TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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7 resultados
Resultados da Pesquisa
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 Impactos de um programa de Mindfuness no desenvolvimento das funções executivas, atenção e habilidades socioemocionais na primeira infância(2019-11-21) Santana, Maiara Araújo de; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/9161699557063472Early childhood is a fundamental stage in the subject's life. It is in this period of life that the biggest changes in the process of physical, cognitive and socio-affective development occur. Considering the importance of this stage, we emphasize that it is essential to invest in practices in early childhood education that favor the development and improvement of the various skills of the human being. In this sense, this research focused on presenting and discussing a Mindfulness-based intervention proposal using an adapted protocol called: A mindfulness-based kindness curriculum for preschoolers. This research was conducted with five-year-old children. Thus, the overall objective of this paper was to analyze the impacts of a Mindfulness program on the development of executive functions, attention and socio-emotional skills in five-year-olds. Regarding the methodology of this research, an open questionnaire was applied to teachers working in early childhood education, and a study of five cases (five-year-old children) was also conducted. For the analysis of these cases, three psychometric tasks were applied before and after the children's participation in a protocol based on Mindfulness practice. The research was conducted in a Municipal Center of Early Childhood Education - CEMEI, located in the city of Recife - PE. Data were evaluated using the descriptive analysis technique. The results showed that there are still teachers who do not know or know little about the concepts of Mindfulness, have different conceptions about executive functions, attention and socioemotional skills. Regarding psychometric tasks, it was noticed that there were few variations in the results of these tasks. Regarding socio-emotional skills, through hetero-evaluation (interview with the teacher of students who participated in the intervention) it was possible to perceive positive impacts on children after the intervention (socialization, participation in classroom activities). In short, it was found that the protocol provided beneficial effects on students.Item Práticas de leitura com crianças de 0 a 3 anos em uma creche municipal do Recife(2019-11-28) Araujo, Marillia Maria dos Santos; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/6341789909696311It is well known that involvement in reading practices brings contributions to the individual reader, contributions in different aspects such as the development of literacy, the acquisition of language, cultural appropriation, the expansion of critical capacity and worldviews, as well as contributions to the constitution of active subjects in society. Therefore, it is of paramount importance that such practices be experienced from early childhood education, specifically with children in day care centers, who, even if they are small, are able to engage in reading practices, to enjoy and acquire knowledge through reading. Therefore, this study aimed to analyze the pedagogical practice in a municipal daycare in Recife, in order to verify the presence or not of reading activities with children from 1 to 3 years. To support the work the theoretical reference presents discussions on the history and public policies of early childhood education, on the conceptions of reading and reading practices in day care centers, as well as discussions on the establishment of official documents for the conduct of reading practices in day care centers. As a methodology, the qualitative nature was assumed, carried out by means of a case study in group 2 in a CEMEI in Recife. The data collection was done through observations and interview with the teacher of group 2. The results showed that reading activities are frequent in group 2, also showed that the class teacher understands the importance of carrying out such practices with these children, as well as revealed that children are interested in reading and participating in collective and individual reading activities. This work enabled us to realize the accomplishment of different reading activities in the group researched, significant activities, with purpose in reading, in the pleasure of reading, activities that consider the autonomy of children, for the constitution of active readers, who attribute meaning to what they read.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 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 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.