TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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78 resultados
Resultados da Pesquisa
Item A dialogicidade como meio de enfrentamento à violência escolar e fortalecimento da autonomia infantil numa escola democrática(2019-11-21) Andrezzo, Clara; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/9709122120661613O presente trabalho tem como objetivo compreender a contribuição da dialogicidade na escola como base para processos escolares democráticos, e como ferramenta para o enfrentamento e a prevenção à violência escolar. A escolha desse tema surgiu da vontade de compreender se efetivamente o fortalecimento das crianças, tendo o diálogo como princípio, pode auxiliar no enfrentamento à violência escolar? A pesquisa realizada é de natureza qualitativa, e utiliza a observação participante como método, entrevista semi-estruturada e questionário como técnicas de construção de dados. O lócus foi numa escola da Rede de Ensino Pública Municipal do Recife, localizada na Zona Norte da Cidade. Considerando que a escola pode ser um espaço e um tempo em que o diálogo seja fundamental para o fortalecimento da autonomia das crianças, nos dedicamos a observar os casos de violência, e identificar os dispositivos facilitadores de diálogo presentes na escola, além de analisar os princípios constitutivos de uma escola democrática, evidenciando a repercussão em processos dialógicos.Item Educação alimentar e alimentação escolar: um diálogo entre as políticas públicas e as práticas educativas de uma escola municipal do Recife(2019-12-18) Oliveira, Marta Raquel do Nascimento; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/3637510999034508This monograph aims to investigate the eating practices and educational practices of the Early Years of Elementary School of a School of the Recife Municipal Network, in order to contribute to the articulation of actions of Food and Nutrition Education to school practices. School lunches are one of the actions of EAN in schools and should be linked to classroom teaching, considering the relevance of healthy eating to learning. Thus, to meet the objective of the research, an Action Research was performed, since it enables the participation of the research subjects to the identified problem, in order to elaborate strategies of EAN to school practices. For this, the students' eating habits were identified during the lunch and break interval; the course of menu elaboration, production and distribution of the meals until the school; Food Education practices were identified in the classroom curriculum, and analysis of the legal frameworks that justify and subsidize the actions of Food and Nutrition Education in educational institutions, and the curriculum of the Municipal Network. Two semi-structured interviews were conducted with the lunch girl and the school coordinator. The content collected during the observations, curriculum analysis and legal frameworks of EAN, resulted in the elaboration of a material and, this, returned to the research subjects (teachers, school coordination, and other professionals), who analyzed and formulated EAN actions to school practice subsequently evaluated and presented new strategies.Item A escola e a representação das mulheres nos contos de fada(2021-12-06) Guimarães, Eveline da Silva; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739This paper investigates through iconographic and bibliographic studies how two main characters from children's movies can act in the formation of women. School is seen as a place that can deconstruct limited views about gender issues. We observe the profile of the first and last Disney princesses, respectively, Snow White (1937) and Moana (2016) . The general objective of this paper is to analyze the representation of women in fairy tales. And our specific objectives are: Analyze two Disney princesses and their representations in the films and understand how these representations can influence the formation of the girl. The methodology developed was designed to understand the different roles that these princesses play in the productions. The results of the analysis point to the confirmation that these representations act directly on the formation of children's identity. And consequently, in the female identity.Item A importância das Tecnologias Digitais da Informação e Comunicação (TDIC) acessíveis às pessoas com deficiência visual no Ensino Superior: um estudo realizado na Universidade Federal Rural de Pernambuco(2021-12-06) Rocha, Maria Camila dos Santos; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644; http://lattes.cnpq.br/8184825918439509This research aims to understand the social voices present in the speeches of students with visual impairment and of University professors who have already taught students with disabilities about the debate on inclusion, and its relationship with Digital Technologies of Communication and Information (TDIC) for people with visual impairments at the Federal Rural University of Pernambuco, considering the contextual changes resulting from the COVID-19 pandemic. For this, there were two moments, carried out between August 2021 and September 2021. At first, a questionnaire was applied; later, a semi-structured interview was carried out with the subjects that made up the research universe: 04 students and 05 professors. For the analyses, a method of categorization of responses was built, based on Bakthin's dialogism. This made it possible to understand the play of voices between statements by visually impaired students who experience the university context, and teachers who also experience this reality in the pandemic, which produced new meanings about technologies and virtual learning environments. The