TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item Alfabetização de discentes fora de faixa etária nos anos iniciais do Ensino Fundamental: um estudo com a poesia visual(2021-06-29) Araújo, Eliete Vieira Corrêa de; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/3634424243252590Reading and writing are tools that enable the acquisition of knowledge at school. In Brazil, high rates of out-of-age students instigate studies that aim to understand the literacy process. Starting by that, the main objective of this analysis is to examine the literacy process of students out-of-age group, in the early years of primary schools, in a municipal public school, from the appreciation and production of visual poetry. The relevance lies in the contribution of the studies in pedagogical practices, without these being merely remedial, but formative. This is a qualitative study with exploratory purpose and methodological profile of action-research, was organised with investigation of theoretical knowledge, specificities of out-of-age learners and participant observation, aiming at a pedagogical approach in fifth and third year classes in two schools in Recife city. To this end, we collected data by observing and writing notes in a field diary, open interviews with teachers and managers, besides a questionnaire based on the Chinese portrait model for students and also pedagogical activities. In the theoretical studies, we reflected on literacy, the history of visual poetry and his perspective as a textual genre. The analysis showed that the proposed activity with textual genre is significant to learning in writing and reading, because it is part of the learner's social uses. The visual poetry, as regards the question of research, provides as well as a visual experimentation, with an appreciation of image and writing, understanding and inference, indifferent of the reader’s level of mastery of the system of writing. Among the students, we identified pre-syllabic, syllabic with and without sound value, alphabetic and orthographic writing levels (with corrections to be made), it became evident in individual cases, the need for a systematized assistance due to the recurring difficulty in the autonomy of spontaneous writing. In conclusion, it is the relationships between teachers and students, and among students that determine practices, learning and school performance. Thus, by observing the student, the teacher understands his/her needs and wishes, contributing to the development of systematised pedagogical practices.Item Alfabetização de jovens, adultos e idosos: um estudo em escola municipal do Recife(2018) Sousa, Eveline Agostinho de Lira; Vasconcelos, Gilvânia de Oliveira Silva de; http://lattes.cnpq.br/3816764037807462Youth, Adult and Elderly Education (EJAI) is a teaching modality that, due to its reparative and qualifying functions, is still far from reaching the objective of eradicating illiteracy that affects part of the adult population in Brazil. This research was carried out at the Municipal School Jordão Baixo in the class of the EJAI modality and has as general objective presents reflections of the literacy and literacy processes in a class of the EJAI. Its general objective is to understand if the reading and writing practices are carried out in the classroom and as the educators of this class conceive literacy related to literacy practices. Its methodology is based on the qualitative approach, participated as subjects10 students and 2 teachers, the instruments were: interviews with the 2 teachers, the field diary for notes needed. This research took as theoretical basis the studies of), Soares (1998), Freire (1999), Haddad e Di Pierro (2000), Galvão (2004), Brandão (2006). We concluded by reflecting on the importance of valuing the student of the EJAI and the improvement of the education of the educators of this modality of education.Item Contribuições da EJAI para afirmação da identidade negra no Quilombo Rural de Castainho - município de Garanhuns - PE(2021-12-10) Alves, Alan da Silva; Santana, Moisés de Melo; http://lattes.cnpq.br/3373237780862014; http://lattes.cnpq.br/6182028660316441This research was carried out at the Virgília Garcia Bessa Municipal School, in the Quilombola community of Castainho, in the EJAI modality class, and its general objective is to analyze and understand the practices of reading and writing as a means of affirming black identity. Understanding the Education of Youth, Adults and Elderly as one of the forms of knowledge construction combined with the strengths of the people's knowledge is a necessity for the changes in mentality in relation to ethnic heritage to be consolidated. This is only possible when the educational practices beyond the school are related in a liberating pedagogical praxis; and this practice involves the educator's ability to add