Thais do Nascimento; Oliveira, Robson Santos de; http://lattes.cnpq.br/4215662836134397; http://lattes.cnpq.br/9604232469811580
This work had as general objective reporting satisfactory experiences with activities developed in a class of early childhood education in a nursery school in the municipality of Garanhuns-PE. South to demonstrate the importance of recreational activies on early child education in the development of the child in their pyisical, psychological, social and intellectual Analysis of some activities that have been developed by a teacher with children, as the evaluation analysis on early childhood education in this class, and was also analyzed the physical space of the creche where search was developed. For it in embasamos in the early childhood area scholars and playfulness as: Froerbeel, Piaget, Arce, and official documents LDB/96, BNCC, national curriculum Parameters for the early childhood education (1998), basic parameters of infrastructure for Early childhood institutions, among others. This work is characterized as a field research with qualitative approach of the ethnographic type, because understanding the phenomena in your daily life, to use this survey as a tool for data collection, observation record photographic and the questionnaire. It was evident that the activities developed in the class has a significant contribution to the learning of children, thus contributing as one of the teaching strategies used by the teacher in the teaching-learning process.
Autismo e o trabalho docente: reflexões sobre os desafios encontrados nesse momento pandêmico
(2021) Morais, Mariana Rodrigues de; Brito, Thais da Silva Ayres de; Souza, Gleidson de Oliveira; http://lattes.cnpq.br/0977263665311574; http://lattes.cnpq.br/8889060064264737
This article aims to analyze the role of teachers of TEA students in remote education, and their strategies. Observing the aspects that involve the new dynamics of the teaching-learning process during the COVID-19 pandemic throughout 2020. The qualitative research, carried out through a bibliographic survey and a pre-structured questionnaire by electronic means. It had nine responding teachers, working in public and private schools, both in kindergarten and elementary school in the Metropolitan Region of Recife, we seek to understand their challenges and pedagogical strategies used in synchronous and asynchronous meetings. The data show that family support in the learning process is a more decisive factor in this new context, marked by social distancing and the need to think together about ways to meet the demands of a public in which the use of concrete materials and monitoring is agreed upon. continuous and face-to-face. It is also noted that there is a deficit in the training of teachers to work with specific TEA students, and in the use of digital tools. Given the low support of educational institutions in general for the adaptation and development to new ways of transmitting knowledge, especially in an atypical scenario.
O Brincar & as Brincadeiras na Educação Infantil: reflexões sobre ludicidade e mediação do professor
(2019) Lima, Aparecida da Dores Silva de; Silva, Valéria Casemiro da; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877
Cálculo Diferencial e Integral: Uma abordagem prática mediante o uso do Software Geogebra
(2019-12-20) Santos, Elizabeth Bispo dos; Silva, Tarciana Maria Santos da; http://lattes.cnpq.br/1650180237175460; http://lattes.cnpq.br/9799662711705928
This monograph has as its theme the use of Geogebra in the teaching of differential and integral calculus. To this end, we made a historical overview showing how the calculation has developed over the years as well as a manual on how to work the concepts of Derivative and Integral through Geogebra Software, making the approach of these contents more playful and current. In higher education, the teaching of differential and integral calculus is characterized as an abstract process, as it is new concepts for students. The difficulty of these disciplines is apparent from their abstraction and the need for graphical and algebraic representations which students find arduous. In view of this, a workbook for the use of Geogebra Software was developed in this work, with the objective of assisting teachers and academics in the contents of these subjects. The work addresses the main concepts of derivatives and integrals and then their graphical representations through Geogebra. Geogebra Software has great potential in helping classroom practices, as it provides new pedagogical approaches to teachers, positively influencing the posture and pedagogical practices of each teacher.
A canção popular como recurso didático no ensino de História: um estudo sobre concepções e práticas docentes
(2019-12-13) Andrade, Lukas Alisson Gouveia de; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/4795559345410177
This article aims to investigate teaching conceptions about the use of popular song in History Teaching. To this end, we conducted interviews with history teachers working in basic education. Our sample considered Master students and graduates of the Professional Master in History Teaching of the Federal University of Pernambuco. The results were analyzed using a qualitative and quantitative approach and content analysis from the categories: teaching conceptions, planning, classroom procedures and assessment.
Um comparativo entre aulas de língua inglesa: abordagens audiolingual e comunicativa no ensino médio
(2018) Leite, Gustavo Saulo Alves; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9461088696751451
This work aims to demonstrate the disparities and similarities established between theory and practice of classes that happened in the audiolingual and communicative approach. The class based on the audiolingual theory was taught in the class “A” of the 1st year of high school, while the class based on the communicative theory was taught in the class “C” of the 1st year of high school, the both happened in a public school of Paraíba. To build this search we resort to Leffa (1988), Brown (2001), Uphoff (2008), Holden (2009), Larsen-Freeman e Anderson (2011), Oliveira (2014), Cunha (2016), Rodrigues (2016). Beyond we made some reflections that comes from the OCEM (The national curriculum guidelines to the secondary school), in order to present relevant considerations to the teaching foreign language. The lessons plans madein both of the approaches of this search serve as a guide to build of our methodology. Stillevaluations were done with some students of two classes, proposing that they exhibit considerations about the classes.Despite a free report, to give a way to the student, we formulated a motivating question: “Expose your opinions about the class. How it was your participation? If the class was attractive? What was the moment that you liked much? The class was motivating?” In our corpus that we got by the active opinion of the students, we can note that the relations between theory and practice of both approaches revealed aspects that made them, so different in theory, similar at the moment of the students evaluation.
