TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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17 resultados
Resultados da Pesquisa
Item Percepções sobre o corpo e o movimento na primeira infância: um estudo com docentes da Educação Infantil na cidade do Recife(2021-12-03) Souza, Alanna Marques Moraes Portela de; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/2045504029736560Research on the body and the children's movement has made several advances over the last 25 years, moving through academia and legal instances. However, in the materiality of Early Childhood Education institutions, it is common to observe crystallized practices in the use of the body that, despite working with the movement, still do so in a disciplining way. In this sense, this research focused on public schools in the city of Recife, in order to understand which conceptions guide the pedagogical practices of Kindergarten teachers. The methodology, with a qualitative approach, favored fieldwork through semi-structured interviews, carried out with active teachers, as well as the analysis of official documents. Data analysis, referenced in Content Analysis, was performed from the following categories: conception of childhood, conception of body and movement, conception of educational practices of movement and space and its uses. The data indicate that, although the educators are able to demonstrate a broad understanding of the importance of working with the body and movement, they have limitations for exercising effective practices, such as physical space, lack of materials and training that meet their realities. This finding points to the need for a careful look at educational systems in topics such as the body and movement, considering them as fundamental investments in comprehensive education for early childhood.Item A inclusão de crianças com Síndrome de Down em uma creche municipal do Recife: desafios e possibilidades(2021-12-10) Andrade, Vitória Hellen Tavares de; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/7663879287317666Down's Syndrome children have been increasing in our day care centers and schools, so it turns essential that professionals to be prepared to receive them and provide an environment which allows them to develop integrally. This research describes the inclusion of Down's Syndrome children in order to understand how occurs the inclusion in a Municipal Daycare in Recife in practice. The specific aims were 1) to identify and describe the pedagogical activities carried out by professionals at the Daycare Municipal Center (teachers and trainees) of Down's Syndrome children to promote the school inclusion, 2) to describe the routine faced by children with Down's Syndrome in the school and, 3) to analyze the didactic and pedagogical materials used by daycare professionals. The interviews were conducted with the daycare professionals and the school observations as well routine experienced by the children were carried out. The data were analyzed, transcribed, and divided into categories using the videography method and inspired by Bardin's content analysis, and the findings were linked to the theoretical basis of this study. From these categories, it has been observed that Down's Syndrome children were included in the school routine and participated in the pedagogical routines with few adaptations. Therefore, we conclude there is still much to be done regarding the inclusion of children with disabilities in Childhood Education, however, recognizing their potentials as well as materials and appropriate training support, it will further the full development of these children.Item Práticas pedagógicas e as representações de gênero em sala de aula: um estudo na educação infantil em escola pública(2021-07-14) Silva, Tânia Maria Rodrigues da; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709; http://lattes.cnpq.br/4105350999518782In the Brazilian educational context, despite the legal advances regarding the discussions on gender, many have been the obstacles to the realization of this theme in schools. This work was thought from the need to understand how the teaching pedagogical practices in the scope of Early Childhood Education, reinforce gender stereotypes or combat sexism through their performance in educational processes and in the formation of gender identity. Understanding that the school as a socializing space for concepts, concepts and practices, contributes to this construction, since it is in it that situations of inequality between men and women, boys and girls materialize, and these, in turn, materialize in the relationship with the teachers through the practices and are naturalized by the speeches and influenced by didactic materials, media etc. In terms of methodology, for data collection, systematic observation and direct interviews with the subjects were used, whose contents were analysed qualitatively and complemented with the Theory of Social Representations (TRS). The results demonstrate that teachers find it difficult to approach gender in the classroom and that there is a process of perpetuation of stereotypes of what it is to be a man and what it is to be a woman, in addition to the resistance in talking about other identities, although there are ruptures in sporadic activities, there was a need for training that instigates, problematize, and sensitizes teachers to systematically address gender issues in their pedagogical practices.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.Item A relação do cuidar e educar na prática pedagógica da auxiliar de desenvolvimento infantil na rede municipal de Recife - PE(2021-02-25) Barros, Maria Elaine de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554The purpose of the present undergraduate thesis was got to know of pedagogical aspects developed by teacher assistant at an early childhood school of municipal basic education in Recife PE. The main authors who supported the research were Azevedo (2013), Carvalho (2019) and Souza (2012). Thus, this study was aimed to understand the dichotomy the principles educating and caring on professional skills of the teacher assistant. The research is characterized as a study case, following the qualitative framework and the participant watching technique were used such as instruments to the data collecting. Findings reveal that educating and caring pedagogical aspects are factors inseparable in the teacher assistant‟s work and therefore their aspects should be carried together on education act. Additionally, we now highlight that both the teacher assistant and teacher doing your jobs in an integrated and complementary manner, thereby it shows that each one has the knowledge how education and care are intrinsically related to your own roles.