TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item Desafios e enfrentamentos da educação infantil em tempos de pandemia à luz de uma pedagogia que vem do campo(2022-10-04) Lima, Beatriz Fernanda Jacinto de; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/8842990042245337The Covid-19 Pandemic brought challenges and impacted actions and human relationship. Prevention measures, with isolation and social distance, implied new configurations of work, living and at education, in all levels and modalities of teaching. This research was addressed to Early Childhood Education scenario, given the specificities inherent to its audience and was dedicated to studying it in the Municipality of Vicência-Pernambuco in the period of non-faceto-face activities, with the objective of analyzing the contributions of the Pedagogia de Apoio ao Desenvolvimento Sustentável (PEADS). This Pedagogy has been implemented for a long time in the schools of the municipality, and is currently configured as a public policy. To achieve the objective of this study, the analysis of the document was carried out “Guia de Orientações das atividades não presenciais no período da COVID-19” and interviews with pedagogical coordinators and teachers. From document analysis and content analysis, it was possible to identify that the PEADS appears explicit in the Guia Orientador through principles and foundations that guides the pedagogical practices presented there. In carrying out the proposed activities, students and families acted as protagonists in the learning process, which further valued popular knowledge and strengthened the school-family relationship.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.