TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item O trabalho com a oralidade na escola: uma análise sobre as atividades propostas no livro didático dos anos iniciais do ensino fundamental(2024-09-30) Paula, Jessyca Rayane Cruz de; Souza, Sirlene Barbosa de; http://lattes.cnpq.br/9608639713920207The present work aims to analyze how textbooks of the early years have proposed work with the axis of orality, seeking to reflect on the importance of work with this axis in the classroom since basic education. In this proposition, we analyze the textbooks “The Conquest” and “Apis More” intended for students of the 1st year of elementary school, both approved by the National Textbook Program (PNLD) 2022. As theoretical contribution, we supported studies on the studies I work with orality at school developed by Ávila, Nascimento and Gois (2012); Lima and Beserra (2012), about the textbook, in the ideas of Batista (2003); Albuquerque and Ferreira (2021); Albuquerque and Souza (2021), Ferreira and Viégas (2021) and about the work with oral textual genres, from the perspective of Leal; Brandão and Lima (2012), among other scholars. In a qualitative approach, we performed Bardin's content analysis (1977), to treat and analyze the seized data. Thus, we mapped the activities that approached oral textual genres in the analyzed books, and elaborated the categories of analysis from the objectives proposed by us in this research, among which figured: how the book presents oral textual genres and what activities are proposed from them. The results pointed out, among other aspects, that although there is a significant amount of oral genres texts, activities aimed at working with the oral axis in the analyzed textbooks do not contemplate the various dimensions of work with this axis, in the room of class, merely exploiting them as support and/or pretext to teach you how to read and write.Item O livro didático na Educação Infantil: o PNLD 2022 para a primeira etapa da educação básica(2023-09-14) Almada, Fernanda Gonçalves Ramos; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181; http://lattes.cnpq.br/0306357391583829This study aimed to analyze the books Bons Amigos and Desafios Educação Infantil from PNLD 2022 of Early Childhood Education, the first stage of Basic Education. Thus, we consider the aesthetics that were adapted or produced for Early Childhood Education, in addition to the key concepts of this stage of Basic Education, which are the conceptions about children and their role in the teaching and learning process. For the development of this study, we focused on understanding Early Childhood Education, the Pedagogical Design of books, the PNLD 2022, among other key concepts for the development of the research and, for that, we resorted to the following authors: Bujes (2001), Behar and Torrezzan (2009), Silva (2012), Carbonieri and Magalhães (2022), among others. The research is of a qualitative nature and is characterized as a bibliographical research, based on content analysis. The results suggested that both textbooks made available by the PNLD 2022 public notice say that their contents include the BNCC and the PNLD 2022 itself in question, but emphasize the concepts of literacy and numeracy, proposing repetitive and mechanical activities, that is, it is It is important to emphasize that the PNLD 2022 textbooks for Early Childhood Education come from a preparatory perspective of children for literacy. And, with regard to the aesthetics (typography, illustrations and colors) present in the analyzed books, they are consistent with the age group in a modern child's perspective.Item O manual do professor da Educação Infantil: o que orienta para o trabalho com a literatura infantil?(2023-09-11) Arruda, Emylly Eduarda Santos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/9842889661801222Our study aimed to investigate how the textbook for children of Early Childhood Education contemplates the work involving children’s literature, more specifically, to analyze the proposals involving children’s literature in the PNLD notice 02/2020; examine the proposals of the teacher’s manual aimed at working with children’s literature; analyse in the teacher’s manual the conception of teaching and learning focused on early childhood education; to analyze the pedagogical proposals of the teacher’s manual aimed at working with children’s literature. For this, we rely on the studies of Teberosky and Colomer (2003) that reveal the importance of a teaching focused on reading training since Early Childhood Education. Therefore, we conducted a qualitative research involving the analysis of two collections "Buriti Mirim Creche" authored by Barbosa, Vieira and Kautzmann (2020), aimed at children aged 0-3 years and 11 months; and "Challenges: Early Childhood Education" authored by Bianco (2020)for small children, aged 4 and 5 years.We used documentary analysis, taking as reference the studies of Bardin (1988). The data analysis revealed that the collection "Buriti