Navegando por Assunto "Prática pedagógica"

Agora exibindo 1 - 20 de 82

A atuação pedagógica no Tribunal de Justiça: desafios e possibilidades em um espaço não formal de educação
(2025-07-21) Lima, Maria Gabriella da Silva; Silva, Fabiana Cristina da; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6046598772971610
Este trabalho teve como objetivo explorar a atuação do pedagogo em ambientes não formais de educação, mais especificamente no Tribunal de Justiça do Estado de Pernambuco (TJPE), com ênfase nas contribuições deste pedagogo para o progresso social e educativo. A pesquisa enfoca a expansão do campo de atuação desse profissional, que, além das instituições escolares, têm ganhado importância em locais como ONGs, hospitais, empresas, museus, centros comunitários, entre outros. Essa abordagem é fundamentada por autores como Libâneo (2005), que discute a amplitude da pedagogia para além dos muros escolares, e Maria da Glória Gohn (2006, 2020), que aprofunda o conceito de educação não formal e sua relevância para a cidadania. Através de uma abordagem qualitativa, o estudo incluiu entrevista com pedagogo que atua no cenário judiciário, com a intenção de entender suas práticas, desafios e impactos. Os resultados indicam que o pedagogo desempenha um papel essencial na promoção da aprendizagem significativa e contextualizada, voltada para o desenvolvimento de competências socioemocionais e para o fortalecimento de laços comunitários, especialmente para os indivíduos envolvidos nos processos judiciais, como pretendentes à adoção, famílias em situação de vulnerabilidade e participantes de programas de justiça restaurativa. Conclui-se que a atuação do pedagogo em ambientes não formais potencializa processos educativos variados, promovendo inclusão e cidadania.
A educação ambiental crítica na educação infantil: construção de um quintal brincante
(2025-03-10) França, Carla Cunha de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6854845379580822
O presente estudo buscou compreender aspectos da Educação Ambiental Crítica (EAC) na prática pedagógica de uma professora de crianças de dois anos. De forma específica procuramos identificar como aconteceram as experiências produzidas pelas crianças no quintal brincante do CMEI, campo de pesquisa; caracterizar os elementos (o espaço e os materiais didáticos) potencializadores para que a EAC aconteça. O referencial teórico baseou-se principalmente em Layrargues e Lima (2014), Tiriba (2018), Saheb e Rodrigues (2016) e Oliveira (2020) que tratam da Educação Ambiental Crítica e sua relação com a Educação Infantil. Trazendo o Movimento dos Quintais Brincantes, em que caracteriza-se como espaço de investigação, brincadeira e reflexão em espaços ao ar livre. A pesquisa de caráter qualitativo foi realizada no período de seis dias do mês de março de 2024. Usamos como procedimento de construção de dados a observação participante e como instrumento de construção, o diário de campo. O sujeito da pesquisa foi uma professora do grupo de crianças de dois anos, pedagoga e professora efetiva da rede do Recife. A análise de dados foi realizada pela metodologia de análise de conteúdo Bardin (2011). Os dados construídos mostraram que dentro da rotina na EI a professora promoveu a EAC com frequência, por meio de experiências que propiciaram a construção do pertencimento ao planeta Terra com a exploração, cuidado e interação. O espaço e os materiais pedagógicos como aspectos fundamentais para o desenvolvimento da EAC na prática pedagógica da professora, dentro do quintal brincante, mostraram-se ativos em seu planejamento, de maneira transversal, abordando a EAC com as crianças, dentro da rotina escolar ao espaço externo do CMEI.
