TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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9 resultados
Resultados da Pesquisa
Item Histórias em quadrinhos em sala de aula: o que pensam os educadores em formação da UFRPE(2022-10-07) Carvalho, Mariana Oliveira de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/9920797400406355This study had as general objective to verify the perception of the students of the Degree in Pedagogy at UFRPE, who attended the optional discipline Comics and Education, about the use of comics in education; as specific objectives, to know the relationship of the researched with the language of comics and to identify if they were used as a didactic resource in their basic education. The research was qualitative and data were collected through the application of a questionnaire and non-participant observation. We conclude that there was a change in the perception of the students surveyed about the use of comics in education and about the importance of comics in the teaching-learning process. Finally, we believe that more research on comics in education can help teachers build teaching methodologies that approach the learning process in a playful way.Item A visibilidade dos estudos de gêneros nos projetos pedagógicos do curso de Licenciatura em Pedagogia da Universidade Federal Rural de Pernambuco(2022-10-03) Cabral, Ana Carolina Gomes da Silva; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/3906970103863900This research sought to reflect on the visibility of gender studies in the Degree in Pedagogy, Campus Dois Irmãos, Recife, Pernambuco Dois Irmãos campus. The theoretical framework was drawn up based on Scott (1995), Louro (1997), Carvalho (2015), Rosemberg (2001), Santos and Souza (2020), Grossi (1998), Saviani (2020), Laville and Dionne (1999). Methodologically, a document analysis was carried out based on the PPC's of the Degree in Pedagogy, which are two, the first one had in the year 2010, and the current one, in the year 2018. gender in the Pedagogy course, which can be viewed in the course menus. We understand that it is necessary to expand this discussion on this subject in an articulated way, because it will be through the deepening of issues related to the body, gender and sexualities that we will have professionals prepared to deal with the systemic practices of machismo, sexism and all kinds of violence to people who do not conform to the sex-gender system.Item Conhecendo e analisando os espaços museais: um olhar sobre as propostas pedagógicas e o fazer docente nos espaços não-formais na cidade do Recife - PE(2021-02-26) Mélo, Séfora Micaela Fernandes de; Albuquerque, Mariana Zerbone Alves de; http://lattes.cnpq.br/8419255160811830; http://lattes.cnpq.br/6363616665721365In this research, we seek to analyze the relevance of the role of pedagogues and graduates in articulating the school contents of Geography and History disciplines with the experiences lived in museum spaces in the city of Recife. Analyzing this structure and its function regarding the contents of the two disciplines addressing the structure of the museological plan as a facilitator in the construction of knowledge by students and to contribute to formal education and continuing education. The qualitative approach was methodologically used through a social view of the subject. The universe researched is the analysis of the museological plan, reading of books and scientific articles that served as a theoretical and methodological contribution, both in physical and digital environment, based on the arguments of Albuquerque (2019); Cardoso e Albuquerque (2018); Jacobucci (2008); Libâneo (2001; 2005); Pacheco (2010; 2012); Santos (2007); and Tomita (1999). Regarding the methodology of analysis, it was through the analysis of discourse present in the interviews and open questionnaires, evaluated. In order to this objective, we wanted to explore the sea of existing obstacles to the use of these, enabling the museum’s space to be an effective non-formal environment and integralized to the formal education environment.Item O lugar da educação das relações étnico-raciais na prática docente segundo as concepções de professores da Educação de Jovens, Adultos e Idosos(2021-07-19) Souza, Edileuza Maria de; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/3682038188263725Item Políticas públicas de enfrentamento ao analfabetismo: um estudo no período 2015-2018(2021-07-08) Silva, Camila Alves da; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/4962047315903458El presente trabajo tiene por finalidad analizar los efectos de las políticas públicas de enfrentamiento al analfabetismo en Brasil, en el período de 2015 a 2018 y presenta los resultados de la investigación partiendo de un estudio del campo conceptual e histórico de la alfabetización en el contexto brasileño. De naturaleza cuali-cuantitativa, La recolección de datos de la investigación fue accedida por medio del análisis documental, utilizándose de marcos regulatorios, leyes y textos históricos. Para el examen de los datos obtenidos se utilizó el análisis documental, buscando comprender los aspectos registrados en los documentos utilizados en la investigación. En el año de 2015, el número de analfabetos en Brasil era de 12,9 millones, que corresponde a 8% de la población. El Plan Nacional de Educación, en su Meta 9, pretendía llegar, en el año de 2015, al 6,5% en el porcentaje de analfabetos. En el período establecido en la investigación (2015-2018), que resultó en este trabajo, fue apuntada una caída, casi insignificante, en la tasa de analfabetismo, pero la dicha meta no fue cumplida, llegando a 6,6%, en el año de 2018, de acuerdo con la Pesquisa Nacional por Amuestra de