TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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4 resultados
Resultados da Pesquisa
Item Ensino em uma perspectiva remota: o que dizem professoras da rede pública do município de Camaragibe - PE?(2023-09-11) Feitosa, Rosalia Izabele da Silva; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/5151820003821765This monograph is a case study of a qualitative nature whose main objective is to identify and analyse teaching strategies that have been used throughout the COVID-19 pandemic, verifying how teaching strategies have been worked on, as well as seeking to understand the remote routine and highlight the differences/challenges in relation to face-to-face teaching. The participants in this research are three teachers with more than 20 years of experience in the classroom who have worked with the remote model in 3rd year primary school classes in the municipal network of Camaragibe-PE. The instruments used to collect the data were questionnaires and interviews. To read the results, we used the assumptions of content analysis inspired by Laville and Dionne (1999). As a theoretical contribution to the analysis, we relied on the contributions of Joye, Moreira and Rocha (2020) on remote teaching, Viégas (2022) and teaching practice and, finally, Albuquerque, Morais and Ferreira (2008) in relation to teaching strategies. Through this research it was possible to verify the importance of the teaching role in the transposition from face-to-face teaching to the remote teaching model, in addition to pedagogical training in the digital field for the development of teaching strategies, emphasising that the technological resource itself does not guarantee student learning, but rather a well-assisted teaching practice.Item A importância das Tecnologias Digitais da Informação e Comunicação (TDIC) acessíveis às pessoas com deficiência visual no Ensino Superior: um estudo realizado na Universidade Federal Rural de Pernambuco(2021-12-06) Rocha, Maria Camila dos Santos; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644; http://lattes.cnpq.br/8184825918439509This research aims to understand the social voices present in the speeches of students with visual impairment and of University professors who have already taught students with disabilities about the debate on inclusion, and its relationship with Digital Technologies of Communication and Information (TDIC) for people with visual impairments at the Federal Rural University of Pernambuco, considering the contextual changes resulting from the COVID-19 pandemic. For this, there were two moments, carried out between August 2021 and September 2021. At first, a questionnaire was applied; later, a semi-structured interview was carried out with the subjects that made up the research universe: 04 students and 05 professors. For the analyses, a method of categorization of responses was built, based on Bakthin's dialogism. This made it possible to understand the play of voices between statements by visually impaired students who experience the university context, and teachers who also experience this reality in the pandemic, which produced new meanings about technologies and virtual learning environments. The results showed that there is integration of people with visual impairments in the institution, but not inclusion, as the law ensures to students. In the subjects' speeches, it is possible to find productions of meanings about the lack of teacher training, the difficulty in disseminating information at the university, as well as the limits of a society that is not so concerned with inclusion. However, the disquiet of teachers was highlighted in the speeches regarding the issues that were raised, showing that they have reproduced the desire and effort for inclusion in their speeches and actions.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.Item O uso das tecnologias digitais em tempos de pandemia: um estudo de caso em creche municipal da cidade do Recife - PE(2021-12-06) Silva, Cryslane Daiana Morais da; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/7919099173020418Esta investigación tuvo como objetivo identificar cómo los docentes de una Guardería Municipal de la ciudad de Recife enfrentaron la necesidad de utilizar nuevas tecnologías, en un contexto de pandemia, aplicadas a la práctica pedagógica. Los educadores participantes cooperaron con el trabajo completando un cuestionario elaborado y disponible en Google Forms, y mediante entrevistas individuales realizadas en la plataforma Google Meet. El estudio se basa, entre otros, en los trabajos de Caiado et al. (2018), Coscarelli (2007) y Pereira (2007). La investigación tiene su relevancia en la identificación de los medios y estrategias utilizados en el uso de tecnologías digitales en el contexto de la educación remota de emergencia. El análisis de datos se realizó desde la perspectiva del análisis de contenido, algunos de los principales resultados indicaron que los docentes, en la medida de lo posible, lograron reinventarse y adecuar algunas de las prácticas al formato remoto, la necesidad de reformular metodologías, dificultades en el manejo aplicado a la práctica pedagógica, así como el cambio sentido en la rutina de la Educación Infantil. Otra situación relevante fue la falta de apoyo tecnológico de la red educativa para los estudiantes que no contaban con recursos digitales. Estos resultados apuntan a la necesidad de una continuidad de la educación continua para los profesionales en el campo de la educación; la importancia de visiones más críticas, por parte de los organismos públicos, para proponer cambios significativos en el ámbito social y económico y en la relevancia de la comprensión de lo digital para nuestras prácticas sociales.