TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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12 resultados
Resultados da Pesquisa
Item Representações sociais dos profissionais do Centro de Atendimento Socioeducativo de Jaboatão dos Guararapes (PE) sobre os adolescentes em conflito com a lei e seus reflexos na prática pedagógica(2018-02-22) Silva, Karina Sterffany da; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/4092080162575836The study seeks to explore the context in which adolescents are inserted in compliance with socio-educational measures in the Socio-Educational Care Center of Jaboatão dos Guararapes. Analyzing the social representations of teachers about adolescents, the socio-educational system and the possible factors that contributed to the infraction, among other related aspects that arise during the course of the work. Analyzing, mainly, the way in which such representations are reflected in the pedagogical practice of educators. Scoring also aspects like physical structure of the center, administration, technical and pedagogical planning. The research arises from the concern regarding the increasing levels of crime and hospitalization of adolescents in resocialization centers. And it intends to bring a reflection and an alert to the urgency of significant changes in the issue of education for young people in conflict with the law and for the importance of the role of society and the State in a process of successful social reintegration. Therefore, to offer and to enable new paths and opportunities for personal and social growth of the individual.Item Eventos de letramento: um estudo no Centro Cultural Grupo Bongar- Nação Xambá em Olinda/PE.(2018) Santos, Ana Karolina Neri Reis dos; Miranda, Cássia Priscila Oliveira de; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9202305020496260; http://lattes.cnpq.br/7889505484339977A research a imstoanalyze the lubrication events present in the activities carried out at the Centro Cultural Grupo Bongar - Nação Xambá, located in the community of São Benedito in the city of Olinda / PE. This popular education is developed in Quilombo Urbano Xambá, providing opportunities for interaction through literacy events presented in this research. This acquired know ledge does not remain isolated, but transcends spaces of information and training, with a dialogue between individual and collective. A research is the oretically based on authors such as Brandão (2015); Gonh (2006); Soares (2010) among others. This is a qualitative case study in which we conducted interviews and presentations in the field. The Cultural Center presents a vision of solidarity in order to transform a community reality through popular education, supporting and developing literacy practices and valuing Afro-Brazilianculture, this struggle favors the valorization of the urban quilombo within the current social context, contributing for the formation of citizens secure in their social role within contemporary society.Item As práticas pedagógicas e suas relações com a tarefa de casa no processo de ensino e aprendizagem: um estudo de caso(2018) Menezes, Maria Celeste Vasconcelos de; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644The present study sought to examine pedagogical practices, conceptions and Manpower concerning homework and their relationship to the teaching and learning process. Guiding the study were for the learning process approaches in psychology and education of vygotskyana base, according to piagetian and skinneriana, which have different implications on the making education. A case study on a class of the second grade of elementary school I in a Municipal School of Recife-PE. The data were constructed based on observations of daily life in the school class in the period of two weeks, field journal, interview with the homeroom teacher and questionnaires with the Coordinator and the student's parents. The results show that there is a consensus on the importance of the completion of homework, justified primarily as a backup. Both teacher and Coordinator understand that for the development of the student is paramount family participation in this process. It was evidenced that the teacher Associates to your practice to a theory, which ultimately did not lead to a critical reflection and improvement of possible reaches on the subject, in practice the use of homework.Item Políticas públicas para educação inclusiva no município do Recife-PE: a legislação e a prática da equidade no processo de ensino e aprendizagem(2018) Silva, Alexsandro Oliveira da; Costa, Maria Aparecida Tenório Salvador da; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/0425889690539053Item A literatura infantil afro-brasileira na construção da identidade étnico-racial(2018) Lima, Fernanda Alencar; Gama, Maria Celeste Conceição; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/0645978485996064; http://lattes.cnpq.br/1197657152620260This research aimed to analyze how children re-signify their identity from the pedagogical work with the theme of Afro-Brazilian children's literature in the school space, from a class of elementary school in a school of the