A prática pedagógica docente-discente e a autonomia em crianças de 3 anos em uma creche da cidade do Recife
(2025-03-11) Silva, Giovanna Caroline da; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554
O presente trabalho tem por objetivo geral compreender como a autonomia é vivenciada na prática docente-discente do grupo 3 de uma creche do município de Recife. Nossa fundamentação teórica buscou aprofundamento nas temáticas autonomia e rotina, embasado principalmente nos pensamentos de Freire (1996) e Piaget (1994). Freire (1996) diz que a autonomia é a capacidade de desenvolver o pensamento crítico, destacando o papel libertador da educação. Por sua vez, Piaget (1994) coloca a autonomia como intelectual e moral, onde as interações sociais e a afetividade são determinantes no desenvolvimento infantil. Portanto, esse estudo buscou refletir acerca da importância da promoção da autonomia infantil no contexto das experiências vividas na rotina da creche. Além de identificar ações pedagógicas que estimulam a autonomia das crianças, considerando que ela é construída por meio das experiências vivenciadas e das interações com o meio. Esta pesquisa tem uma abordagem qualitativa, utilizando a observação participante e o uso do diário de campo como instrumentos metodológicos, a análise usada foi a análise de conteúdo na perspectiva de Bardin (1970). Por fim, o estudo mostra que autonomia se manifesta na rotina e no cotidiano das crianças, permeando as praticas de cuidado, as interações e brincadeiras. A prática docente também é vista como um fator decisivo para promoção dessa autonomia, pois, ao mediar e incentivar as crianças a desenvolverem sua autonomia, oferece segurança para elas expressarem suas ideias e exercerem sua liberdade. Dessa forma, a autonomia é o reflexo de escolhas realizadas, levando em conta o contexto social que o indivíduo está inserido.
A relação de afetividade no espaço escolar entre uma professora e seus/suas estudantes negros/as do 1º ano do ensino fundamental
(2025-08-01) Nascimento, Ayane Alícia Avelino do; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/4774698357945301
Este trabalho tem como objetivo compreender como se manifesta a afetividade na prática pedagógica de uma professora do 1º ano do Ensino Fundamental, com foco nas relações estabelecidas com seus/suas estudantes negros/as. A pesquisa, de natureza qualitativa e fundamentada na metodologia da pesquisa-ação, foi realizada em uma escola da rede municipal do Recife. Foram utilizados como técnicas de coleta de dados a observação participante, a entrevista semiestruturada e uma vivência pedagógica planejada e aplicada em parceria com a professora. A análise dos dados, organizada em cinco eixos temáticos, revelou que a afetividade é praticada de forma cotidiana e intencional pela docente, contribuindo para a valorização da identidade racial, fortalecimento da autoestima e sentimento de pertencimento das crianças negras. Identificaram-se também limites relacionados à ausência de formação específica da professora sobre relações étnico-raciais, superados, em parte, por iniciativas próprias e pela escuta sensível das crianças. A pesquisa aponta que a afetividade, articulada à consciência racial, pode atuar como estratégia pedagógica transformadora na construção de uma educação antirracista desde os anos iniciais da escolarização.
A sistematização do atletismo nas aulas de educação física: uma experiência no Programa Residência Pedagógica
(2025-08-07) Mata, Maria Aparecida de Sousa; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/7029635462414733
Este trabalho traz como objeto de pesquisa, o ensino do atletismo na escola, problematizando sua pouca expressividade e a necessidade social de ser abordado como conteúdo nas aulas de educação física. Desse modo, tem como objetivo compreender a sistematização do conhecimento sobre o atletismo nas aulas de educação física no ensino médio, buscando identificar o conhecimento do atletismo nas aulas de educação física e reconhecendo sua relevância como conteúdo na disciplina de Educação Física, considerando a experiência no Programa Residência Pedagógica. Para tanto, utilizamo-nos de uma abordagem qualitativa de pesquisa, especificamente da pesquisa-ação, por permitir que se conheça o ambiente de investigação e sua realidade, com maiores possibilidades de ações mais efetivas. Tivemos como sujeitos participantes, os estudantes e professora preceptora do 1º ano do Ensino Médio da Escola-campo, bem como os residentes do referido programa. As aulas foram desenvolvidas a partir da abordagem crítico-superadora numa unidade didática. O atletismo, como conteúdo de ensino nas aulas de educação física precisa ser abordado aos estudantes, assim como os demais esportes, dada necessidade de ampliação e aprofundamento desses saberes com estudantes no ensino médio. Para isso, o professor de educação física precisa organizar suas aulas, de modo que possibilite saber que, para ensinar na escola, precisamos selecionar o conhecimento, organizá-lo em número de aulas, respeitando o tempo de aprendizagem dos estudantes e o ciclo de aprendizagem em que se encontra, contribuindo de forma significativa para a formação dos estudantes na escola.
