TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Resultados da Pesquisa
Item O espaço escolar bilíngue: as interações com crianças autistas no ciclo de alfabetização(2022-10-06) Santana, Nayani Oliveira de; Santiago, Mônica Maria Lins; http://lattes.cnpq.br/8311084641303194; http://lattes.cnpq.br/5044979749558419The work has a municipality as its general objective, characterizing different processes of interaction in literacy between teachers and autistic students, in a particular school of the private education network located in Camaragibe/PE. In order to reach the proposed objectives, the qualitative and exploratory research, contour with observations in the classroom (English and Portuguese classes), in three different classes that are part of the literacy cycle, where there is autistic student. And, also, seven semi-structured interviews, between teachers and coordinators. For the theoretical framework, authors who address the theme developed in the research were used. In literacy as the authors, Soares(2009) and Morais and Leite(2005). In bilingualism, Andrade (2019) and the CNE/CEB opinion nº 2/2020, July 9, 2020, which has not yet been approved, and intends to bring direction to bilingual education in Brazil. In autism, the Guidelines for Attention to the Rehabilitation of Persons with Autism Spectrum Disorders (2014) and LDB 9394/96. By analyzing the interaction of literacy teachers with autistic students, the study seeks to contribute to reflections on the learning processes in literacy in the context of a bilingual school. More specifically, it seeks to understand the strategies used by teachers to promote the interactions of autistic students with the class and in the classroom, through observations and interviews carried out with the teachers.Item A importância da afetividade no processo de aprendizagem de alunos: a perspectiva de professoras dos anos iniciais do Ensino Fundamental(2021-03-01) Santana, Daise Lais Maria de; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/8960124149404969Based on the assumption that every relationship is based on affection and the way that affection can positively or negatively influence student learning, this study aimed to understand the importance attributed to affectivity in the learning processes by teachers in the early years of elementary school .For the development of the research a great theoretical apparatus was used and as a methodology the qualitative research with the use of questionnaires that from the analyzes carried out it was observed that the affectivity in the teacher-student relationship is of great importance based on trust and respect for one another. another and mainly dialogue. It was observed from the teachers' responses that the affectivity is not only in the kiss, hug or affection given to the student, but also in the look, in the hearing and in the dialogue with affectivity as the objective of the student's integral development. Through this research we see that affectivity is a fundamental piece for educational performance, and that the student needs love, affection, affection, dialogue, attention, in order to build his identity and knowledge, and that all these factors contribute and have great influence on teaching and learning.