municipal network of Recife-PE. Education should be understood as a transformative instrument and the school, being one of the spaces where it occurs, should provide an opportunity for the construction of a racial-ethnic identity in a positive way. The theoretical field of work is based on the studies of Coelho (2000); Duarte (2007); Gomes (2005); Hall (2006); Andrade (2001); Munanga (1999) and Zilberman (2003). To understand the various social factors involved, we opted for the qualitative approach. Data collection was inspired by action research, using some of its principles. Systematic observations and semi-structured interviews were also carried out. For the analysis of the data was used content analysis, from the creation of thematic categories. The research revealed a positive qualitative evaluation of the books of Afro-Brazilian literature present in the classroom, not being observed the use of the same in the pedagogical practice of the researched teachers. It is also worth noting the importance of problematization in classes on the historical participation of enslaved people, as a way of breaking with negative identifications by black children.Item Os fazeres de uma professora para o ensino da língua escrita no último ano da Educação Infantil(2018) Santos, Regina Cássia Araújo dos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/5385483350708728Esta investigación tuvo por objetivo investigar la práctica pedagógica de una maestra de la educación para niños respecto a la enseñanza de la lengua escrita en el ultimo año de la educación infantil, específicamente, buscamos analizar las actividades que la maestra realizaba para la enseñanza de la lengua escrita; analizar la rutina de la maestra de la educación infantil. Para tanto, elegimos una maestra del último año de la Educación Infantil, de un CEMEI de la región metropolitana de Recife. Realizamos un estudio de caso y utilizamos como principal instrumento la observación participante. Los resultados de la pesquisa apuntaron que la profesora observadora teorizaba su práctica, asimismo, realizaba pocas actividades lúdicas que involucrasen la enseñanza de la lengua escrita, como Morais (2002) propone. Destacamos también la inflexibilidad de la directora en relación a la propuesta curricular de la ciudad.Item Representações de gênero nos livros didáticos dos anos iniciais do Ensino Fundamental(2018-12-19) Silva, Camila Alves; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0007676117664652In the current context of Brazilian education, many efforts have been made to eliminate discussions in schools about gender identities. This work was constructed from the understanding of the need to reflect on this theme in the school environment, considering the social inequalities between men and women, justified by biological differences. Understanding that these inequalities are materialized in the school environment through teaching practices, routines and didactic materials, the aim was to analyze the representations of gender present in textbooks of the second cycle of the initial years of Elementary School. The books analyzed belong to the Ápis collection of Editora Ática and were selected by the National Program of Didactic Book of 2016. This research was based on poststructuralist studies and, in terms of methodology of analysis of the books, was inspired by Content Analysis. From the research carried out, there was a process of perpetuating stereotypes related to women and men in textbooks, as well as the exclusion of other identities. In addition, there were mechanisms for perpetuating inequalities, but also, although rare, points of rupture. In this context, the use of a sexist language is emphasized in most of the books, in which the masculine, for the most part, presents itself as a universal reference.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 Os gêneros textuais e o ensino da leitura e da escrita na EJA(2018-12-20) Silva, Érica Cristina Pereira da; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9275904435223285This paper deals with the theme of literacy in the context of Youth and Adult Education - EJA. It sought to analyze how textual genres are included in the process of teaching reading and writing in an EJA class. This research has the characteristics of a case study, in which the work of literacy developed by a teacher, from a private institution, was the core of the observations of classes and from which the reflections about the use of the textual genres in the teaching of language . Soares (1998), Marcuschi (2002) and Santos (2006) are some of the fundamental theorists that were used to discuss and conceptualize the investigated phenomenon. The results point out some theoretical and methodological conflicts that arise in the teacher 's attempt to approach her practice of literacy theories, which, although very subtly, proposes a dialogue on social and functional aspects of texts.Item O papel do professor e a inclusão escolar da criança autista(2018-01-14) Pequeno, Almira Alice Alves; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/3979568113706261In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.