TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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67 resultados
Resultados da Pesquisa
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 Os fazeres pedagógicos de uma professora do 1º ano para o ensino da leitura e escrita(2022-10-05) Oliveira, Nathalia Rafaelly Garcia de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/6966822975405067Our research intended to understand the practice of a 1st grade teacher in what concerns the teaching of written language, more specifically, to analyze the teacher's routine in relation to the teaching of reading and writing; analyze the activities used to ensure the teaching and learning process of reading and writing; and understand the teacher's conception of literacy. To this end, we conducted the research in a school of the Prefeitura Municipal do Recife, located in the district of Nova Descoberta. For data collection we conducted a semi-structured interview with the teacher and 20 observations. By analyzing the teacher's planning, we observed that she tried to adapt her activities to the children's writing levels. The teacher planned her activities using different activity sheets, textbooks, and literacy games. The work that involved the teaching of the written language was the work with the syllable, from words presented in texts that explore the sound extract of the language, such as: poems, songs, rhymes.Item A importância do movimento para o desenvolvimento psicológico da criança na Educação Infantil: o papel da professora nas atividades pedagógicas em sala de aula de uma escola municipal de Olinda(2022-10-03) Morais, Joseana Maria Ferreira de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/7513998462030643Many studies have discussed the pedagogical work in Early Childhood Education, valuing this level of teaching in the child's development. The dimension of body movement has been highlighted by different authors from the theoretical approach of Henri Wallon, among them, we emphasized Mahoney and Almeida (1996); Galvão (1996); Cintra (2017). The topic is widely addressed in discussions about curriculum at this stage of teaching. Our theoretical framework was developed from these authors. The present study aims to analyze the importance attributed to the movement of children, by early childhood education, in the planning of the teachers and construction of their pedagogical practices. More specifically, we seek to: 1) Identify teachers' conceptions about the importance of the movement of children in Early Childhood Education, for their socio-cognitive development; 2) To verify the activities involving the children's movement and considered most important by the teachers, when planning their pedagogical practices and 3) To analyze the features of the sociocognitive development associated by the teachers, to the stimulation of the movement in the pedagogical practice with children of Early Childhood Education. The study is qualitative in nature and required observation in two Kindergarten classrooms and semi-structured interviews with the two participating teachers. We performed data analysis from Bardin's (2011) perspective through content analysis. The results show us that the teachers understand the need and importance of free body movement, even if they plan the activities to be performed by the children in different ways. They agree that such activities are associated with development and that they prepare for different aspects of the child's social life, since there are rules to be followed, the relationship with the others (teacher and colleagues) and with the environment; in addition, the teachers believe that the games stimulate the cognitive, since they have practices that work with the different repertoires of the child's body movement. There seems to be an association between the concept of movement and that of motor coordination, sometimes one being used synonymously with the other. We observed that the practices oscillate between limiting the spaces for activities and allowing free play, without teacher supervision. About this, we see that it is necessary, in pedagogical practice, to consider it in a search for a balance.Item Letramento midiático: um estudo acerca do discurso docente e análise documental da Base Nacional Comum Curricular para o combate às "fake news"(2022-10-04) Vieira, Giovana de Almeida; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/8348461522868685We live in times of crisis in the communication system, in which disinformation is one of the greatest threats and is mainly due to the lack of capacity for interpretation and criticality. In this context, this monograph aims to make a documentary analysis of the Base Nacional Comum Curricular and the analysis of teaching discourse of four teachers from the metropolitan region of Recife, through a qualitative research that used the questionnaire as an instrument, regarding the concept and practice of media literacy, in order to propose strategies for reflection on the importance of combating “fake news”. In this way, the main aspects addressed in this study are around the skills necessary for the practical exercise of participating critically and responsibly in the act of producing, consuming and passing on information on social networks, in addition to proposing the training of people so that they can distinguish by the narratives of a deliberately false character of those that are true and essential in fact in this medium by encouraging critical thinking.Item Qualidade da educação, Educação Infantil e práticas pedagógicas de qualidade na Educação Infantil: um estudo de caso numa