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 Atividades de atenção pessoal, movimento livre e brincar dos bebês: um estudo de caso na rede municipal do Recife sob a ótica da abordagem Pikler(2021-07-08) Monnerat, Karina Ismerio dos Santos; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/6244037225442289The present study had as its theme self-care and free movement in babies from 0 to 3 years old in the daycare context. We adopted the Pikler approach as theoretical basis and the principles of respect, trust, and bonding in collective work with babies and children, contemplating their individualities. The Pikler approach is directed to children and babies from 0 to 3 years old, in their daily life, in their interaction with adults, and in their autonomy. It was proposed by physician Emmi Pikler, from her first experiences as a pediatrician, where she could see that the intimacy and reciprocity of the adult with the baby were of great importance for its development and to provide the child's autonomy. Thus, this work is characterized as a qualitative field research with the general objective of understanding how daily attention and free movement activities occur in a municipal nursery in Recife-PE. In addition, the specific objectives were to identify how babies' personal attention and welcoming activities occur and how babies' individuality is considered in these activities, and also to identify whether the school physical space and the routine established by the teacher provide for the babies' free movement. A multiple case study was then carried out (involving five babies aged between 10 and 11 months and the educational professionals who worked with them) in a nursery class in a municipal daycare center in the Metropolitan Region of Recife. The research data were collected through interviews with the educational professionals (teachers, child development assistants, and a trainee) who worked with the babies and also through observations of the babies during their routine at the daycare center, based on video recordings. Through the analysis of the data collected, it was noticed that the activities of daily attention and free movement happen in a routine and often mechanized way, without giving due value to the performance of these activities and without understanding their importance for child development. It was identified that hygiene care, feeding, and the welcoming of the babies take place in order to favor the work of the adults and to comply with the routine established by the daycare center and, therefore, do not aim at meeting the babies' needs in the first place. During collective moments, the attentive look to the particular needs is not considered, prevailing the collective and homogenizing look. We conclude, therefore, that the very configuration of daycare centers is not favorable to meet the individual needs of children, considering that in these collective environments there are a large number of children for few adults, especially when we take into consideration that this age group demands a lot of care and exclusive dedication from the adult.Item A arte urbana como possibilidade de experiências estéticas na educação infantil(2021-03-03) Nascimento, Joyce Marcelle Guerra do; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/1629631655958581La investigación en cuestión se propuso analizar, a partir de experiencias estético-pedagógicas con Arte Urbano, los desafíos y posibilidades de la formación estética en los procesos educativos en el jardín de infantes. Tomamos como objetivos específicos: (1) Identificar cómo los niños perciben las manifestaciones del arte urbano en diferentes producciones artísticas; (2) Relacionar la vida cotidiana de los niños con el arte urbano; y (3) Analizar las aportaciones estéticas desde las prácticas pedagógicas de la enseñanza del arte urbano con niños. En este sentido, buscamos observar la potencialidad de la producción de grafitis en las paredes de la ciudad desde el punto de vista de los niños. La investigación-acción se tomó como soporte metodológico porque nos damos cuenta de la necesidad de una forma de acción planificada de carácter social y educativo, estos aspectos están presentes en la propuesta de este trabajo para desarrollar una acción de intervención en educación infantil con alumnos del grupo V. De esta manera destacamos el trabajo de los grafiteros pernambucanos, y así podemos colaborar con la formación de la mirada sensible de los niños sobre el aspecto estético del grafiti en nuestra ciudad.Item A brincadeira na educação infantil: o ato de brincar na prática pedagógica de uma professora de crianças de 4 anos(2021-07-15) Almeida, Cybelle Medeiros de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3313085571462084The subject of the study aimed to understand how interactive games are inserted in the pedagogical practice of a teacher of early childhood education, in a group IV class of a Municipal Children's Education Center (CMEI) in the city of Recife-PE. This being qualitative research, we base ourselves on the main authors who supported this research, Kishimoto (2010), Horn (2018) and Maluf (2012). Data were collected from participant observation. These are then categorized under a thematic analysis perspective, proposed by Bardin (1988). This study confirmed that a game is present in the pedagogical practice of the group IV teacher. She declares that playing is a requirement in her practice at the Municipal Center for Child Education where she works and in the curriculum of the City of Recife. She organizes and plans games during her daily routine. The games organized by her is viewed as more significant than the free play students have amongst themselves. This work shows that playing is part of the child's life.Therefore, it needs to be studied thoroughly in the initial and continued training of teachers so that it becomes a legal, affective and effective practice.Item O uso das tecnologias digitais em tempos de pandemia: um estudo de caso em creche municipal da cidade do Recife - PE(2021-12-06) Silva, Cryslane Daiana Morais da; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/7919099173020418Esta investigación tuvo como objetivo identificar cómo los docentes de una Guardería Municipal de la ciudad de Recife enfrentaron la necesidad de utilizar nuevas tecnologías, en un contexto de pandemia, aplicadas a la práctica pedagógica. Los educadores participantes cooperaron con el trabajo completando un cuestionario elaborado y disponible en Google Forms, y mediante entrevistas individuales realizadas en la plataforma Google Meet. El estudio se basa, entre otros, en los trabajos de Caiado et al. (2018), Coscarelli (2007) y Pereira (2007). La investigación tiene su relevancia en la identificación de los medios y estrategias utilizados en el uso de tecnologías digitales en el contexto de la educación remota de emergencia. El análisis de datos se realizó desde la perspectiva del análisis de contenido, algunos de los principales resultados indicaron que los docentes, en la medida de lo posible, lograron reinventarse y adecuar algunas de las prácticas al formato remoto, la necesidad de reformular metodologías, dificultades en el manejo aplicado a la práctica pedagógica, así como el cambio sentido en la rutina de la Educación Infantil. Otra situación relevante fue la falta de apoyo tecnológico de la red educativa para los estudiantes que no contaban con recursos digitales. Estos resultados apuntan a la necesidad de una continuidad de la educación continua para los profesionales en el campo de la educación; la importancia de visiones más críticas, por parte de los organismos públicos, para proponer cambios significativos en el ámbito social y económico y en la relevancia de la comprensión de lo digital para nuestras prácticas sociales.