TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item 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/2540213765535237The 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.Item A importância da afetividade no processo de aprendizagem de alunos: a perspectiva de professoras dos anos iniciais do Ensino Fundamental(2021-03-01) Santana, Daise Lais Maria de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/8960124149404969Based on the assumption that every relationship is based on affection and the way that affection can positively or negatively influence student learning, this study aimed to understand the importance attributed to affectivity in the learning processes by teachers in the early years of elementary school .For the development of the research a great theoretical apparatus was used and as a methodology the qualitative research with the use of questionnaires that from the analyzes carried out it was observed that the affectivity in the teacher-student relationship is of great importance based on trust and respect for one another. another and mainly dialogue. It was observed from the teachers' responses that the affectivity is not only in the kiss, hug or affection given to the student, but also in the look, in the hearing and in the dialogue with affectivity as the objective of the student's integral development. Through this research we see that affectivity is a fundamental piece for educational performance, and that the student needs love, affection, affection, dialogue, attention, in order to build his identity and knowledge, and that all these factors contribute and have great influence on teaching and learning.Item A influência da afetividade na educação inclusiva nos anos iniciais do Ensino Fundamental na rede municipal de Olinda - PE(2021-12-09) Barbosa, Manuela Jesus; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/2025561721912742The present research sought to discuss the influence of affectivity in inclusive education in the early years of Elementary School I. It aimed to analyze the influence of affectivity in inclusive education on cognitive aspects in Elementary School I in a municipal school in Olinda - PE. Understanding that students with disabilities face several challenges to be included in the school context, it is important for educators to realize how much affective aspects influence the construction of student knowledge. If he does not feel welcomed and secure, the teaching-learning process will not be successful. Through qualitative research, interviews were analyzed with eight teachers who work in the early years of Elementary School I in public and private networks and a support educator who works in the resource room. Given the results found, it is understood that, in the professionals' conception, there are ways for affectivity to be part of the pedagogical process and that without this aspect, inclusion does not happen effectively. The theoretical contribution had great authors related to affectivity and inclusive education such as Galvão (1995) when referring to Henri Wallon, Mantoan (2011) and others. In this sense, the role of the educator would be to motivate, encourage the student through active methodologies that are able to contemplate them. It was possible to understand that where there is no affection, it is not possible to establish a bond with the student that makes them want to fully participate in the school context.