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 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.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 Gestão e inclusão dos alunos com deficiência na Educação Superior: um estudo sobre o curso de Licenciatura em Pedagogia da UFRPE(2021-11-23) Silva, Mikelly Alice Maria da; Ferraz, Bruna Tarcília; http://lattes.cnpq.br/2100573722828366; http://lattes.cnpq.br/9952739977827750The word analyzes the relationship between the management and inclusion of students wth disabilities at the higher education level presente in the degree course in pedagogy at the Federal Rural University of Pernambuco. In addition, it seeks to identify the conception of the management of such a course on the inclusion of students with disabilities, the paths of democratization, access, quality and permanence of these students, as well as to understand the challenges on the perspectives of managers regarding the inclusion of studentes with disabilities. Through a literature review, we sought to build the theoretical framework through a discussion that raises questions about inclusion in the university. To achieve the proposed objective, the research was a qualitative and began with the exploratory phase, gathering the information through document analysis on the PPC of the course and, to enrich the discussion, semi- tructured interviews were conducted with the coordinators and with the administrative assistant. Discourse analysis is used as a method for processing the information collected from the research.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 A prática pedagógica docente e a educação inclusiva: as diferenças e a interação entre pares(2019-11-26) Silva, Ullair Maria da; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/8211246095655132Teaching pedagogical practice, interaction between peers and inclusion are themes that are being highlighted every day. It is in the school environment that the(a) student spends a good part of his day. In the classroom, the (a) teacher goes through several experiences, many situations are resolved and should be well resolved at the time they happen. The teaching role is important for the learning, development of(s) students, interaction and inclusion. The interaction of the(a) student in and out of the classroom influences his cognitive and emotional development, so it is pertinent to study this theme. As for inclusion, we live in a world surrounded by “differences” and it is at school that we get to know and live with cultures, identities, religions different from ours. Therefore, we come to the study about this theme, whose general objective is to analyze the teaching pedagogical practice and its influences in the processes of peer inclusion in the classroom. To achieve this general objective, we take as a support, theorists who describe teaching pedagogical practice, inclusion and interaction between peers. We highlight Martins(2012) for portraying questions about inclusive Education, we bring Mantoan(2003) who also discusses inclusive Education and its implications, using Morales(2001) to contribute about the teaching role, and others(as) authors(s) that are important for our work. The field research was conducted in a class of 4th Year of a Municipal School of the City of Recife, having as subjects interlocutors, teachers and(as) students, in particular a student who is diagnosed with autism and a student who is excluded by(a) friends(as). We use as a basis the qualitative approach and we take as techniques of data collection: participant observation, semi-structured interview and discussion wheel. From the techniques used and the theoretical basis, we could observe the teaching pedagogical practice in favor of the inclusion and interaction of/the students.Item Educação inclusiva na formação inicial do pedagogo: o que dizem os discentes e os trabalhos de conclusão de curso em uma IES Pública Federal(2019-01-14) Silva, Francyne Monick Freitas da; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2854498681490093More and more schools has received people with disabilities and groups that have historically been excluded from society like Afrodescendants and LGBT (lesbian, gay, bisexual and transgender). For this reason, the preparation of the educators from degree courses, especially teachers from Pedagogy, has been reiterated to meet the educational needs of all children. This paper aimed to study the presence of Inclusive Education in the initial formation of the pedagogue in a federal public institution (FPI). The theoretical framework has three main points: Inclusive Education in teacher education, a university and school curriculum with an inclusive path and the course of Pedagogy and Inclusive Education. A quantitative research was carried out from what the students say; the undergraduate thesis and the Pedagogical Course Project - PCP. The work data, presented here, involved questionnaires with the students and the documentary research and descriptive analysis of the undergraduate thesis and the PCP. As results this study obtained, they point out that for 3 years only 13 undergraduate thesis have been produced that deal with Inclusive Education, which may characterize a still discreet interest on the part of the students in this subject. Another important factor was the fact that the PCP offered a significant number of courses that elucidate about Inclusive Education and the students corroborated in their experiences, but it is not an axis that emerges in the theoretical-methodological discussions and in the pedagogical practices in the initial formation.