TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item A contação de história na educação infantil como prática pedagógica: concepções de professores da Região Metropolitana do Recife(2021-12-01) Oliveira, Luziara do Nascimento; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9474931273440740Item A contação de histórias nos anos finais da educação infantil e suas contribuições nos processos de ensino e aprendizagem(2019-01-18) Assis, Leonardo José Nunes de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/8856941415871205This work focused on discussing storytelling in the last days of preschool, as well as their pedagogical contributions, giving a specific look to the teachers of the groups IV and V of Elementary School of preschool, in a municipal school. Recife PE. As a general goal we seek to understand the practice of continuing a career as a facilitator in the teaching and learning process, as well as its playful and imaginative appearance, and more specifically, a) how children's literature books contribute to the development of reading and student writing; and b) to observe the didactic objectives of the teacher are reached as he uses the pedagogical instrument of storytelling. Being this a study of the qualitative nature, we sought a methodological protocol that, from other instruments, was used from content analysis to a descriptive-analytical analysis of the narratives of three interviewed teachers who work with storytelling with their learners. Finally, the research consisted of a utility and a feature of story-keeping as a psycho-pedagogical tool that opens up possibilities in the cognitive field and interaction between teacher and student. Besides showing that it is a little useful for the development of reading and writing in children, but also for the awakening of the help of other languages, other fields of learning, especially for a new way of life.Item Contar histórias na Educação Infantil: um estudo de caso da prática de uma professora(2021-07-05) Lira, Mariana Santana de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/3042538389788129The present work aimed to understand how a teacher performs the work of storytelling in a group 3 kindergarten class (children from 3 to 4 years old), more specifically, to analyze the teacher's conception about the work involving storytelling; to analyze how she plans her classes; to characterize what she does and prioritizes in her routine. For this, we used a qualitative case study. For data analysis we were inspired by content analysis (cf. BARDIN, 2016). We used as instruments for data collection: total observation, the questionnaire (cf. GIL,1999) and the semi-structured interview (cf. LUDKE AND ANDRÉ, 1986). The results pointed out that storytelling is part of the routine of this early childhood education group. The teacher planned the moments involving storytelling; she selected the story to be worked on with the children; she systematized the actions when practicing the narratives; she organized the spaces; she prepared the didactic resources that would be used at the moment of storytelling. We noticed that the teacher prioritized the activity of retelling. She also performed activities related to the stories told, such as: collective text construction, with the teacher as the scribe of the text; painting activities to identify characters and scenarios of the stories. The study showed an organized pedagogical practice on the part of the teacher, regarding the planning for the practice of storytelling. The study also revealed that storytelling is a pedagogical tool that enables various cognitive, social and affective learning, corroborating the studies of LACERDA (2015). Our study also showed the relevance of continued training for early childhood education teachers, regarding storytelling, perceiving it as a significant and powerful pedagogical tool for the development of children. Regarding the development of oral language, the practice of storytelling seems to have positively influenced the development of orality, because, like Carvalho et. al. (2019), we perceived that it can allow children to expand their vocabulary, learn to explain, opine, as well as favor social interaction.