knowledge, affection, criticality, respect, action and, together with the student, contribute to the transformation of the world. Its methodology is based on a qualitative approach and a case study, in which 6 subjects participated, namely: 2 teachers, 3 students and 1 community leader; for this, the following instruments were used: semi-structured interviews with all subjects, field observation with annotations and bibliographical research. This research took as theoretical basis the studies of Stecanella (2013), Soares (2008), Freire (2000), Munanga (2003), Brandão (1998), Bourdieu (2003) among others. We conclude that the EJAI modality needs, in addition to a contextualized teaching strategy, to educate and train critical subjects to overcome the structural racism that exists in our country.Item Educação infantil e o ensino do sistema de escrita alfabética: um estudo sobre os livros didáticos(2019-11-27) Campelo, Marilia Silva Ribeiro; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614Textbooks have been introduced in early childhood education (EI) in some municipal networks without any kind of evaluation, with the defense that they allow greater clarity regarding the content to be taught; help low quality teachers in their training; allow parents access to what is being taught to their children in school. Given the above, we set as a general objective for the research, analyze the textbooks aimed at the last of early childhood education and their contributions to the process of teaching learning reading and writing. We aim to establish relationship between the proposal adopted in the activities that the work presented and the axis of written language required in the official documents. The research is characterized as being of a qualitative nature (MINAYO, 2009). We conducted documentary analysis of EI's last year's Collection, “Discover and Learn”. For data analysis we based on the Content Analysis proposed by Bardin (1977). The textbook (LD) presents different proposals for the acquisition of SEA, prioritizing texts that explore the sound extract of the language. However, with few proposals involving phonological analysis work. The work brings suggestions directed to the teacher, with alternatives and approaches to the planning of the class. The ML suggests some proposals involving play, guesswork and games, but these activities do not happen systematically. Thus, we realize that the proposed activities created few possibilities for children to learn about the language in a pleasant and reflective way (cf. BRANDÃO and LEAL, 2010). We argue that the PNLD should carry out an assessment of the didactic resources aimed at early childhood education that are adopted in the public schools of our country. We consider it important to develop research that encourages reflection, and if indeed, the textbook should circulate in the education classes.Item O ensino da língua escrita no livro didático do 1º ano: um olhar sobre o manual do professor(2023-09-11) Andrade, Maria Eduarda Souza de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1175764069503949The main objective of this study is to analyze how the teacher's manual of a 1st grade textbook organizes the proposals involving the teaching of written language, more specifically to understand the concept of literacy in the teacher's manual, to describe how the work is organized and to identify the guidelines for teachers on the work involving the teaching of written language. We conceptualized the textbook and literacy in such a way as to highlight their importance in the teaching of written language. To do this, we used studies by Albuquerque and Souza (2021), Morais (2020) and Soares (2008). The methodology used consisted of a qualitative approach. To construct the categories of analysis, we used content analysis (Bardin, 2011). The results show that the approach to teaching written language in the Teacher's Manual analyzed tends to focus primarily on the mechanics of coding and decoding. Sometimes, this emphasis ends up taking precedence over in-depth understanding and exploration of the various textual genres included in the volume. Although the genres are mentioned, this inclusion sometimes lacks the necessary depth to offer students a rich and meaningful literacy experience. It is clear that textbooks play a fundamental role in the process of teaching written language, both facilitating and restricting pedagogical practices. However, it is crucial to constantly reflect on the use of these materials. We stress the need to adopt a critical and reflective approach to their use, seeking to overcome limitations and promote pedagogical practices that generate the best possible learning for the student.Item Entre palavras e sinais: alfabetização e letramento de alunos surdos em duas escolas municipais de Pernambuco(2025-02-26) Silva, Inara