TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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6 resultados
Resultados da Pesquisa
Item A inclusão de crianças em uma creche de um município da Zona da Mata de Pernambuco, na perspectiva da educação inclusiva(2025-02-28) Carmo, Vitória Alves do; Amorim, Maria do Rosário de Fátima Brandão de; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2908227219134600A educação infantil no Brasil tem uma trajetória marcada por desafios históricos e conceituais. Inicialmente, essa etapa tinha um caráter assistencialista e demorou a ser reconhecida como parte do processo educacional formal. No que diz respeito às crianças com deficiências elas eram frequentemente excluídas do sistema educacional devido a estigmas e preconceitos. Porém, com o avanço das políticas públicas e mudanças nas concepções de infância, a inclusão passou a ser vista como um direito, e a educação infantil se tornou um campo importante para promover a igualdade de oportunidades Este estudo focou na inclusão de crianças em uma creche da Zona da Mata de Pernambuco, uma região caracterizada por grande diversidade cultural e social. O problema da pesquisa foi compreender como a inclusão numa creche, é compreendida, a partir da perspectiva dos servidores e dos docentes, a justificativa para a pesquisa está na importância da educação infantil para o desenvolvimento humano e na necessidade de garantir acesso à educação para todas as crianças. O objetivo geral foi compreender a concepção de inclusão na educação infantil a partir da perspectiva dos educadores de uma creche na Zona da Mata Norte de Pernambuco. Já os objetivos específicos incluem explorar as concepções dos educadores sobre criança e inclusão, e identificar os desafios enfrentados na promoção da inclusão. Os resultados apontaram que a infância é um período de experiências diversificadas que contribui para o desenvolvimento integral dos indivíduos; que a inclusão na educação é um conceito complexo que envolve a valorização da diversidade e a promoção da igualdade e sua implementação nos ambientes educacionais; que a formação dos educadores é fundamental, sendo necessário uma formação continuada e aprofundada para a promoção da inclusão, como também a criação de ambiente inclusivos, que são considerados essenciais para a promoção da inclusão.Item Relações entre profissionais do Atendimento Educacional Especializado (AEE) e professores da sala regular na inclusão de pessoas com deficiência na sala de aula de EJA(2023-09-14) Almeida, Marcos Afonso Monteiro de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/3597509026061375Historically, the educational system belonged only to equals, including young adults and the elderly, as well as people with disabilities, led to reflections that drive the reformulation of educational practices, curricular proposals and, above all, public policies. This qualitative case study sought to analyze the construction of inclusive educational practices in EJA from the articulation between professionals involved (class teacher, AEE teacher, AEE assistant) in a municipal school in Recife and, weaving the relationship of these practices with the directions proposed in the documents “Teaching Policy of the Municipal Network of Recife, Youth and Adult Education and the decree of Law n 36.306”. In this context, we made use of documentary analysis and semi-structured interviews as data collection instruments, thus, we perceive the emptying of educational policies when related to the daily school life and the recurrent speech of the research participants about the lack of moments of interaction between the educational practices studied, in addition to the lack of continuing education for the professionals who make up the school institutions.Item As práticas pedagógicas utilizadas pelas professoras com crianças com Transtorno do Espectro Autista (TEA) em uma escola pública na cidade de Recife - PE(2023-09-05) Silva, Akauana Gabriela; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2351605779266968The general objective of this work was to understand the pedagogical practices used by teachers who work with ASD in the early years of elementary school. This research was based on a case study, of a qualitative nature. The data were constructed from the questionnaire to describe the basic profile of the teachers (Victorious) and (Hopeful), the interviews carried out through semi-structured types, which were interpreted in the light of Discourse Analysis, based on French. The research was theoretically based on the following exponents: Barberini (2016); Cunha (2020); Franco (2016) and Sousa (2015), who addressed the overlap between pedagogical practices and autism. The data revealed that teachers have intentional practices, aspects that consider the specificities of students with ASD when preparing and planning carried out in the classroom. Therefore, the conclusions of the analysis were beneficial for the educational area because it allows us to notice examples of pedagogical practices that can be carried out in the classroom, such as collective activities, diagnostic activities, adaptations of activities, collaborative work, routine creation, planning considering how specificities of the student with ASD and also practices that resulted in this research. It is also interesting to highlight that there is enormous coherence between the authors who direct the theoretical foundation with the pedagogical practices collected. In this sense, we can use education