Domicilios (Pnad), realizada por el Instituto Brasileiro de Geografía e Estadística (IBGE), que realizó la publicación en 2019. Los resultados posibilitaron destacar cuestiones como: la necesidad de garantía de los derechos de los alfabetizandos de avanzar en el proceso educativo, ampliación de los recursos que posibiliten el desarrollo de las políticas de alfabetización en Brasil, así como, investimento en los procesos de formación continua de profesores alfabetizadores.Item O lugar da tecnologia nas licenciaturas em pedagogia das universidades públicas de Pernambuco(2019-12-04) Souza, Bruna Lima de Araújo; Tenório, Alexandro Cardoso; http://lattes.cnpq.br/6169033174942344; http://lattes.cnpq.br/4360303649622105This monograph aims to identify whether the Pedagogy Degree courses of public universities of Pernambuco contemplate the formation of technologically qualified professionals for pedagogical purposes, discussing the place of Information and Communication Technologies (ICT) in the Pedagogy Degree curricula. public universities of the State of Pernambuco. For this we seek to analyze the main documents that guide the pedagogy courses of public institutions that were available on the network as public data. And so, we turn our concern in the Political Course Projects (PPC), in the curriculum matrices and programs of the disciplines of UFPE, UFRPE and UPE. It was also sought to apply an online questionnaire to pedagogues , and pedagogy students, in order to understand which elements of the technological area the courses have addressed during the training, in order to train a pedagogical professional capable of facing the contemporary challenges of the emerging society of education. information.Item Formação pedagógica e conhecimento sobre sexualidade(2019-11-21) Morais, Paula Patrícia Silva de; Stadtler, Hulda Helena Coraciara; http://lattes.cnpq.br/6495194776185200; http://lattes.cnpq.br/2518260884747851Sexuality is yet considered a complex and difficult to grasp topic, frequently being the target of repressions, taboos and prejudices. However it is a condition of human reproduction and existence and marks off much of the identity of an individual. Thus, it is of utmost importance that in the education environment of the individuals, such as schools, this topic is sufficiently understood by the professionals who work in it. Nonetheless, due to the lack of approach on the development of such a crucial issue for the qualification of teachers, the present study aimed to understand how teachers perceive or justify this weakness for their performance in the school environment and the creation of strategies to face them. In order to do that, a qualitative research was choosen. Sigmund Freud, Guacira Lopes Louro and Tomaz Tadeu da Silva are some of the fundamental theorists for the discussion regarding psychosocial aspects of sexuality. The investigative process developed from semi-structured interviews. Moreover, considering the collected data, some reflections were made about the pedagogical formation and the understanding about sexuality, identifying and analyzing the real conditions that education professionals find regarding dealing with the topic in the elementary school. The results point to the need for a broader and more meaningful approach to sexuality in teachers education courses. As sexuality is in the school, the work environment of this professional and the absence of disciplines that discuss this topic in the educational program of these courses was identified by the interviewers as a further obstacle in the school environment, causing the reduction of these professionals' ability to lecture.Item O papel do professor e a inclusão escolar da criança autista(2018-01-14) Pequeno, Almira Alice Alves; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/3979568113706261In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.Item A profissionalidade docente no âmbito do PIBID/Pedagogia/UFRPE(2018-12-18) Costa, Marina Catolé Guimarães Cordeiro; Oliveira, Gilvaneide Ferreira de; http://lattes.cnpq.br/1867136982092239; http://lattes.cnpq.br/9387307726868334The initial formation of teachers constitutes a complex process aimed at a professional formation of the teacher that will foster the skills and competences necessary for the profession and thus, developing resignifications, unique experiences and challenges of beinging a teacher. To facilitate this path, the Programa Institucional de Bolsas de Iniciação à Docência (Pibid), within the framework of a national policy, offers a space for the student to articulate the theory seen in the classroom with the practice experienced in the future work locus, therefore, an important space in the initial formation of the teacher. In this sense, this research aimed to understand the importance of the PIBID / Pedagogy for the initial formation of teachers, with a focus on teacher professionalism. We used as methodological strategy a qualitative research with the pibidians of the pedagogy course of the Universidade Federal Rural de Pernambuco (UFRPE). In the data collection we used the documentary analysis of its legal framework and semi-structured interviews with the subjects of this research. After the data collection, we organize and categorize them to arrive at the interpretations and inferences that culminate in the final results presented. The data obtained shows that PIBID / Pedagogia / UFRPE helps to strengthen the teaching profession of the future pedagogical teacher, since it allows the scholarship holders to have a dimension and discussion from the ground of the school and in order to collaborate with the construction of knowledge and teaching skills, which are indispensable for teaching in schools.