escola pública municipal da cidade de Recife(2022-09-29) Barbosa, Priscila Dutra Araújo; Ferraz, Bruna Tarcília; http://lattes.cnpq.br/2100573722828366; http://lattes.cnpq.br/2576943435295578This research is the result of a research study process carried out in a municipal public school in Recife - PE. Its objective was to analyze the conceptions of early childhood education and school management teachers about pedagogical practices as one of the dimensions of education quality, identifying how early childhood education and school management teachers understand the quality of education and pedagogical practices as a dimension for the quality. To explain the concept of quality and quality of education, we rely on studies by Cury (2014), Azevedo (2011) and Corrêa (2001). To explain early childhood education and the quality of early childhood education, we rely on studies by Oliveira (2008), Oliveira (2011), Kishimoto (1994) and Brasil (2009). To explain the concept of pedagogical practices in early childhood education, we rely on studies by Barbosa (2010), Lopes (2006), Brasil (1998) and Franco (2016). The study was carried out through a questionnaire to the interviewees. We sought to understand the importance that teachers and school managers attribute to the quality of education and pedagogical practices as a dimension for quality. For data analysis, we opted for the content analysis methodology, which made it possible to identify the interviewees' conceptions. We used the questionnaire data collection method as an instrument, an instrument that was possible in the context of the covid-19 pandemic that extends from 2020 until then. After collecting data, we organized and categorized them to arrive at the interpretations and inferences that culminated in the results presented. The data obtained show that the conceptions in which the teachers and school manager point are attributed to the quality of early childhood education through other factors that lead to a quality pedagogical practice, but do not consider the pedagogical practice as a larger dimension. However, teachers and school management mention elements that, in order to achieve a quality pedagogical practice, a structured school space is essential, good training of professionals who work in this stage of basic education, continuing education, time for planning, resources pedagogical practices, a good relationship between school and family, institutional investment by the government and so on.Item Pensamento computacional na Educação Básica: um estudo sobre a constituição dialógica da concepção dos docentes(2022-10-05) Paiva, Maria Carolina Rodrigues Simões de; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644; http://lattes.cnpq.br/5655226343295043The development of technological knowledge and the expansion of digital culture transformed the conception of computing in schools. It is not enough to teach technologies to students but to promote critical digital thinking skills, so that students may be able to transcend the use of digital and apply computational knowledge also in non-virtual situations. Computational Thinking (CT) came to schools as a multidisciplinary proposal for teaching the fundamentals of Computing, based on problem solving and on development of a contextualized technological education, which aims to confront social structures that promote or perpetuate inequalities. However, there are still gaps about how teachers in the early years of Elementary School actually conceive this theme Based on a case study, the research was carried out with teachers from the early years of Elementary School in the subject of Computational Thinking at a private school in the city of Recife; with the objective of understanding their conceptions regarding Computational Thinking in the education of children. To obtain our data, we carried out a documentary research, added to the application of a questionnaire and the semi-structured interview. We analyzed the dialogic game present in the statements of the individuals from categories of discourse analysis contained and also extrapolated to the collected responses and we found that, although the discourses establish a dialogue with the cognitive and situated conceptions of the PC (KAFAI et al., 2019), it is necessary to expand these perspectives to guide our understanding of CT in school, adopting a critical perspective, which sees CT as a possible road for student engagement in socially relevant issues.Item Um olhar sobre a rotina da Educação Infantil e as contribuições para o desenvolvimento social da criança(2022-10-04) Siqueira, Mariana Mota de Araújo Veloso de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/7199343651898773The present work had as general objective to investigate how a school of early childhood education in the municipal network of São Lourenço da Mata organizes its routine in order to favor the social development of the child, more specifically: to identify the conception of the school's pedagogical team about the routine early childhood education and contributions to children's social development; to analyze how the pedagogical team organizes the routine in order to guarantee what the official documents establish about the child's social development; to analyze the pedagogical proposal of the school, in relation to the routine of early childhood education. The research developed in 2022 had a qualitative approach, used as a methodological resource the document analysis of the School's Political Pedagogical Project and interviews with the teachers and pedagogical team of Early Childhood Education. We use content analysis to analyze the collected data. From our study, it was possible to understand the concept of socialization and child and how it influences the routine of an institution of Early Childhood Education. In addition, the routine when structuring daily activities can collaborate for group living and for the social development of children. We conclude that the activities present in the routine must consider the two axes interactions and games, reaffirming what the official documents say. In the same way that socialization activities need to have pedagogical intentions, providing confrontation and rupture with the various existing socialization processes.Item O desenho na Educação Infantil: o que dizem as professoras?