TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
Navegar
25 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 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 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 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 A música e a ação docente com crianças de 03 anos em um CMEI na cidade do Recife(2022-10-05) Wanderley, Bruna Luna; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3192089376789185The present work aimed to understand the teaching practice of musicalization in the daily life of three-year-old children in a municipal day care center in the city of Recife. As specific objectives: to describe the situations of use of music in the classroom; identify the musical repertoire used in the researched CMEI; perceive the teaching action while working with music. The question that guided our work was How do musicalization practices in early childhood education happen? The research had a qualitative character, to follow the data collection, the participant observation was used as a basic procedure and the field diary as an instrument. Data were collected for six days, totaling 24 hours, from the 13th to the 20th of June. To perform the data analysis, they were categorized under the light of the content analysis technique in the perspective of Bardin (2011). The theoretical survey was mainly based on Brito (2003), Maffioletti (2007) and Oliveira et al (2019).The research subjects were the teacher and the students of group 03. The data obtained show that music appears with different purposes being used as a pedagogical resource, to mark specific moments of the routine; related to commemorative dates and integrating sound and movement. It was possible to perceive that the educator demonstrated her pedagogical intention through actions that aimed to make the experience with music meaningful for the students. As well as the expansion of the repertoire brought by the children, which consists of valuing the cultural background of each student and the introduction of new songs.Item O olhar docente sobre a educação voltada para estudantes surdos em uma escola do município de Moreno - PE(2022-10-05) Soares, Ariany Maria Silva; Pinto, Virgínia Cavalcanti; http://lattes.cnpq.br/8606294842004126; http://lattes.cnpq.br/1664088852458353La presente investigación nombrada: O olhar docente sobre a educação voltada para estudantes surdos em uma escola no município de Moreno, tuvo como objetivo principal comprender a través del discurso docente las prácticas pedagógicas de profesores de una escuela que lesionan en las clases regulares de la primera etapa del enseñando fundamental, en la ciudad de Moreno. Buscando realiza la encuesta de datos, utilizando como herramienta de pesquisa las entrevistas semiestructuradas, que basan la actual pesquisa. Comprendemos la investigación a la luz del análisis de datos. Para esto, nos apoyamos en los estudios de Minayo , como también en otros estudios que nos apoyaron con elementos esenciales para una mejor análisis y comprensión del universo pesquisado. Como también en los documentos que basan los marcos legales de la educación, como la Lei de Diretrizes e Bases Educacionales 9394/96. Frente a los resultados presentados podemos comprender algunos desafíos que se manifiestan en la práctica docente, como el desconocimiento de la lengua brasileña de signos, las estrategias de inclusión practicada en las clases por los profesores, así como conocer los sentimientos, que han surgido en las relaciones entre los profesionales que trabajan en las clases regulares con estudiantes sordos. Por medio del análisis de los resultados obtenidos logramos comprender la importancia de un conjunto de procesos, sobre todo, la formación de base y la formación continua para profesores que lesionan con estudiantes sordos, como también comprender la importancia de cada persona que compone las clases escolares.Item A atitude do educador na construção da autonomia e do brincar livre de crianças bem pequenas: um estudo à luz da abordagem Pikler(2022-10-06) Vanderlei, Jessika Maria; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/9752154855470293The present study discusses the role of the educator in the construction of the autonomy of very young children in the context of Early Childhood Education in the light of the Pikler Approach, intertwining discussions about the influence of the educator's attitude in the construction of children's autonomy and the ways in which they play in the classroom. exercise of their autonomy, in order to highlight the essentiality of a pedagogical practice sensitive to details and whose main objective is to promote the necessary conditions so that in playing each child has the opportunity to act on their own initiative and build their autonomy while experiencing a play of meanings. In this trajectory, the Pikler Approach was used as the main theoretical foundation, which permeated the bibliographies of Falk (2016), Soares (2017), Fochi et al. (2017), Falk (2021), among other references to that approach. From this perspective, the study is a qualitative research that is proposed as a general objective to investigate the role of the educator in promoting the autonomy of very young children in an Early Childhood Education institution that bases its pedagogical practice on the Pikler Approach. Based on it, the specific objectives were defined: Identify the educator's attitude in promoting the autonomy of very young children in a Group III class and Analyze the ways in which children play in view of the educator's attitude. For that, a case study was carried out, involving an educator/pedagogue and ten children, in