Dantas de Melo; Cordeiro, Leane Pereira; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/5437727266648733A educação de surdos possui diversos desafios, um dos maiores deles é a alfabetização e letramento e a forma a qual esses sujeitos são ensinados. Visto muitas vezes como incapazes ou impostos em uma prática oralista, esses alunos enfrentam acentuadas dificuldades linguísticas, muitas vezes por estarem inseridos em turmas com professoras que não compreendem as suas especificidades. Alguns surdos estão inseridos em turmas bilíngues com professoras surdas e fluentes em Libras, outros estão em contextos regulares com uma professora que não necessariamente tem domínio da língua de sinais, às vezes com a presença de instrutor e/ou intérprete. Nesta pesquisa, buscamos com o objetivo geral analisar as singularidades do processo de alfaletramento de alunos surdos em uma turma bilíngue para surdos, e em uma turma regular, ambas do ensino fundamental nos anos iniciais e com os objetivos específicos almejamos identificar o papel da Libras (L1) no processo de aquisição do sistema de escrita alfabética, bem como no desenvolvimento da leitura em contextos de regular e bilinguismo; verificar como se dá a relação aluno-professor-turma em contexto regular e de bilinguismo; compreender os principais desafios enfrentados pelas professoras, tanto em contexto inclusivo quanto bilíngue para surdos; entender o papel do instrutor e/ou intérprete no processo de alfaletramento desses alunos surdos. Um trabalho de caráter qualitativo do tipo pesquisa de campo utilizamos como instrumentos entrevistas estruturadas e a observação participante. O campo de pesquisa foi dividido entre duas escolas municipais da região metropolitana de Recife e os sujeitos foram duas pedagogas, um instrutor de Libras e uma intérprete. À luz de autores como Soares (2020), Morais (2005), Quadros (1997) entre outros, podemos compreender conceitualmente a alfabetização e letramento e os aspectos particulares da educação de surdos. Os resultados desta pesquisa destacam a fragilidade das formações continuadas oferecidas pelas redes municipais, a potencialidade de surdos em espaços bilíngues, tomando como ponto de referência o bilinguismo e o acesso à cultura surda, o contexto bilíngue, detém mais recursos (apesar das dificuldades) e está mais próximo do ideal para a educação de surdos, também revelam as dificuldades e barreiras encontradas em turmas regulares com alunos surdos, sendo a principal barreira à comunicação, ou a falta dela, e a importância de profissionais especializados presentes diariamente para oportunizar um alfaletramento de uma forma que de fato os alunos surdos possam desenvolver a língua escrita.Item O espaço escolar bilíngue: as interações com crianças autistas no ciclo de alfabetização(2022-10-06) Santana, Nayani Oliveira de; Santiago, Mônica Maria Lins; http://lattes.cnpq.br/8311084641303194; http://lattes.cnpq.br/5044979749558419The work has a municipality as its general objective, characterizing different processes of interaction in literacy between teachers and autistic students, in a particular school of the private education network located in Camaragibe/PE. In order to reach the proposed objectives, the qualitative and exploratory research, contour with observations in the classroom (English and Portuguese classes), in three different classes that are part of the literacy cycle, where there is autistic student. And, also, seven semi-structured interviews, between teachers and coordinators. For the theoretical framework, authors who address the theme developed in the research were used. In literacy as the authors, Soares(2009) and Morais and Leite(2005). In bilingualism, Andrade (2019) and the CNE/CEB opinion nº 2/2020, July 9, 2020, which has not yet been approved, and intends to bring direction to bilingual education in Brazil. In autism, the Guidelines for Attention to the Rehabilitation of Persons with Autism Spectrum Disorders (2014) and LDB 9394/96. By analyzing the interaction of literacy teachers with autistic students, the study seeks to contribute to reflections on the learning processes in literacy in the context of a bilingual school. More specifically, it seeks to understand the strategies used by teachers to promote the interactions of autistic students with the class and in the classroom, through observations and interviews carried out with the teachers.Item Os fazeres pedagógicos de uma professora do 1º ano para o ensino da leitura e escrita(2022-10-05) Oliveira, Nathalia Rafaelly Garcia de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/6966822975405067Our research intended to understand the practice of a 1st grade teacher in what concerns the teaching of written language, more specifically, to analyze the teacher's routine in relation to the teaching of reading and writing; analyze the