TCC - Licenciatura em Pedagogia (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2962
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Item Alfabetização: dificuldades de ensino e aprendizagem explicitadas por professores(2019-02-15) Matias, Jéssica Michele da Silva; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/1442994648947126Item Avaliação da alfabetização de uma escola ciclada: concepções, práticas e instrumentos(2018-08-30) Gomes, Andréia Severo de Souza; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415Item 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/5746063462314740This 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.Item Educação bilíngue: um caminho para alfabetização de pessoas surdas(2019) Soares, Rhaysa de Lima; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5925591721789374In order to discuss the methodologies applied in the literation of deaf people, this study presents bibliographic research developed by analysing academic thesis published in public universities from northeastern Brazil, from 2015 to 2018. Therefore, we performed a survey in these institutions' digital platforms, identifying the methodologies already in use. Considering the scarce findings, we selected only one thesis: the one that came closest to our aforementioned study object. After that, we resorted to legal texts about the topic, such as the "Libras act" (act nº 10.436/02), Decree nº 5.626/05, Brazilian Inclusion Act (act nº 13.146/15) and the National Education Plan (PNE 2014-2024). Furthermore, studies by Lacerda (1998, 2010, 2016) and Soares (1985, 2003) were mostly used. So, we could notice, according to the scope of the study, that there is, in the surveyed region, schools and teachers who care about using specific methodologies to literate students in the written portuguese language. However, this methods follow different ways of those proposed for deaf people bilingual education in this country, whose determination is that such curriculum contents must be thaught in sign language as the first language (L1), being the written portuguese language the second one (L2), which is considered more suitable to the specific necessities of the deaf person as a visual being. Thus, we verify that the methodologies presented by the studied thesis appoint which more efective actions are necessary so schools can, indeed, contribute to the literation of deaf students.Item Um estudo sobre a BNCC, no que tange ao processo de apropriação do sistema de escrita: concepção, objetivos de ensino e objetos de aprendizagem(2019) Galvão, Érica Raiane de Santana; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/9209581505212782This work has a general objective to analyse which conception of literacy present in the National Common Curriculum Base (BNCC), trying to identify the teaching objectives and learning objects related to the appropiation of the writing system. To this end, the specific objetives are: a) to identify and categorize the diferent learnings related to the apropiation of the writings system; b) verify which teaching objectives are advocated by BNCC in relation to the appropriation of the writing system; c) analyze which conception of literacy teaching underlies these objects and objectives; d) consider whether this conception is in line with the most current studies in the area of literacy. The National Common Curriculum Base was approved by the National Education Council and ratified on December 20, 2017. It is a normative document that indicates learning and development objectives for all brazilian students and should guide the construction of school curricula -public and private- for early childhood education, elementary school and high school as well as teaching. Although already approved, the final text of BNCC raises several disputes among experts from the most varied areas of knowledge. Regarding the concentration of this study, literacy, could not be different. Our research intent is precisely to understand this document regarding the literacy process. For this, we carry out a documentary research and, as a methodological analysis, we use content analysis (BARDIN, 2011). Our theoretical framework is based on authors such as Apple (1999), Silva (2010), Morais (2012), Soares (2018), Galvão e Leal (2005). After analyzing the document, the results indicate that the conception of literacy approaches the conception of language as a code, specially when describing the objects of knowledge and skills indicates in the proposal that prioritize a more technical study of language. Although we have found excerpts from the document dealing with literacy, it seems to us to be the concept that one must first literate and only then literate. Studies referring to the current conception of literacy have been emerging since the 1980s. We are concened, therefore, to realize that such studies were scarcely considered by the aforementioned document. The analyses also allowed us to find several gaps and difficulties in understanding the texto f the BNCC. These refer basically to contente viewing; use of expressions/concepts used without clarification or even mistakenly; problems in the relationship objects of knowledge and skills. In this sense, the school as a whole needs to be aware for these gaps and develops joint strategies to define aspects left blank or contradictory in the document. We believe that the literacy teachers should extrapolate what is proposed in the BNCC. It is essential that they seek other sources of consultation and guidance so that they can do pedagogical work aimed at effectively literacy and literacy. We must resist the setbacks represented by the BNCC. This resistance will be possible through the curricular practices experienced in schools throughout Brazil.Item O trabalho de apropriação do sistema de escrita alfabética no livro didático do 1º ano adotado no município de São João(2018-08-22) Souza, Ivaní dos Santos; Silva, Leila Nascimento daThis work was based on the theory of psychogenesis by Ferreiro and Teberosky (1979), and is composed of a documental analysis on the work of appropriation of the writing system in first-year elementary schoolbooks adopted in the municipality of São João-Pernambuco. We aim to analyze whether the schoolbook used in the literacy cycle in the municipality of São João carries out the appropriation of the alphabetical writing system, by conducting a qualita-tive and quantitative approach, as we were concerned with carefully analyzing each activity of such schoolbook, categorizing them in the most adequate manner, through charts with the types of activities found, in order to be able to identify what the literacy proposal of the book is. Thus we came to the conclusion that the book is comprised of diversified activities, while not contemplating, in a balanced manner, activities which foster students’ reflection so that he or she may be able to advance his or her literacy level to a more significant extent.Item O trabalho do professor alfabetizador diante da heterogeneidade de aprendizagem em sala de aula(2018-08-15) Ciríaco, Ana Paula Santos; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415This present research presents a discussion about the practice of a literacy teacher in view of the heterogeneity of students' learning in the literacy process. We sought to understand the practices and didactic strategies used in the classroom to try to guarantee the progression of learning for all the students. Therefore, we had as objectives with this work: To characterize the didactic situations adopted by a teacher in the task of literacy; Check whether or not there is a work with learning heterogeneity. This work was carried out in ten consecutive full-time classes in November 2017. Our research focus was a class of the 2nd year of the Initial Years of Elementary School (literacy cycle), in a Public School of the Municipality of Garanhuns. In the data collection, we used as instrument, the observations of ten classes and semi-structured interview. The results showed that the work of the teacher, circulated in most of the classes, in the teaching of the Portuguese Language and with the predominance of activities on the Alphabetic notation system. During the classes were worked out didactic strategies like, work in groups, individual works and works in doubles among the students. We conclude that the attendance to the diversity of learning in the classroom is extremely necessary for the progression of students' learning in the period of literacy. Likewise, continuing education is essential for teachers to increase new classroom methodologies for student literacy progression.