TCC - Licenciatura em Pedagogia (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2962
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Item O curso de Licenciatura em Pedagogia da UFRPE/UAG: reflexões a partir da análise dos discentes(2019-11-18) Paulino, Charlyne Chrisciane Xavier Ferreira; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/9123095424613267Teacher education has been guaranteeing space in educational debates, mainly due to its almost direct link to the quality of Basic Education. In this event are included the reflections on the curricular proposals of the Pedagogy courses, the role of the pedagogue and the curricular formation required for the profession. Our research is supported by Souza (2009), who contributes to the debate by questioning the concept of formation that undergraduate courses assume, and especially the role of the University as a locus for teacher education. Assuming Souza's constructs (2009) as our theoretical framework, our research proposes as problematic to answer the following question: What meanings are attributed to the UFRPE / UAG Degree in Pedagogy by its students? Thus, in order to respond to the instigations, we present as a general objective the analysis of how the UAG / UFRPE Degree in Pedagogy is understood by its students; and as specific objectives: a) identify the profile of the student of Pedagogy Degree at UFRPE / UAG; and b) know the meanings attributed to the UAG / UFRPE Pedagogy Degree course by their students. The research was developed at the Federal Rural University of Pernambuco, at the Garanhuns Academic Unit. As a data collection instrument we used the Student Identification Questionnaire and the Free Word Association Technique, applied to 137 undergraduates of the referred course. We use Content Analysis to guide our interpretation of data (BARDIN, 2011). Our findings point to the female predominance among undergraduates, with an age range of 20-29 years, residents of surrounding cities to Garanhuns / PE and dependent on some type of student support (such as scholarships). The Free Word Association Technique made it possible to approximate the meanings attributed by the students to the course. Our analysis linked these meanings to four Semantic Fields, namely: I - Senses attributed to formation; II - Reflections of educational problems; III - Teacher training curriculum; IV - Challenges of the University in teacher education.Item Infância e saúde: cuidados básicos e a prevenção de acidentes numa instituição de educação infantil(2019) Macêdo, Aryadyna Thallya Cordeiro Lourenço de; Souza Júnior, Cláudio Galvão de; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/0248875672137242The monograph presented here, entitled: Childhood and health: basic care and accident prevention in a child education intitution, arises from the need to think about an education that provides students, while immersed in the school environment, with regard to safety, to accidents that may happen at the “school” institution. Our general objective is to investigate the conception of teachers and staff about the importance of First Aid as agents of a preschool in the city of Garanhuns-PE. In order to carry out this research, an ethnographic field research was carried out (ANDRÉ, 1995), as it has been shown to be more appropriate considering that the main objective is to investigate the conception of teachers and staff about the importance of First Aid as agents of Early Childhood Education, which requires a movement to the place of manifestation of the investigated phenomenon, participant observation, description of the observed phenomenon and emphasis on the process that took place in the field. The questionnaires that will be conducted before and after training, to analyze which understanding the employees understand the analysis is based not only on one aspect of the selected field, but on 2 of them (which are the observation and the questionnaire), always observing the practice. in line with what has been reported. Thus, we sought to bring to the field this discussion that has been little seen in the educational field. With this work, I would hope to raise awareness among school actors about the need to think about this theme and about training for future educators. Although the teachers of this kindergarten were trained, the results obtained through the analysis of the questionnaires and pre and post intervention observations show that there is still a high level of lack of knowledge about how to deal with everyday situations. accidents.Item Conhecendo as percepções dos acadêmicos em Licenciatura em Pedagogia 5º e 7º período sobre a avaliação da aprendizagem(2019) Correia, Maria Beatriz Bezerra da Silva; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/7172588991719699Evaluation is a process for all who interact in academic daily life, especially for students facing emotional conflict situations, with stigmas that can accompany them for the rest of their lives. Given this, this work aims to analyze the perceptions of the students of the fifth and seventh period of the degree course in Pedagogy at UFRPE-UAG regarding the conception of assessment learning. Based on the studies of Luckesi (2011), Demo (1990), Hoffmann (2003) and Vygotsky (1991), among others. Exploratory research was used with case study through the theoretical findings of Prodonov and Freitas (2013) and Gil (2008) and, regarding data analysis, Aguiar and Ozella (2006) in order to know the perceptions that future teachers are acquiring during their training and pedagogical practice. The data showed that undergraduates who are leaving with the Degree course in Pedagogy at UAG present the perception that the evaluation serves to reformulate the pedagogical practice of teachers, that too, are being evaluated when applying any assessment instruments. It is concluded, therefore, that learning assessment is not synonymous with punishment; it needs to be perceived and conceived as a learning improvement strategy in the school context. It is hoped that this research will contribute to a better understanding of the real role of learning assessment.Item A utilização da sequência didática interativa com professores da educação de jovens e adultos sobre educação sexual(2019) Silva, Érica Fabrícia da; Cavalcante, Maria José Gomes; http://lattes.cnpq.br/3593044083888175; http://lattes.cnpq.br/8766117975550043The objective of this work was to investigate the conceptions of EJA teachers on sexual education and the methodology used in the classroom by the same in the teaching of this concept. For that, in the methodology of qualitative basis an action research was carried out with four EJA teachers from a school in the city of São João. As methodological procedures, we carried out an initial questionnaire and the Interactive Didactic Sequence (OLIVEIRA, 2013). We had as theoretical contributions: Oliveira (2013); Arroyo (2006), Paiva (2004) Figueiró (2006, 2007, 2014) Maia (2015), among others. As a result we can verify that educating sexually is not an easy task, especially in the classes of Education of Young and Adults, since their student has specifics: they arrive at the school with the knowledge