results showed that there is integration of people with visual impairments in the institution, but not inclusion, as the law ensures to students. In the subjects' speeches, it is possible to find productions of meanings about the lack of teacher training, the difficulty in disseminating information at the university, as well as the limits of a society that is not so concerned with inclusion. However, the disquiet of teachers was highlighted in the speeches regarding the issues that were raised, showing that they have reproduced the desire and effort for inclusion in their speeches and actions.Item Desafios e possibilidades de uma experiência estético-formativa com crianças de 6 a 8 anos em período de pandemia da COVID-19(2021-03-02) Pinto, Giulia de Souza Neves Gomes; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/1966604990924243The terms Art, Education and non-formal spaces, in this research, are related by the perspective of comprehension that education through Art can, and should problematize the reality of children by the social, political and cultural aspects and all their complexity. Therefore, we seek to understand the power of Art / Education in aesthetic experiences in children with the aged 6 to 8 years, in Carmo’s Square, Olinda-PE, during the COVID-19 pandemic. Understanding that this study objective was to provide a formative aesthetic experience for children, in an outsider place, it was necessary to analyze, study and observe, but, above all, to act, aligning itself in the perspective of action Research. Therefore, methodological instruments was used, such as deepening in readings and official documents, participant observation in some moments and non-participation in others, and the use of videographic and photographic resources to capture the meanings of the experience and to build an art exposition. From the analysis of the intervention, was possible to observe Art as an epistemological area through the actions and knowledge acquired by the childrens, showing that Art, non-formal spaces, experiences and Education, when together, is an essential mechanism for development critical, social and political individual.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 Estatística nos anos iniciais do Ensino Fundamental: um olhar para dois livros didáticos do 3º ano(2021-07-16) Ferreira, Wedja Leandra Pereira; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/8202084306342639This research aims to analyze the contributions of two textbooks, used by a class of the 3rd year of Elementary School, in the learning of statistical contents from the perspective of Literacy and Mathematical Literacy. Based on the theoretical texts of Lopes (1998), Dante (1996), of the National Curriculum Parameters of Mathematics (PCN, 1997); of the National Common Curriculum Base (BNCC, 2018), Gay (2008) among other authors, who support the research. The methodology is based on content analysis by Oliveira and Freire Andrade (2003), and Bardin (1977). We built two categories and seven subcategories of analysis for a universe of two textbooks. We used the open interview and two textbooks used by the teacher as the main research instrument. In this context, one of the results pointed out in this research was the importance of educating in having access to statistical concepts focused on the perspective of Literacy and Mathematical Literacy. This includes a strong ability to analyze and understand their meanings as well as being able to make a critical analysis of the data presented. Thus, the school has an important role to play in the dissemination of statistical knowledge, by improving and stimulating the ability to read and interpret data.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 Desenvolvimento de mídias digitais na educação do campo: o Projeto DEMULTS em escolas municipais de Vicência - PE(2020-11-03) Queiroz, Shany Lira de; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/8239910414586501Digital Information and Communication Technologies (DICTs) that expand their domain and become progressively more present in the daily lives of societies in the contemporary world. However, in the rural regions of Brazil, the numbers related to access to digital technological goods are still lower than the urban regions of the country. Evidenced as potentialities of these technologies in producing and sharing content, the need for their insertion in rural schools is pointed out, taking into consideration, essentially, the principles of Rural Education, after decades of effort by social movements in favor of its construction. Understanding this problem, in 2019, the research group DEMULTS (Educational Development of Sustainable Multimedia) developed a project aimed at the context of Rural Education. This group, which has been active since 2011, aims to promote learning through media development Digital using a participative/cooperative methodology that puts the student as an agent of knowledge construction. The researcher joined the project team, participating in all its development, in the municipality of Vicência-PE, which is why the study is organized as participant research. The objective of the present study was to analyze how changes in the DEMULTS methodology resulted from its application in the context of Rural Education. As the main results of the analysis of these modifications, it was possible to identify an alignment with the principles of Rural Education, in addition to the inclusion of agricultural technicians, making a participatory/collaborative learning network in the process of building digital artifacts, aimed at valuing knowledge and of rural culture. An in-depth analysis of the above changes plus relevant reflections on the use of DICTs in the context of Rural Education.