TCC - Licenciatura em Pedagogia (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2962
Navegar
4 resultados
Resultados da Pesquisa
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 A avaliação nas aulas de língua portuguesa dos anos iniciais do ensino fundamental: modos de fazer e reflexões de uma professora(2019) Silva, Maria Suelane Veloso da; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/2804058372830567The present work is sought to understand and present some characteristics of learning assessment, both the traditional and the formative assessment perspective. To reach this understanding, we will discuss the characteristics of each one based on authors such as Luckesi, Perrenoud, Suassuna, Hoffman and others. In addition, we also seek theoretical support in these authors to think about questions of assessment in Portuguese, which, according to them, should provide the study of four teaching axes. They are: reading, production, orality and linguistic analysis. To have a more detailed and concrete analysis on such axes, we went through the field to verify through interviews, questionnaires and observations, what are the conceptions and reflections of a teacher of the area about such axes and how she uses them and evaluates her students in relation to these aspects. After data collection, we could conclude that even though it is performed practically every day, such evaluation is often not well understood, and thus ends up being poorly performed.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 tratamento da análise linguística na base nacional comum curricular(2019-02-15) Silva, Bianca dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/2425495549011133