a group of Group III of an Early Childhood Education Center in the Metropolitan Region of Recife. Data collection was carried out through observations recorded on video in order to look closely at the meanings of the empirical field. From the analyses, five attitudes of the educator in the promotion of the child's autonomy were identified, among which, the attitude of Availability and Observation, identified when the educator was observing the children's play and was not sought after, and that of Availability and Service, when the educator was watching the play and when requested by a child, she answered making suggestions and inciting reflections. In relation to playing, five categories of play were evidenced: Heuristic Play; Heuristic Play and Make-believe; Sensory/Tactile Explorations and Movement; Free Movement; and Make-believe; among which, the categories of Free Movement and Playing Free and Make-Believe had the highest percentage of emergency along the video recordings. From the results, we emphasize that when the educator assumes an attitude that respects the child's play and autonomy, it is possible to perceive how much this allows the child to put into practice all his/her power when playing. With this, we emphasize the contributions of the Pikler Approach that reveal the potential and possibilities for a pedagogical practice that prioritizes respect, the affective bond, the child's autonomy and the attentive action of the educator in favor of the integral development of the child in its various dimensions.Item Afetividade e inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil: o que dizem as professoras?(2022-10-07) Oliveira, Milena Cabral; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2540213765535237The main objective of this study was to investigate the understanding of Early Childhood Education teachers about the role of Affectivity in the School Inclusion process of children with Autism Spectrum Disorder (ASD). This is a qualitative research. The criteria for the selection of participants were: being a teacher of Early Childhood Education and having experience with students with ASD. Data were collected by semi-structured interviews being systematized by Discourse Analysis. We are based on authors such as Lev Vygotsky (1992) who deal with Affectivity and its relationship with Education. Understanding that students with disabilities have historically faced numerous challenges to be included in the school context, we seek to reflect on the process of inclusion in Early Childhood Education, we conclude that it is extremely important for these students to enter in early childhood so that at this stage they are open to the new and adaptations must be made to ensure quality teaching. In view of the results found, it was possible to understand that where affection, trust and security are not developed, it is not possible to establish bonds with students and, consequently, this individual will not actually feel included. In this sense, the role of teachers would be to reflect on their practice and conceive affectivity as an essential element for the process of school inclusion of children with ASD, valuing its dimension not only cognitive, but mainly affective.Item A prática docente e o ensino da oralidade na EJA anos iniciais: um estudo de caso(2022-09-29) Silva, Emilayne Fabíola Ferreira da; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/2724062827185435La rareté des études liées à la pratique pédagogique concernant l'enseignement de l'oralité dans les classes de l'éducation des jeunes et des adultes est évidente. Donc, il est fondamental de mener des recherches sur ce thème. Par conséquent, ce travail avait pour objectif général de reconnaître comment se déroule la pratique pédagogique de l'enseignement de l'axe oralité, dans une classe de premières années de l'EJA dans une école municipale de la ville de Recife. L'étude est de nature qualitative et l'entretien et l'observation des participants ont été utilisés comme instruments de collecte de données. En outre, il s'est basé, entre autres, sur les travaux de Souza (2013), Magalhães et Lacerda (2019), Souza et Santos (2018) et Cavalcante et Melo (2007).Concernant la collecte des données, quinze observations et un entretien avec l'enseignant de la classe recherchée ont été réalisés. En conséquence, il a été constaté que l'oralité apparaît comme une méthodologie d'enseignement, sans réellement travailler avec l'oralité comme un axe d'utilisation/enseignement de la Langue Portugaise.Item Trabalho docente na educação de jovens e adultos: uma leitura da realidade de professores em uma escola municipal do Recife - PE(2022-10-03) Santos, Walkelline Marques dos; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/8538006694739954The general objective of this monograph is to analyze the implications of the teaching work in Youth and Adult Education in a school of the municipal network of Recife - PE. The work also sought to problematize the consequences of the overload of tasks in the organization of the teaching work. The research, which resulted in this work, is qualitative in nature, of the case study type, and used in its methodological process a questionnaire with two teachers, interviews with students and observations of pedagogical practice and classroom dynamics. The analysis of the data obtained was done through the method of content analysis and allowed a reading of the teaching work in Youth and Adult Education - YAE, showing that this teaching modality is crossed by issues that directly interfere in the organization of teaching, contributing to the low educational quality in the YAE.
- «
- 1 (current)
- 2
- 3
- »