TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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11 resultados
Resultados da Pesquisa
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 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 Educação das relações étnico-raciais: práticas pedagógicas em auxílio à construção das identidades raciais de crianças negras na educação fundamental na cidade do Recife - PE(2022-10-03) Souza, Vinícius Ramos Félix de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/4553471732405145This work discusses how racial identities are constituted in school contexts, and how they can be impacted (positively and negatively) by teaching practices. As a general objective of the research, we seek to investigate how schools, through teaching practices, build pedagogical practices to confront racism and value the ethnic-racial plurality of black and brown students. This helped us to formulate a framework of specific objectives, which are: a) Investigate the domain that elementary education teachers have about ethnic- racial relations and how they use the theoretical, social and constitutional and regulatory documents of basic education to plan their activities, carry them out and build an anti-racist pedagogical culture that values Afro-Brazilian identities; b) How teachers seek to break with the folklorization of the theme and what methodological resources they seek to adopt in order to build positive racial identities. To constitute the research, we were methodologically inspired by Content Analysis, which was used to develop an analytical support in reference to the discourses produced in semi-structured interviews with teachers from the public school system, in a peripheral school in the city of Recife. In the context that we analyzed, we observed that pedagogical actions that bring practices of valuing racial identities, much less autonomy and self-esteem of black children, are not actively developed. We analyze how racism, brought from a historical perspective, causes implications in this process, promoting distortions of notions directly linked to the construction of positive black identities. We conclude that, as much as there is a positive intention to help children's identity development in the school environment, it only has significant validity when supported by the proper appropriation of the theoretical and historical content of ethnic-racial relations in Brazil.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 Em tempos de pandemia, a prática pedagógica de professores e a educação socioemocional de crianças(2021-02-26) Silva, Raissa Auanne dos Santos; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/8531560790849988This work aims to understand how the pedagogical practice of teachers, during the Pandemic, has been important for the socioemotional education of children. We analyzed the responses of two public school teachers regarding reflections about the pandemic, teaching pedagogical practice and socioemotional education. It was found that the new coronavirus pandemic affected the lives of teachers, students, families and educational institutions; shed light on the socioeconomic, political and structural inequalities in Brazil and the world, demanding new skills and pedagogies that do not lead to illness, creating a context of solidarity and forming subjects capable of dealing with the challenges of complexity.Item Professora polivalente e sua prática pedagógica exitosa: um estudo com uma docente do 2º ano do Ensino Fundamental(2019-12-03) Hora, Maria das Graças da; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/5617761821418113This work has as general objective to understand successful pedagogical practices of a polyvalent teacher, in the 2nd year of teaching of elementary-I in a school of the municipal public network of Camaragibe - Pernambuco. For that, we list the specific objectives that were: to describe the routine of the 2nd year of elementary school I; to analyze the teaching strategies of the teacher in the school routine and the activities developed during the observed classes. The theoretical foundation is based on studies on pedagogical practices and versatility by authors such as Cunha (1989), Cruz and Neto (2012) and Franco (2016). The methodology used was from a qualitative perspective in which we analyzed the practice of a teacher through ten observations in the classroom, an interview and the application of a questionnaire. As a result, we realized that the teacher had a successful pedagogical practice permeated by a systematic and organized routine, with different activities, varied teaching strategies and flexible planning. We believe that another important element for a successful pedagogical practice is the planning of activities and the classroom environment. In view of these aspects, we find that the teacher demonstrated in her pedagogical practice efficient and effective methodological skills that cause successful teaching practices.Item A influência da afetividade na educação inclusiva nos anos iniciais do Ensino Fundamental na rede municipal de Olinda - PE(2021-12-09) Barbosa, Manuela Jesus; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/2025561721912742The present research sought to discuss the influence of affectivity in inclusive education in the early years of Elementary School I. It aimed to analyze the influence of affectivity in inclusive education on cognitive aspects in Elementary School I in a municipal school in Olinda - PE. Understanding that students with disabilities face several challenges to be included in the school context, it is important for educators to realize how much affective aspects influence the construction of student knowledge. If he does not feel welcomed and secure, the teaching-learning process will not be successful. Through qualitative research, interviews were analyzed with eight teachers who work in the early years of Elementary School I in public and private networks and a support educator who works