Abordagens de questões étnico-raciais nas aulas de educação física
(2021-11-30) Araújo, José Wagner de Lima; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0485749609983259
This work sought to understand the contributions of ethnic-racial relations approaches in Physical Education classes for the anti-racist training of students. The systematization of didactic texts for teaching the game perceives the challenges, the possibilities and understands the importance of providing an affinity with this culture. The research was carried out from the qualitative method, specifically, an action research developed in the discipline of Obligatory Supervised Internship in Physical Education III - Federal Rural University of Pernambuco (UFRPE). The research universe was the 5th year class of Elementary School at Escola Municipal Adélia Carneiro Pedrosa, in a quilombola community in the municipality of Goiana-PE, through remote education. The results induced that when we establish ethnic-racial relations with the contents of Physical Education, we legitimize this contribution, we provide affinity with this culture, in order to build anti-racist thoughts. It is concluded that the study contributed to the expansion of knowledge by adopting approaches to ethnic-racial relations in Physical Education classes, enriching the discussion on the subject and contributing to the production of knowledge in the field of Physical Education.
Afetividade e inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil: o que dizem as professoras?
(2022-10-07) Oliveira, Milena Cabral; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2540213765535237
The main objective of this study was to investigate the understanding of Early Childhood Education teachers about the role of Affectivity in the School Inclusion process of children with Autism Spectrum Disorder (ASD). This is a qualitative research. The criteria for the selection of participants were: being a teacher of Early Childhood Education and having experience with students with ASD. Data were collected by semi-structured interviews being systematized by Discourse Analysis. We are based on authors such as Lev Vygotsky (1992) who deal with Affectivity and its relationship with Education. Understanding that students with disabilities have historically faced numerous challenges to be included in the school context, we seek to reflect on the process of inclusion in Early Childhood Education, we conclude that it is extremely important for these students to enter in early childhood so that at this stage they are open to the new and adaptations must be made to ensure quality teaching. In view of the results found, it was possible to understand that where affection, trust and security are not developed, it is not possible to establish bonds with students and, consequently, this individual will not actually feel included. In this sense, the role of teachers would be to reflect on their practice and conceive affectivity as an essential element for the process of school inclusion of children with ASD, valuing its dimension not only cognitive, but mainly affective.
Alfabetização de discentes fora de faixa etária nos anos iniciais do Ensino Fundamental: um estudo com a poesia visual
(2021-06-29) Araújo, Eliete Vieira Corrêa de; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/3634424243252590
Reading and writing are tools that enable the acquisition of knowledge at school. In Brazil, high rates of out-of-age students instigate studies that aim to understand the literacy process. Starting by that, the main objective of this analysis is to examine the literacy process of students out-of-age group, in the early years of primary schools, in a municipal public school, from the appreciation and production of visual poetry. The relevance lies in the contribution of the studies in pedagogical practices, without these being merely remedial, but formative. This is a qualitative study with exploratory purpose and methodological profile of action-research, was organised with investigation of theoretical knowledge, specificities of out-of-age learners and participant observation, aiming at a pedagogical approach in fifth and third year classes in two schools in Recife city. To this end, we collected data by observing and writing notes in a field diary, open interviews with teachers and managers, besides a questionnaire based on the Chinese portrait model for students and also pedagogical activities. In the theoretical studies, we reflected on literacy, the history of visual poetry and his perspective as a textual genre. The analysis showed that the proposed activity with textual genre is significant to learning in writing and reading, because it is part of the learner's social uses. The visual poetry, as regards the question of research, provides as well as a visual experimentation, with an appreciation of image and writing, understanding and inference, indifferent of the reader’s level of mastery of the system of writing. Among the students, we identified pre-syllabic, syllabic with and without sound value, alphabetic and orthographic writing levels (with corrections to be made), it became evident in individual cases, the need for a systematized assistance due to the recurring difficulty in the autonomy of spontaneous writing. In conclusion, it is the relationships between teachers and students, and among students that determine practices, learning and school performance. Thus, by observing the student, the teacher understands his/her needs and wishes, contributing to the development of systematised pedagogical practices.