activities used to ensure the teaching and learning process of reading and writing; and understand the teacher's conception of literacy. To this end, we conducted the research in a school of the Prefeitura Municipal do Recife, located in the district of Nova Descoberta. For data collection we conducted a semi-structured interview with the teacher and 20 observations. By analyzing the teacher's planning, we observed that she tried to adapt her activities to the children's writing levels. The teacher planned her activities using different activity sheets, textbooks, and literacy games. The work that involved the teaching of the written language was the work with the syllable, from words presented in texts that explore the sound extract of the language, such as: poems, songs, rhymes.Item Políticas públicas de enfrentamento ao analfabetismo: um estudo no período 2015-2018(2021-07-08) Silva, Camila Alves da; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/4962047315903458El presente trabajo tiene por finalidad analizar los efectos de las políticas públicas de enfrentamiento al analfabetismo en Brasil, en el período de 2015 a 2018 y presenta los resultados de la investigación partiendo de un estudio del campo conceptual e histórico de la alfabetización en el contexto brasileño. De naturaleza cuali-cuantitativa, La recolección de datos de la investigación fue accedida por medio del análisis documental, utilizándose de marcos regulatorios, leyes y textos históricos. Para el examen de los datos obtenidos se utilizó el análisis documental, buscando comprender los aspectos registrados en los documentos utilizados en la investigación. En el año de 2015, el número de analfabetos en Brasil era de 12,9 millones, que corresponde a 8% de la población. El Plan Nacional de Educación, en su Meta 9, pretendía llegar, en el año de 2015, al 6,5% en el porcentaje de analfabetos. En el período establecido en la investigación (2015-2018), que resultó en este trabajo, fue apuntada una caída, casi insignificante, en la tasa de analfabetismo, pero la dicha meta no fue cumplida, llegando a 6,6%, en el año de 2018, de acuerdo con la Pesquisa Nacional por Amuestra de Domicilios (Pnad), realizada por el Instituto Brasileiro de Geografía e Estadística (IBGE), que realizó la publicación en 2019. Los resultados posibilitaron destacar cuestiones como: la necesidad de garantía de los derechos de los alfabetizandos de avanzar en el proceso educativo, ampliación de los recursos que posibiliten el desarrollo de las políticas de alfabetización en Brasil, así como, investimento en los procesos de formación continua de profesores alfabetizadores.Item Os registros de estudantes do 1º ano do ensino fundamental nas aulas de matemática: um olhar para o processo de letramento e alfabetização matemática(2021-07-15) Oliveira, Maria Andréa Cavalcante Lima de; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/7244798631797277This monograph had as general objective to analyze the records produced by students of a class of the 1st year of Elementary School during a school year. The work presents as theoretical support the discussions about the Literacy Cycle in official documents and in the Mathematical perspective. We also discuss the role of registering students in Mathematics classes, teacher training for learning Mathematics, as well as textbooks and Mathematics Teaching. And, finally, the thematic units for Mathematics teaching in the Literacy Cycle. The main authors who supported the research were Curi (2005), Souza (2010), Maya and Maranhão (2015), Nacarato (2013), among others. In the methodological procedures, qualitative research was adopted, in which we used a semi-structured interview with a teacher who worked in the 1st year of Elementary School and the records produced by her students (in books and notebooks). To analyze the collected data, content analysis was used (MORAES, 1999) so that the analysis was structured into two broad categories: “The role of records for the teacher” and “The role of records for students''. The results of this research show that the teaching of mathematics in the literacy and literacy process in a 1st year class of elementary school is far from what is foreseen in the official documents, since it was evident that the demand for literacy in the Mother Language was predominant when compared the mathematical literacy of this class. There were few math classes during the school year and they were essentially concentrated on the use of the textbook. However, not all thematic units in the book were experienced by the students and the reduced use of the notebook with traditional activities focused on numerical sequence reveals the gaps left in this process of mathematical literacy. To improve this scenario, investment in specific teacher training for teachers who work in the literacy cycle is essential.