of world already constructed. The results also indicated that working with sex education in the EJA is a great challenge due to the lack of specific continuing education for teachers, due to the difficulties faced, such as the lack of seriousness of the students in dealing with this issue, leaving the professionals afraid to approach it in the classroom. And, despite these difficulties, teachers are aware of the importance of sexually educating their students and using resources and methodologies to teach. Finally, we emphasize how fundamental the training of teachers, because it enables them to have a greater contact with this subject and the knowledge to deal with the impasses in the classroom, especially in the case of the EJA.Item Formação inicial de pedagogas e pedagogos: análise sobre a presença de informática na educação nos projetos políticos dos cursos de Licenciatura em Pedagogia de Universidades Públicas do Brasil(2018-12-12) Brito, Ana Clara Serpa Toscano de; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/2804124379972835Item A presença do educador do sexo masculino na educação infantil: um estudo bibliográfico(2018-08-31) Conceição, Erica da; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/5976012426913474The present study, entitled "The Presence of the Male Educator in Early Childhood: A Bibliographic Study," has the general objective of analyzing the scientific productions of the year 2001 to 2018 regarding the male teacher in early childhood education, the specific objectives were: a) To investigate on the web scientific productions that reflect on male teachers in early childhood education. b) Understand through the surveys raised the perspective that the academic community has on the male gender in early childhood education. The research was bibliographical and documentary, exploratory type, with qualitative and quantitative approach, to obtain the results was used ten articles that elucidated on the subject in the year 2001 to 2018. To find the research related to the subject was applied the following criterion we use the following expressions: man in education; gender relations in early childhood education; male teacher in early childhood education; preconceptions of male teachers in early childhood education; work of male teachers in early childhood education. After the search were found some works in the area as theses, dissertations, CBT and articles. The data showed that work in this area appears very timid, and that men continue to be a minority in early childhood education because of the prejudice that the profession suffers, wage devaluation and representation because the profession is considered socially feminine.Item Formação de professores para a educação infantil: um olhar dos egressos do Curso de Pedagogia da UAG-UFRPE(2018-08-31) Cavalcante, Nataly Santana Luna; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/7321602447120816The purpose of this study, has the general objective of analyzing the initial formation offered by the Pedagogy course UAG-UFRPE based on the perception of the graduates, as specific objectives seeks to investigate the perceptions of the graduates of the UAG-UFRPE Pedagogy course on their initial formation in Early Childhood Education and verify the performance of the graduates at the level of Education Child. The research was documentary and bibliographical, of exploratory type and quantitative and qualitative approach, to obtain the results a questionnaire was used as instrument of collection. The results presented in this work are a summary of a research that I conducted in PIBIC entitled "Graduates of the Degree in Pedagogy of UAG / UFRPE say their word: the initial formation in debate." The research was carried out with the graduates of the UAG-UFRPE Undergraduate Program in Pedagogy, to the total the university had up to the completion of the survey 366 graduates who were contacted through email, Whatsapp and Facebook, arriving 59 answers for analysis. The data revealed that the graduates are satisfied with the training offered in the UAG-UFRPE Pedagogy course in Early Childhood Education, mainly in the theoretical part, but some shortcomings were pointed out, mainly the lack of a certain conception of practice in the course. Among the suggestions brought were a greater number of hours of internship, events and the implementation of a school laboratory, which stood out more, affirming once again the need for more practice in the degree course in Pedagogy of UAG-UFRPE. Finally, this work came to bring a contribution to teachers, managers and coordinators to reflect their practices through the evaluation of alumni who are working or not in Early Childhood Education.Item Arte-educação: a contribuição da arte na formação do pedagogo(2018-09-09) Pereira, Aline Nayara Paes Oliveira; Azevedo, Fernando Antônio Gonçalves de; http://lattes.cnpq.br/6665135954352936; http://lattes.cnpq.br/3236457191924709Item Desafios dos pedagogos para atuar em unidades prisionais: revisitando a literatura acadêmica(2018-08-31) Leonardo, Taís Melo da Silva; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4399468575211976The education in prison units still reflects a dark historical construct that permeates this space, and that often ends up inhibiting or coagulating the professionals that can act in them, there are in fact, several problems that only corroborate more and more for the succumbency of the system Brazilian prisons, and despite the legitimacy and obligatoriness of the offer of education in penal establishments, as we look at this, we are faced with a universe still limited, as much as the other actions directed at the prison units as well as the Brazilian educational system. Therefore, it is necessary to unveil more and more the processes inherent in the prison units, and in this case, to go more closely in what concerns the offer of education and the training of teachers, and more specifically of pedagogues that work in these spaces. The discussions that have been proposed in this research correspond to the need to know and present one of the spaces of action of the pedagogue that is not so conventional, that in this case, refers to its performance in prison units. To this end, it is proposed as a general objective: to analyze the trajectory and challenges of education in prisons under the teacher training curriculum; and specific: present the main legal frameworks of education in prisons in Brazil and carry out a systematic survey on virtual platforms of: scientific articles published in annals, periodicals and magazines, as well as monographs, theses and dissertations that present as pedagogical object and their performance in prison units. This is a documentary research, with qualitative and quantitative approach, the instrument used for data collection was the collection of written records, analyzed under the bias of the content analysis. thirty - four documents between officials and academic research were identified and analyzed, which pointed out the need for a dialogue between what is needed in the prison educational reality and the initial and continuing training courses, as well as the public education and prisons education policies.