A arte urbana como possibilidade de experiências estéticas na educação infantil
(2021-03-03) Nascimento, Joyce Marcelle Guerra do; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/1629631655958581
La investigación en cuestión se propuso analizar, a partir de experiencias estético-pedagógicas con Arte Urbano, los desafíos y posibilidades de la formación estética en los procesos educativos en el jardín de infantes. Tomamos como objetivos específicos: (1) Identificar cómo los niños perciben las manifestaciones del arte urbano en diferentes producciones artísticas; (2) Relacionar la vida cotidiana de los niños con el arte urbano; y (3) Analizar las aportaciones estéticas desde las prácticas pedagógicas de la enseñanza del arte urbano con niños. En este sentido, buscamos observar la potencialidad de la producción de grafitis en las paredes de la ciudad desde el punto de vista de los niños. La investigación-acción se tomó como soporte metodológico porque nos damos cuenta de la necesidad de una forma de acción planificada de carácter social y educativo, estos aspectos están presentes en la propuesta de este trabajo para desarrollar una acción de intervención en educación infantil con alumnos del grupo V. De esta manera destacamos el trabajo de los grafiteros pernambucanos, y así podemos colaborar con la formación de la mirada sensible de los niños sobre el aspecto estético del grafiti en nuestra ciudad.
As interações pedagógicas na educação infantil: um olhar sobre a afetividade
(2025-07-17) Barbosa, Larissa Ellen Araújo; Santiago, Mônica Maria Lins; http://lattes.cnpq.br/8311084641303194; http://lattes.cnpq.br/9986041158834813
Este trabalho teve como objetivo analisar as práticas pedagógicas de uma professora do grupo 4 da Educação Infantil em uma escola pública municipal de Camaragibe (PE), focando na construção da identidade da criança a partir da dimensão da afetividade, segundo a teoria de Henri Wallon. O estudo, de natureza qualitativa, utilizou observação e entrevista para compreender como as interações entre crianças e a professora, que ocorrem no espaço escolar durante o estágio do Personalismo, promovem o desenvolvimento integral. As observações revelaram que as crianças expressam afetos por meio de gestos, verbalizações e atitudes essenciais para a formação da identidade. As interações pedagógicas entre a professora e as crianças foram marcadas pela afetividade, em diferentes situações no espaço escolar. E, entre as crianças, as brincadeiras tiveram mostraram que se trata de uma ação importante de interação. A entrevista demonstrou que a professora não apresenta um conhecimento mais aprofundado sobre a Teoria de Henri Wallon, o que talvez possa restringir a sua mediação nas situações de interações pedagógicas no espaço da Educação Infantil. Desta forma, o estudo traz elementos para refletir sobre a importância de uma teoria do desenvolvimento infantil a partir da perspectiva da psicogênese da pessoa completa, no caso, a Teoria de Wallon, para a formação docente. Nas situações analisadas, uma questão se fez presente: uma mediação consciente das necessidades emocionais e sociais das crianças, uma prática pedagógica que valorize a afetividade de forma intencional, reconhecendo-a como ferramenta fundamental, podem ser um diferencial qualitativo para o desenvolvimento integral infantil.
A atitude do educador na construção da autonomia e do brincar livre de crianças bem pequenas: um estudo à luz da abordagem Pikler
(2022-10-06) Vanderlei, Jessika Maria; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/9752154855470293
The present study discusses the role of the educator in the construction of the autonomy of very young children in the context of Early Childhood Education in the light of the Pikler Approach, intertwining discussions about the influence of the educator's attitude in the construction of children's autonomy and the ways in which they play in the classroom. exercise of their autonomy, in order to highlight the essentiality of a pedagogical practice sensitive to details and whose main objective is to promote the necessary conditions so that in playing each child has the opportunity to act on their own initiative and build their autonomy while experiencing a play of meanings. In this trajectory, the Pikler Approach was used as the main theoretical foundation, which permeated the bibliographies of Falk (2016), Soares (2017), Fochi et al. (2017), Falk (2021), among other references to that approach. From this perspective, the study is a qualitative research that is proposed as a general objective to investigate the role of the educator in promoting the autonomy of very young children in an Early Childhood Education institution that bases its pedagogical practice on the Pikler Approach. Based on it, the specific objectives were defined: Identify the educator's attitude in promoting the autonomy of very young children in a Group III class and Analyze the ways in which children play in view of the educator's attitude. For that, a case study was carried out, involving an educator/pedagogue and ten children, in a group of Group III of an Early Childhood Education Center in the Metropolitan Region of Recife. Data collection was carried out through observations recorded on video in order to look closely at the meanings of the empirical field. From the analyses, five attitudes of the educator in the promotion of the child's autonomy were identified, among which, the attitude of Availability and Observation, identified when the educator was observing the children's play and was not sought after, and that of Availability and Service, when the educator was watching the play and when requested by a child, she answered making suggestions and inciting reflections. In relation to playing, five categories of play were evidenced: Heuristic Play; Heuristic Play and Make-believe; Sensory/Tactile Explorations and Movement; Free Movement; and Make-believe; among which, the categories of Free Movement and Playing Free and Make-Believe had the highest percentage of emergency along the video recordings. From the results, we emphasize that when the educator assumes an attitude that respects the child's play and autonomy, it is possible to perceive how much this allows the child to put into practice all his/her power when playing. With this, we emphasize the contributions of the Pikler Approach that reveal the potential and possibilities for a pedagogical practice that prioritizes respect, the affective bond, the child's autonomy and the attentive action of the educator in favor of the integral development of the child in its various dimensions.