Consciência fonológica no processo de alfabetização: práticas de uma docente do 1º ano do ensino fundamental
(2019-02-07) Silva, Micheline Cordeiro Sobral da; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/5746063462314740
This research is a case study, whose main objective was to identify in the teaching practices of a teacher in the 1st year of Elementary School, the phonological awareness skills mobilized in the process of Literacy, identifying the moments and the frequency in which the exploitation of such skills. We used as theoretical contribution the studies of Morais e Silva (2010); Morais (2012 and 2013); Aquino (2007) and Bezerra (2008) that deal with the relationship between phonological awareness and the appropriation of the alphabetic writing system. We also start from the contributions of the authors Emília Ferreiro and Ana Teberosky (1979) and Soares (2004), who discuss aspects about literacy and literacy. Eight observations of the classes and interview with the teacher were made, seeking to identify, in teaching practice, activities related to metaphonological abilities. Thus, in the didactic situations carried out by the teacher, the exploration of phonological awareness and its sub-abilities in literacy, involving oral and written parts, was perceptible. The research reinforces the importance of phonological awareness in literacy, as well as the importance of a systematic teaching proposal around the principles of the writing system and the phonological issues of language.
As contribuições dos gêneros textuais no processo de ensino nas aulas de língua portuguesa no 6º ano do ensino fundamental II
(2018-08-29) Barros, Elizabete Josefa de; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/2944534748981011
In the quest to analyze the contributions that the textual genres can bring to the students of the 6th year of elementary school, through observations of a Portuguese teacher's class, this work can present a brief overview of the practices with textual genres in language teaching Portuguese as a didactic tool. In an interactionist discourse perspective, this research is supported by the theories proposed by Antunes (2003), Dolz and Schneuwly (2004) and Marcuschi (2002, 2007 and 2008) who believe in a teaching-learning proposal organized from textual genres, attributing to language and interaction the instrumentalization in the construction of knowledge and in the formation of the citizen, with the general objective of investigating ways of using textual genres as a tool for language teaching. Through field research with a qualitative approach, of exploratory nature, having as observation technique, which allowed an analysis regarding the proposal of the teacher's work and its relationship with the genres. In these practices, it was noticeable that the educator in question was often able to plan good reading times, showing a systematic practice of textual genres through the development of various activities developed in the classroom, contributing to the construction of his knowledge, focusing the appropriation of the students' textual production system.
Docência e ambientes virtuais de aprendizagem em tempos de pandemia
(2021) Santos, Naylis Carla Nogueira dos; Sales, Júlia Victória Batista de; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/6291572477236630; http://lattes.cnpq.br/9938825980968174
Educação ambiental: percepção da temática entre os discentes e docentes do Curso de Licenciatura em Pedagogia
(2018-09-03) Silva, Maria Gercivania da; Souza Júnior, Cláudio Galvão de; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/2995263773812680
This research had as objective to analyze the perception of the environmental theme in the course of Degree in Pedagogy at UAG - UFRPE. Researches in the area of environmental perception are important for the development of various actions, being related to the consciousness and the way of life of the individual. It is worth mentioning that, in favor of conservation and preservation of the environment and natural resources, there is still a great lack of incentive actions for people, especially those who depend on the resources offered by Nature to ensure their survival. The Teaching of Environmental Education (EA) appears in the NCPs as a cross-cutting theme, being present in the other disciplines. The practice of EA in schools, depending on the teacher's, coordinator's and manager's view, is treated in a random way, due to the lack of incentive or because they consider that the contents of a particular discipline does not contemplate subjects of EE. The research performed is considered exploratory, but can also be classified as a case study. To obtain data, questionnaires were applied to students of the second and eighth period and to teachers who teach a course in the Degree in Pedagogy. When analyzing the Perception of Environmental Education among Teachers of the Degree in Pedagogy, we verified that they correlated to two important factors, co-responsibility and the construction of values, as being a primordial part in the construction of knowledge of environmental themes in education. When analyzing the data of the students, we verified that the concept of AE varies between the second and the eighth periods.