Mirim Creche" is organized in a format of pedagogical itineraries and some of these include the work with children’s literature for different age groups: babies and very young children. The suggestions given by the authors contain pedagogical intentionality thus contributing to the reader's training, with regard to working with books, stimulating the habit of reading, encouraging imagination, developing and expanding vocabulary through literature, among other activities. In the collection "Challenges Early Childhood Education", the work with children’s literature appears in proposals involving the reading of fragments of stories read by the teacher, with the aim of responding to the proposed activities that little stimulate children to engage with literary texts, or that foster a literary education.Item O ensino da língua escrita no livro didático do 1º ano: um olhar sobre o manual do professor(2023-09-11) Andrade, Maria Eduarda Souza de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1175764069503949The main objective of this study is to analyze how the teacher's manual of a 1st grade textbook organizes the proposals involving the teaching of written language, more specifically to understand the concept of literacy in the teacher's manual, to describe how the work is organized and to identify the guidelines for teachers on the work involving the teaching of written language. We conceptualized the textbook and literacy in such a way as to highlight their importance in the teaching of written language. To do this, we used studies by Albuquerque and Souza (2021), Morais (2020) and Soares (2008). The methodology used consisted of a qualitative approach. To construct the categories of analysis, we used content analysis (Bardin, 2011). The results show that the approach to teaching written language in the Teacher's Manual analyzed tends to focus primarily on the mechanics of coding and decoding. Sometimes, this emphasis ends up taking precedence over in-depth understanding and exploration of the various textual genres included in the volume. Although the genres are mentioned, this inclusion sometimes lacks the necessary depth to offer students a rich and meaningful literacy experience. It is clear that textbooks play a fundamental role in the process of teaching written language, both facilitating and restricting pedagogical practices. However, it is crucial to constantly reflect on the use of these materials. We stress the need to adopt a critical and reflective approach to their use, seeking to overcome limitations and promote pedagogical practices that generate the best possible learning for the student.Item Estatística nos anos iniciais do Ensino Fundamental: um olhar para dois livros didáticos do 3º ano(2021-07-16) Ferreira, Wedja Leandra Pereira; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/8202084306342639This research aims to analyze the contributions of two textbooks, used by a class of the 3rd year of Elementary School, in the learning of statistical contents from the perspective of Literacy and Mathematical Literacy. Based on the theoretical texts of Lopes (1998), Dante (1996), of the National Curriculum Parameters of Mathematics (PCN, 1997); of the National Common Curriculum Base (BNCC, 2018), Gay (2008) among other authors, who support the research. The methodology is based on content analysis by Oliveira and Freire Andrade (2003), and Bardin (1977). We built two categories and seven subcategories of analysis for a universe of two textbooks. We used the open interview and two textbooks used by the teacher as the main research instrument. In this context, one of the results pointed out in this research was the importance of educating in having access to statistical concepts focused on the perspective of Literacy and Mathematical Literacy. This includes a strong ability to analyze and understand their meanings as well as being able to make a critical analysis of the data presented. Thus, the school has an important role to play in the dissemination of statistical knowledge, by improving and stimulating the ability to read and interpret data.Item Livro didático de língua portuguesa: estratégias para a escolha e o uso no processo de ensino-aprendizagem(2021-02-26) Alves, Mírian Rafaelly Malafaia da Silva; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/1845991404281923The textbook is an extremely present material in Brazilian schools, but its use requires creative strategies from the teacher to circumvent the obstacles that may arise. Considering this, this study aimed to analyze the pedagogical practice of a teacher from the early years of an elementary school in the face of the use of the Portuguese language textbook in a school in the municipal network of Recife / PE. Some of the steps that were taken were to identify the process of choosing the textbook for the observed teacher, as well as to detect the strategies for using that book during class and its results in the students' teaching-learning process. For this