Aulas de campo no Ensino Básico de Pernambuco: propostas de guias práticos para exploração de alguns ecossistemas litorâneo-costeiros
(2021-12-06) Lima, Willian Lopes; Melo Júnior, Mauro de; http://lattes.cnpq.br/6735233221650148; http://lattes.cnpq.br/1436297679155454
Field classes are important didactic-pedagogical tools that manage to unite theory and practice through meaningful learning. This importance grows even more when this type of activity is used to teach ecology and the environment, since through it, critical citizens can be formed and sensitized to environmental issues, which is extremely necessary today, see the advanced state degradation of our ecosystems. Therefore, it is necessary to analyze how the spheres of Federal and State governments are stimulating the teaching of ecology and the environment, and the use of field activities in schools. Therefore, an evaluation was carried out in the main documents that guide education in the state of Pernambuco, the Common National Curriculum Base and the Pernambuco Curriculum for Education, to quantify the occurrence of terms common to the areas of ecology and environment, as well as to understand how these documents regulate field classes. Furthermore, a preliminary data survey was carried out on the occurrence of field classes in teaching activities or in the education of students in the State, who completed their studies in the last 10 years, and the possible factors that hinder their implementation. From the evaluation carried out, it was possible to verify that the guiding documents of Education in the State have few terms related to the areas of ecology and the environment in their text, and although one of them refers to field classes, a concrete standardization was not observed. For its correct employment in schools. At the same time, it was evident that field classes are still not carried out satisfactorily, since through the survey, few cases of field classes were observed among the interviewees and several factors were raised that hinder their occurrence, among them, problems related to transportation, payment of fees and lack of incentives from the educational institutions themselves. The set of all data obtained in the documental research and in the preliminary survey with the school community culminated in the construction of three field guides for different ecosystems found in the State, aiming at encouraging field classes to teach ecology and the environment. Such field guides, in the form of lesson plans, provide elements necessary for teaching activities, with tips and suggestions for a better exploration of three important coastal-coastal ecosystems, which occur not only in Pernambuco, but also in other brazilian states.
Avaliação na educação infantil: caminhos e desafios da prática avaliativa com bebês na rede municipal do Recife
(2025-07-24) Silva, Bárbara Claudiane da; Ferraz, Bruna Tarcília; http://lattes.cnpq.br/2100573722828366
O presente estudo buscou compreender a prática avaliativa em uma turma de Berçário da Rede Municipal do Recife. De forma específica, procurou-se compreender as concepções do professor acerca da avaliação na Educação Infantil e seus critérios para avaliar bebês. O referencial teórico fundamentou-se em autores como Hoffmann (1991; 2005), Luckesi (2011), Kramer (2006) e outros que discutem a avaliação como processo contínuo, reflexivo e respeitoso à infância. O interesse pela temática surgiu durante o Estágio Supervisionado Obrigatório (ESO), em que houve contato direto com bebês e diálogos com a professora da turma, possibilitando reflexões iniciais sobre o tema. A pesquisa, de caráter qualitativo, foi realizada posteriormente, com um professor diferente, em um Centro Municipal de Educação Infantil (CMEI) recifense, por meio de entrevista semiestruturada e análise de conteúdo.