professionals as an example regarding their pedagogical practices for classes in the early years of elementary school, with students with autism.Item O estagiário de Pedagogia nos processos de ensino e aprendizagem como apoio de crianças com deficiência(2023-09-15) Silva, Cilene Maria da; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181This research focuses on the role of pedagogy interns in supporting students with special educational needs in schools, with the general objective of understanding how pedagogy students are working to support children with disabilities. The theoretical framework is based on the following authors: Vioto and Vitaliano (2013), Nogueira (2017), Sampaio and Sampaio (2009), Gonçalves (2010) among others, and the official documents: Brasil (2008). The methodology developed is based on a qualitative approach. To analyze the collected data, we opted for Laurence Bardin's (2009) proposal, content analysis, which works through the interpretation of the texts' discourses. The instrument used was a Google Forms questionnaire to describe the intern and understand how their internship is carried out with students with disabilities. Participants report a lack of training in the area of special education and a lack of support from networks, schools and teachers so that they can actually contribute to the development of the teaching and learning process for students with special educational needs and difficulties they encountered due to not having adapted teaching materials.Item Aproximações e afastamentos: um estudo sobre as vozes da educação inclusiva em uma escola pública do Recife - PE(2023-08-21) Silva, Ester Ingrid Santos da; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/0639384229996907This undergraduate thesis aims to understand the different perspectives of the school community related to inclusive education. Inclusive education is an approach that seeks to ensure access and participation for all students, regardless of their abilities or individual characteristics, in a common educational environment. However, there is a diversity of opinions, theories, and practices surrounding this topic, resulting in different views and approaches. In this study, discourses and positions related to inclusive education are examined to comprehend the convergences and divergences existing within the various perspectives present in this context. To achieve this, qualitative data was collected through in-person interviews with 11 professionals, including 3 teachers, 3 interns, and 2 janitors. The gathered data was then interpreted and categorized to identify the main points of agreement and disagreement in the field of inclusive education. As a result, the interviews allowed for the exploration of the perceptions and experiences of the interviewees regarding inclusive practices, challenges, and possibilities encountered in this context. The findings from this study reveal that the voices of the school community, particularly regarding inclusive education, are diverse and represent a variety of ideas and conceptions. As such, points of convergence are identified, such as the appreciation of diversity and the recognition of the importance of inclusion. However, there are also divergences related to the challenges faced in implementing inclusive practices, the lack of knowledge about the true concept of inclusive education, and the absence of adequate resources and training.Item A inclusão de crianças com deficiência nos anos iniciais em um município de Pernambuco(2022-10-05) Diniz, Aniely Andreza Silva Tavares; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/8614975484114105Approved by the World Conference on Education for All, Jomtien, Thailand, 1990. More than forty-two years ago, the nations of the world affirmed in the Universal Declaration of Human Rights that "everyone has the right to education." In 1989, one year after the Brazilian Constitution, our country ensured the inclusion of children with disabilities in the regular education system, guaranteed by Law No. 7,853/89, making the offer of Special Education in public schools mandatory and free. However, we still find today difficulties and lack of preparation of some school institutions to welcome and support students with disabilities to remain in the classroom. Therefore, the present research aimed to investigate how children with disabilities are included in schools in the early years in a municipality located in the Mesoregion of Agreste Pernambucano. We rely on authors such as; Santos (2016), Glat (2007), Mantoan (2003), Ferreira, Lima e Garcia (2015), Rodrigues (2018), Ropoli et al. (2010) among others. The methodology used was quali-quantitative. For data collection, questionnaires were applied to teachers from the municipal network, through Google forms®, as well as documental analysis of the Pedagogical Political Projects - PPP of the schools of the initial years and the Municipal Education Plan - PME. The results showed that although the PPPs and the PME deal with inclusive education, the reality found points in the opposite direction. It was identified that there is no dialogue between the regular classroom teacher and the AEE. Another relevant fact was that the AEE does not meet all the demand that the municipality needs, including lack of investment for the rural area, therefore, greater inclusive investment is needed within the municipality so that there is greater equity and that children can have a continuous reception throughout the school year.