in the resource room. Given the results found, it is understood that, in the professionals' conception, there are ways for affectivity to be part of the pedagogical process and that without this aspect, inclusion does not happen effectively. The theoretical contribution had great authors related to affectivity and inclusive education such as Galvão (1995) when referring to Henri Wallon, Mantoan (2011) and others. In this sense, the role of the educator would be to motivate, encourage the student through active methodologies that are able to contemplate them. It was possible to understand that where there is no affection, it is not possible to establish a bond with the student that makes them want to fully participate in the school context.Item Políticas públicas de educação e o direito de brincar das crianças nos anos iniciais do Ensino Fundamental: um estudo de caso numa escola pública do município de Camaragibe - PE(2021-07-05) Lima, Crislaine Souza de; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/7998302501850319This study sought to understand how public education policies address the right to play of children in the early years of elementary school, in order to analyze such policies in relation to this right at the aforementioned level of education in a school in the municipal network of Camaragibe - PE. Therefore, it was necessary to identify the legal frameworks that deal with the child's right to play, relate policies and programs and identify the conceptions of teachers and school administrators regarding the action of playing in the early years of elementary school and also describe the development of the most frequent games in the researched school. The investigative process was developed through a case study, which had as instruments and means of collecting information: semi-structured interview, direct observation and document research. For data processing, the Social Representations Theory was used. Therefore, the results of the investigation reveal that in the studied school there were no programs and policies with the specific objective of playing, the educators believe that playing is important and distinguishes between free and in the school environment (directed), there is a diversity of games that are adapted to the reality of the space, which imposes the observation that there is a lack of educational public policies that serve children in the early years of elementary school regarding the right to play, but there is also an effort by the school community to ensure this right, despite the limits.Item Políticas Públicas Educacionais para os anos iniciais do Ensino Fundamental: continuidades e rupturas na esfera federal(2021-12-10) Silva, Angelina Xavier da; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/3310009359807396This study had an analysis problem as continuities and ruptures of Public Educational Policies for the initial years of Elementary School in Brazil in the period from 2015 to 2020. Thus, we sought to characterize the Public Educational Policies for the years present in 2015. And we analyzed them using as a comparison parameter the previous year with those of democratic rupture (2016, 2017, 2018). And finally, we evidence these, in the new federal administration (2019, 2020). For the development of this study, we focused on understanding the construction of public policies and resorted to the following authors: Dantas (2007), Fernandes (2007), Ham; Hill (1993), Lowi (1996), Rua (2009), among others. As for Brazil, we sought the following authors: Saviani (2008), Libâneo; Oliveira; Toschi (2007) and others, with a deep understanding of the contexts and objectives that culminated in advances and setbacks. Along these lines, we sought to subsidize research from the last five years that dealt with this issue. The research is of a qualitative nature, of the documentary type, and is based on content analysis. A study published that in the government elected by the people, ten educational programs were found, in different areas. And with regard to the years of democratic rupture, we observe that some policies were continued, others silenced, or replaced, differing from the democratic conceptions we recognize. Currently, we can see that the elaborated programs follow the same line as the rupture rupture.Item O lugar da história local nos livros didáticos: um estudo sobre a abordagem da história local nos livros de História dos anos iniciais do Ensino Fundamental do PNLD 2019(2021-12-07) Silva, Emmylayne Lima do Nascimento; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/0641239923267110In the early years of Elementary School, the teaching of local history (LH) represents an effective strategy for the development of historical thinking, while the textbook is one of the main work materials used in everyday school life. Considering this, this study aimed to analyze how the theme of local history is approached in the editions of History textbooks. Therefore, we analyzed two collections of the discipline of History selected by the National Textbook Program of 2019. In this study, which is of a qualitative nature, the content analysis of (BARDIN, 2002) was used as a method for data collection. The theoretical survey on this theme is based on the assumptions of many scholars such as Melo (2015), Caimi (2010), Fonseca (2003), Choppin (2004) and Bittencourt (2005). From this investigation, it can be seen that the curricular proposals of the Common National Curriculum Base determine the frequency and the way in which LH approaches should appear throughout the volumes of the works. Therefore, we identified that the approach to local history in the textbook is more articulated with the current conceptions about the Teaching of History. We ascertained that the historical contents mobilized in the collections are articulated and provide the study of local history through research. However, we also observe that the works contradict each other and often show the maintenance of traditional teaching models.