A brincadeira na educação infantil: o ato de brincar na prática pedagógica de uma professora de crianças de 4 anos
(2021-07-15) Almeida, Cybelle Medeiros de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3313085571462084
The subject of the study aimed to understand how interactive games are inserted in the pedagogical practice of a teacher of early childhood education, in a group IV class of a Municipal Children's Education Center (CMEI) in the city of Recife-PE. This being qualitative research, we base ourselves on the main authors who supported this research, Kishimoto (2010), Horn (2018) and Maluf (2012). Data were collected from participant observation. These are then categorized under a thematic analysis perspective, proposed by Bardin (1988). This study confirmed that a game is present in the pedagogical practice of the group IV teacher. She declares that playing is a requirement in her practice at the Municipal Center for Child Education where she works and in the curriculum of the City of Recife. She organizes and plans games during her daily routine. The games organized by her is viewed as more significant than the free play students have amongst themselves. This work shows that playing is part of the child's life.Therefore, it needs to be studied thoroughly in the initial and continued training of teachers so that it becomes a legal, affective and effective practice.
Cinema na escola: representatividade negra em cena
(2021-03-05) Silva, Mirelly Nayara de Oliveira Alves da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4571303730499405
The present work aimed to present cinema as a pedagogical possibility for the construction of black identity in the school environment. We formulated an action research and, using the movie Spiderman in the SpiderVerse, we promoted a cinema session in the classroom for a 5th grade class in a municipal school in Ipojuca-PE that effectively works with the determinations of the law #10639/2003, and we proved that cinema is a possibility to fulfill the socializing role of the school, as well as to influence the processes of identity construction.
Colagem digital no ensino de Arte: uma técnica de prática pedagógica mediada pelo uso do smartphone
(2023-06-06) Oliveira, Graziele Silva de; Lima, Felipe de Brito; http://lattes.cnpq.br/0144075272556954; http://lattes.cnpq.br/5568886130459536
Technological evolution has been increasingly relevant in education, providing new possibilities for teaching and learning. In this way, digital collage emerges as a pedagogical practice in order to explore creativity and expression of ideas. The general objective of the research is to analyze the use of the smartphone as a technological resource that mediates the digital collage technique in art teaching, based on this assumption, the specific objectives will discuss the use of the smartphone as an educational instrument in Basic Education, reflect the evolution of manual to digital collage as an artistic manifestation and to identify the teachers' perception about these perspectives. The theoretical framework included discussions about the use of smartphones as teaching equipment, the possibilities and potential of this device in teaching practice and the digital collage technique as a pedagogical practice. This is an exploratory/descriptive research with a qualitative approach, in which the methodological procedures adopted consisted of interviewing 4 Arts teachers in Basic Education, who work in public and private schools. were recorded and transcribed. The data obtained indicated that the smartphone as a technological tool can minimize the lack of a computer lab, adapting it to be a Maker laboratory in the classroom and the digital collage technique can stimulate skills and competences in students, developing future affinities in professional areas. Based on the results and discussions presented, it is considered that the smartphone, being this mediator in the applicability of the digital collage technique, has great significant potential, providing innovative and inclusive learning.
Concepções construtivistas e suas influências nas práticas pedagógicas de professoras dos anos iniciais do Ensino Fundamental em uma escola da rede municipal de Camaragibe - PE
(2023-09-05) Silva, Lilian Kelly Batista da; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/0190339222776366
The purpose of this research is to analyze the teaching practices, in light of the contributions of constructivism to planning and development, of teachers in the early years of elementary school. More specifically, we seek to analyze how teachers relate their planning to the theoretical foundations that support their practices; identify aspects in the classroom routine and the dynamics of the activities carried out that are close to the constructivist perspective and identify teachers' conceptions about learning. Qualitative research was carried out in a municipal school in the city of Camaragibe, with two teachers from the 1st year of elementary school, using observation of their classes and semi-structured interviews as an instrument to access data. The analysis of the data obtained was carried out using content analysis as a parameter. We observed that a theoretical influence is not a direct application, but takes place between the lines of choices and positions in relation to teaching processes, based on conceptions built along the trajectory of each teacher. Although the teachers do not directly associate their practices with theory, we see that an influence of constructivism, the result of Piagetian theories, is consolidated in literacy practices in an indirect way, most of the time not even perceived by them. We noticed that the teachers seek coherence in understanding the students' individuality, in the levels of learning, with the pedagogical proposals they carry out in the classroom. Another obvious issue is the way in which teachers position themselves in the face of error, in a problematizing way, which makes students rethink their hypotheses and formulate a new one until they find the correct one. The appreciation of students' autonomy also appears evidently, students can express themselves, organize themselves, receive instructions to help other colleagues. Bringing the idea of building not only school knowledge, but that goes beyond that, they build affectivity, empathy and autonomy to think and resolve conflict situations. The subjects appropriate theories in a different way, and this we could verify with the teachers who participated in the research, with different ways of applying the understanding that they build from the theories in their practice, even if indirectly and re-signified in the daily life of the classroom.
