Navegando por Assunto "Professores e alunos"

Agora exibindo 1 - 11 de 11

Uma abordagem para planejamento de aulas interdisciplinares com pensamento computacional para educação básica
(2023-09-20) Monteiro, Lidiane de Souza; Falcão, Taciana Pontual da Rocha; Rodrigues, Rodrigo Lins
The approval of the Standards for Computing in Basic Education - Complement to the National Common Curricular Base (BNCC) in 2023 was a milestone for the country, but at the same time, the need to implement computing education in schools brings many challenges for teachers. One of them is the need to appropriate knowledge established in the axes of Computing for the school curriculum (Computational Thinking, Digital World, and Digital Culture) and include the skills and competences in their classes, in an interdisciplinary way. In this context, this work aims to contribute to the development of artifacts to support the implementation of computing education in basic education, as well as to offer support to teachers during this challenging process. Thus, the HackEduComp was held, an educational marathon that brought together teachers from different disciplines with a common challenge: to plan interdisciplinary classes with Computational Thinking. The results indicate that the classes planned in a collaborative way have the potential to promote and support the implementation of Computational Thinking in Basic Education, providing learners with meaningful, contextualized learning and applying techniques from Computer Science.
A construção do ethos de violência no instagram: uma análise de selfies da hashtag #profchato
(2019-02-05) Silva, Mônica Thais Cordeiro da; Silva, Morgana Soares da; http://lattes.cnpq.br/3406043341655042; http://lattes.cnpq.br/6351384956234119
The studies about the ethos (MANGUENEUAU, 2016, 2013, 2010) and about the phenomenon of cyber violence against teachers (CHARLOT, 2002 HARTMANN, 2005; ZUIN, 2012) helped us to understand how the phenomenon of the ethos of violence propagates itself through a process, of incorporation of discourse, which the interlocutor identifies himself with the values invested in the speech of the enunciator. From the new discursive practices of the subjects on the web, more specifically on Instagram, we question: How is the ethos of violence against teachers characterized by student subjects in selfies found in the aggressive hashtag #profchato on Instagram? To answer this question, we have as the main objective of this monography to analyze discursively the ethos of violence in selfies of students shared in the aggressive hashtag#profchato. The specific objectives that this research develops are the following: a) to discuss about the idiosyncrasies of the Instagram, focusing on the functioning of selfie as a subsidy for the constitution of the ethos of violence against teachers; b) to investigate the aggressive hashtag#profchato and its articulating power in the formation of the violent ethos; c) to reflect about the ethé on Instagram and theiri movements of convergence or divergence with the ethos of violence against teacher.. Methodologically, we developed a qualitative research (BAUER and GASKEL, 2002) and virtual ethnography (PEREIRA, 2012), based on the inductive method (FLICK, 2013). In the analysis of the digital text genres (ARAÚJO & LEFFA, 2016; ARAUJO & BIASIRODRIGUES, 2005; MARCUSCHI, 2008, (ZUIN, 2010), and violent discourse (HARTMANN, 2005). We highlight as main results of this work of monograph, 5 categories of ethos present in selfies in the discursive community #profchato: a) ethos of debauchery; b) ethos of beauty; c) ethos of happiness; d) ethos of lack and e) ethos of tiredness / boredom. In addition to these categorizations, we highlight the process of convergence / divergence of these ethé with the ethos of violence present in the hashta g#profchato. These findings have signaled that the camouflage of the ethos of violence has intensified through the ethé popular on the Instagram.
A importância da afetividade na relação professor-aluno para a construção de aprendizagens
(2021) Silva, Elitania Maria Nascimento da; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710
Inclusão da criança autista em sala de aula regular em Recife
(2020-09-28) Silva, Adriana Marilia da; Araújo, Luiza Cristina Pereira de; Oliveira, Marcia
As principais razões das dificuldades de aprendizagem em uma turma do 5º ano do ensino fundamental
(2018-02-27) Guimarães, Kaliny de Almeida; Pontes, Galindo de Oliveira Pontes; http://lattes.cnpq.br/5209812863835736; http://lattes.cnpq.br/1135903752782533
Redes sociais e influenciadores(as) digitais no consumo de estudantes universitários(as)
(2019) Lima, Bianca Maria; Arrazola, Laura Susana Duque; http://lattes.cnpq.br/4317982181688343; http://lattes.cnpq.br/6735678802671288
This research starts from the objective of understanding the consumption habits of university students from social networks. Thus, we sought to bring to light notions about the consumption habits of college students, paying particular attention to their relationships with digital social networks and behaviors among equals as students.For the purposes of this report, we present the systematization and analysis of inloco observations, in areas where students live – calouradas, bars, squares,restaurants etc. - as well as content analysis from face-to-face interviews and questionnaire through online form. From the above, we highlight the use of electronic devices as means of internet access, especially smartphones, as well as the use of time and online space, especially through the content consumed on social networks,which is indispensable for modern communication, equally to the sharing of general information and daily moments of leisure and learning.
Relatório final do estágio curricular obrigatório
(2020) Tavares, Maciel Alves; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/7565366369665399
Relatório final do estágio curricular obrigatório
(2018) Lima, Xênia Moara Teixeira de Santana; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/2245794424603415
Relatório final do estágio curricular obrigatório
(2019) Gomes, Tuanny Daniele de Araújo; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/3233229872213111
Socialização no ambiente universitário: mediações nas relações docentes e discentes
(2021-12-15) Silva, Eliane Pereira da; Brito, Paulo Afonso Barbosa de; http://lattes.cnpq.br/0891943804378064
This work aims to investigate the socialization in the university environment from the mediations in the relationships between professors and students in the Bachelor of Social Sciences course at UFRPE. To do so, at first there was a bibliographical review, based on the literature consultation that deals with the themes of the history of social sciences at UFRPE from the perspective of the concept of authors who dialogue with the socialization and analysis of the Pedagogical Project of the Course ( PPC). During the data collection research, carried out through a questionnaire with the participation of twenty students, socializing experiences are evidenced both based on cooperation and solidarity, as well as on control and manipulation, with the first overlapping the second.
Tutoria: Plataforma para suporte à correção de atividades e envio de feedback personalizado
(2023-04-19) Lima Neto, José Rodrigues de; Mello, Rafael Ferreira Leite de; http://lattes.cnpq.br/6190254569597745; http://lattes.cnpq.br/7813436627139390
O feedback dado por professores a estudantes sobre atividades avaliativas é fundamental para a construção do conhecimento e compreensão acerca de sua trajetória de aprendizagem. Entretanto, frequentemente professores não conseguem fornecer feedback de qualidade e em tempo hábil, devido à sobrecarga de trabalho e à falta de tempo, gerando frustração para todos os envolvidos. Neste contexto, a plataforma Tutoria tem o objetivo de apoiar professores na correção de atividades avaliativas de maneira mais rápida, mantendo a qualidade e a personalização. Para isso, Tutoria utiliza técnicas de inteligência artificial para dar suporte na correção de questões discursivas, priorizando a usabilidade.