TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Resultados da Pesquisa
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 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.