(2022-09-30) Fróes, Roberta Carolina Bertão Pereira; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/8731732420179569In this research we used Vygotsky's (1991) and Pimenta's (1999) theories as references to discuss children's drawings and teachers' knowledge about this language. Our general objective was to investigate the teaching knowledge about drawing in the pedagogical practices of Early Childhood Education teachers in a municipal school at Vitória de Santo Antão-PE. For that matter a qualitative research was conducted, inspired by the methodology of the case study and focusing on eight teachers who worked in the same institution with children aged 4 to 5 years old. Thus, an interview was conducted with semi-structured questions to understand the teaching knowledge of the teachers participating in the research on children’s drawing. We can see that even though the teachers understand the matter of meaningful activities involving children's drawing, we still evidence practices that do not consider the interests and socio-emotional issues of the child. Amid this scenario, we can identify the need to think about the initial and continued training of teachers of Early Childhood Education, additionally material resources that guarantee the learning and development rights expressed in the BNCC (BRASIL, 2018), related to the work with children's drawing.Item Práticas de leitura familiar na infância(2022-10-04) Mendes, Everlaine Maria Viturinio Brandão; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/5527369250845678This research had as its general objective analyzing middle class family reading practices with their sons and daughters, who were between 0 and 5 years old. The theoretical foundation had as its basis some authors such as Nogueira (2002; 2012; 2015), Silva (2017), Nelly Novaes Coelho (1981; 1991; 2000). Thus, we present in our methodology, the analysis of the categorical content based on the research of Bardin (1977). And through this, we highlighted five categories of data analysis for a group of three families, which were selected and interviewed. In this research we verified the mothers’ relationship with the habit of reading and, since this practice started in childhood, it has brought influence on the reading formation of their sons and daughters currently. The results of the research showed that family reading practices in childhood are a routine, and the mothers are the main mediator during this process. We could realize through the collected data, the existence of several reading supports used by the families. In addition, the families still do not use digital media much for reading, even though children are in a technological age. According to the families studied, reading practices are important to the development of their sons and daughters in different aspects. Since these reading practices are important for the social, emotional and cognitive development of the being in formation, that is, the child.Item A importância do cuidado socioemocional na vida de estudantes do curso de Licenciatura em Pedagogia da UFRPE: um estudo sobre o Núcleo do Cuidado Humano da UFRPE(2022-10-07) Moraes, Rafaela Gomes Carvalho de; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/8866417999723799This research aims, in general, to understand the importance of socio-emotional care in the student's lives of the Degree Course in Pedagogy at the Universidade Federal Rural de Pernambuco (UFRPE), considering the case of the Núcleo do Cuidado Humano (NCH) from that same university. We base our research on theories of human care; on socio-emotional education; on Brazilian higher education, based on the main authors: Ferreira (2021), Goleman (2010), Pires (2016), Cruz (2015), Caixeta (2011), like the official documents of the NCH, of the Pedagogy course and the Ministry of Education. It is a qualitativebased investigation, using the case study method, with data construction techniques that took place in three ways: (a) exploratory observation; (b) questionnaire and (c) semistructured interviews. The locus of investigation took place in the virtual space, where we had access to documentary material and to some data and contacts with part of the research interlocutors. Our research subjects were undergraduate students in Pedagogy at UFRPE; professors of the aforementioned degree and the former dean of the Federal Rural University of Pernambuco, at the time when the Human Care Nucleus was established at UFRPE. After the results, we came to some points of reflection: (a) the students participating in the research said they felt tired, mental exhaustion, stress and wanted a more careful university environment that is concerned with the emotional health of the academic community. At the same time, we have seen that, since 2018, when the NCH was created, UFRPE has made an effort to make the University a space for preventing psychic suffering and promoting mental health, considering your community.