Educação do campo: repensando a prática pedagógica na escola do Campo Reunida Olindina Barros no município de Jucati - PE
(2019) Conceição, Raiane da Silva; Costa, Caetano De' Carli Viana; http://lattes.cnpq.br/1659373322351561; http://lattes.cnpq.br/5858724929412884
Educação na zona rural: dificuldades no processo de ensino e aprendizagem
(2021) Araújo, Claudiana Rafaela de Lima; Aguiar, Eliene da Silva; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710
Educação postural: o trato dessa temática nas aulas de educação física em escolas do Recife
(2018) Silva, Gabriela Monteiro da; Pirauá, Natália Barros Beltrão; Tenório, Maria Cecília Marinho; http://lattes.cnpq.br/5822053911842534; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/2170585633254973
The subject "Postural Education" is a knowledge that can be treated in the classes of Physical Education (PE) teachers, as it is foreseen in the National Curricular Parameters (NCP). In this sense, this study aims to analyze the treatment of the subject "Postural Education" by PE teachers in PE classes in schools in the south of Recife. The sample consisted of 19 elementary school PE teachers from 15 public and private school schools in the Boa Viagem neighborhood, located in the city of Recife. The questionnaire was used to collect and analyze the data, containing 13 questions about the formation / performance of the PE teacher and about the treatment of knowledge "Postural Education" in the school. After collecting the data, the data were tabulated and analyzed in the LibreOffice 4.4 Calc program through simple typing. The study found, through reports, that teachers use the subject "Postural Education" in PE classes and that they consider important the treatment of this knowledge in their classes. Teachers also reported that students find this theme important, but although their students have understood about their importance, they have not yet made significant changes in their daily body posture. Teachers believe that this knowledge should be treated continuously throughout the student's training, believing that changes in their postural behavior should occur in the long run. It is concluded that the subject "Postural Education" is a knowledge that should be discussed during the training of PE teachers, not only because it is predicted in NCPs, but because it is considered important in the educational context, being part of teacher's lesson planning of PE, which can be developed throughout the student's training.
Elaboração, aplicação e validação de uma sequência didática à luz do Modelo das Múltiplas Perspectivas – Pernambuco (MoMuP-PE) para a construção de conceitos Bioquímicos
(2019) André, Woldney Damião Silva; Couto, Janaína de Albuquerque; Sá, Risonilta Germano Bezerra de; http://lattes.cnpq.br/6164731091247331; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/6662157998132537
The teaching-learning process of Biochemistry comes up against some difficulties, which can be attributed to the need for a systemic view about its themes, which permeate between a macro and microuniverse. In an attempt investigate an enabling strategy for the construction of biochemical concepts, we seek to develop, implement and validate a Teaching Sequence (SD), based on theoretical assumptions established by the Model of Multiple PerspectivesPernambuco (MoMuP-PE), bringing aspects of food as problematizing context. In the present research, the SD built, was applied in a class of the technical course in Agropecuária integrated to the High School linked to the Agricultural College Dom Augustinho Ikas (CODAI / UFRPE), within the scope of a school intervention linked to an institutional extension project. The purpose of this research was to guide the planned actions involving the construction of concepts involving energetic metabolism, predicted in High School, working the composition of food within a chemical and biological universe, being these articulated to the concept of health and society. From the analysis of the questionnaires applied before and after the intervention, as well as the activities produced during the SD, it was possible to validate the proposed SD, in view of the conceptual re-elaborations carried out by the students and the articulations involving the micro and macro nutrients, the process feed, and the factors which interfere with building a healthy eating habit. In this sense, the theoreticalmethodological assumptions of MoMuP-PE guided the construction of the actions present in the SD developed, so that, from these orientations present in the proposed actions, allowed the students to experience, in an initial study perspective, activities of deconstruction and reconstructions (mental and materialized), leading them in the process of conceptual elaboration in a pragmatic and articulated perspective, permeating in this process, the thematic crossings observed throughout the activities.
O ensino da leitura em livro didático de português adotado pela rede municipal de ensino de Garanhuns
(2018-08-30) Santos, Julia da Silva; Pereira, Sônia Virginia Martins; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/3208703679827152
This article discusses the teaching of reading through didatic books in portuguese, in the first year of middle school, adopted by the Garanhuns municipal network of schooling. To do so, it has as the general objective: analyse how the axis of reading is explored on the didatic book chosen by some public schools in the municipality of Garanhuns. And, as specific objectives: identify which activities from the reading axis are part of the didatic book and the reading strategies explored through these activities; characterize which conception of reading underlie the activities proposed by the book. This is a documental research with a qualitative approach, having as theoretical-methodological support the analysis of content, in dialogue as the theoretical perspectives and the studies of Solé (1998), Koch and Elias (2006), Barbosa and Souza (2006), Brandão (2006), Kleiman (1992), among others who work with the conception of reading and its teaching through a social-interactionist perspective. Analysis of the data revealed that the Didatic Book in Portuguese (DBP) has a variety of genres at its disposal, contains a significant number of texts and the reading activities develop five of the six strategies we use as reference. Faced with these results, the study reveals that the DBP, although it contains some characteristics of the traditional teaching perspective, tries to work on reading based on the social-interactionist conception of language and speech, on the development of reading skills in students from the first year of alphabetization cycle, contributing, thus, to their critical formation.