A contação de história na educação infantil como prática pedagógica: concepções de professores da Região Metropolitana do Recife
(2021-12-01) Oliveira, Luziara do Nascimento; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9474931273440740
Contar histórias na Educação Infantil: um estudo de caso da prática de uma professora
(2021-07-05) Lira, Mariana Santana de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/3042538389788129
The present work aimed to understand how a teacher performs the work of storytelling in a group 3 kindergarten class (children from 3 to 4 years old), more specifically, to analyze the teacher's conception about the work involving storytelling; to analyze how she plans her classes; to characterize what she does and prioritizes in her routine. For this, we used a qualitative case study. For data analysis we were inspired by content analysis (cf. BARDIN, 2016). We used as instruments for data collection: total observation, the questionnaire (cf. GIL,1999) and the semi-structured interview (cf. LUDKE AND ANDRÉ, 1986). The results pointed out that storytelling is part of the routine of this early childhood education group. The teacher planned the moments involving storytelling; she selected the story to be worked on with the children; she systematized the actions when practicing the narratives; she organized the spaces; she prepared the didactic resources that would be used at the moment of storytelling. We noticed that the teacher prioritized the activity of retelling. She also performed activities related to the stories told, such as: collective text construction, with the teacher as the scribe of the text; painting activities to identify characters and scenarios of the stories. The study showed an organized pedagogical practice on the part of the teacher, regarding the planning for the practice of storytelling. The study also revealed that storytelling is a pedagogical tool that enables various cognitive, social and affective learning, corroborating the studies of LACERDA (2015). Our study also showed the relevance of continued training for early childhood education teachers, regarding storytelling, perceiving it as a significant and powerful pedagogical tool for the development of children. Regarding the development of oral language, the practice of storytelling seems to have positively influenced the development of orality, because, like Carvalho et. al. (2019), we perceived that it can allow children to expand their vocabulary, learn to explain, opine, as well as favor social interaction.
Contribuições e dificuldades do estágio supervisionado obrigatório na Licenciatura em Química da UFRPE: um olhar dos licenciandos ao longo do processo formativo
(2020-10-19) Morais, Rafaela Sales; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/7067572650938131
In undergraduate courses, supervised internships are mandatory curricular components that aim at teaching-learning related to didactics-pedagogical, providing the graduate with participation in real life and work situations, for this reason it is essential to evaluate what contributions and difficulties the students of the Chemistry Degree course of the Universidad Federal Rural de Pernambuco (Federal Rural University of Pernambuco) face, during the period designated for their mandatory supervised internship. Among the main aspects that were evaluated, we mention the school (internship field) and the educational institution. To achieve this objective, a qualitative research was conducted for data collection, in which questionnaires were used, these being the main information for data collection for this study. In addition, research aimed at theoretical contribution was carried out in order to improve the understanding of the conception of supervised internship and its contributions to students over the years. Thus, the present study had as object of study, the graduates enrolled in the discipline that corresponds to the last supervised internship of the curriculum and/or students who finished this curricular component. This criterion, in relation to the choice of this group was due to the accumulation of experiences obtained in the interval of two years taking into account that in total there are four internships, being one subject (internship) per period (semiannual), for this reason their opinion about the experiences lived would be more complete, since they have already gone through all the internships provided in the curricular matrix for the undergraduate course. Therefore, the chosen group would bring the contributions and difficulties experienced in a longer time interval in a more consolidated way. Through the data analysis it was possible to observe the importance of supervised internship for undergraduate students and the hard work of the teaching practice. Moreover, it is worth mentioning the change in the view of graduates in relation to internships, in the present times, they occupy a fundamental part of their teacher education. The greatest relevance of this was due to the very change of conception of undergraduate students, since for them, today internships are extremely necessary, quite different from years ago when theory and practice were separated and practice was done only to respond to legal requirements.