purpose, in this case study the semi-structured interview was used as a method for data collection, followed by the study of the data guided by the content analysis of Bardin (2016) and the theoretical research on the theme (SUASSUNA, 2000; OLIVEIRA, 2014). From this investigation, one can perceive the importance of this didactic material for teaching practice, but its use should not inhibit their autonomy in the classroom. Finally, through the whole study, it was possible to confirm the importance of the presence of the textbook for teaching practices, but that there is also relevance in teaching autonomy both during the choice of material and in the course of its use.Item O lugar da história local nos livros didáticos: um estudo sobre a abordagem da história local nos livros de História dos anos iniciais do Ensino Fundamental do PNLD 2019(2021-12-07) Silva, Emmylayne Lima do Nascimento; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/0641239923267110In the early years of Elementary School, the teaching of local history (LH) represents an effective strategy for the development of historical thinking, while the textbook is one of the main work materials used in everyday school life. Considering this, this study aimed to analyze how the theme of local history is approached in the editions of History textbooks. Therefore, we analyzed two collections of the discipline of History selected by the National Textbook Program of 2019. In this study, which is of a qualitative nature, the content analysis of (BARDIN, 2002) was used as a method for data collection. The theoretical survey on this theme is based on the assumptions of many scholars such as Melo (2015), Caimi (2010), Fonseca (2003), Choppin (2004) and Bittencourt (2005). From this investigation, it can be seen that the curricular proposals of the Common National Curriculum Base determine the frequency and the way in which LH approaches should appear throughout the volumes of the works. Therefore, we identified that the approach to local history in the textbook is more articulated with the current conceptions about the Teaching of History. We ascertained that the historical contents mobilized in the collections are articulated and provide the study of local history through research. However, we also observe that the works contradict each other and often show the maintenance of traditional teaching models.Item Os registros de estudantes do 1º ano do ensino fundamental nas aulas de matemática: um olhar para o processo de letramento e alfabetização matemática(2021-07-15) Oliveira, Maria Andréa Cavalcante Lima de; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/7244798631797277This monograph had as general objective to analyze the records produced by students of a class of the 1st year of Elementary School during a school year. The work presents as theoretical support the discussions about the Literacy Cycle in official documents and in the Mathematical perspective. We also discuss the role of registering students in Mathematics classes, teacher training for learning Mathematics, as well as textbooks and Mathematics Teaching. And, finally, the thematic units for Mathematics teaching in the Literacy Cycle. The main authors who supported the research were Curi (2005), Souza (2010), Maya and Maranhão (2015), Nacarato (2013), among others. In the methodological procedures, qualitative research was adopted, in which we used a semi-structured interview with a teacher who worked in the 1st year of Elementary School and the records produced by her students (in books and notebooks). To analyze the collected data, content analysis was used (MORAES, 1999) so that the analysis was structured into two broad categories: “The role of records for the teacher” and “The role of records for students''. The results of this research show that the teaching of mathematics in the literacy and literacy process in a 1st year class of elementary school is far from what is foreseen in the official documents, since it was evident that the demand for literacy in the Mother Language was predominant when compared the mathematical literacy of this class. There were few math classes during the school year and they were essentially concentrated on the use of the textbook. However, not all thematic units in the book were experienced by the students and the reduced use of the notebook with traditional activities focused on numerical sequence reveals the gaps left in this process of mathematical literacy. To improve this scenario, investment in specific teacher training for teachers who work in the literacy cycle is essential.Item Educação infantil e o ensino do sistema de escrita alfabética: um estudo sobre os livros didáticos(2019-11-27) Campelo, Marilia Silva Ribeiro; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614Textbooks have been introduced in early childhood education (EI) in some municipal networks without any kind of evaluation, with the defense that they allow greater clarity regarding the content to be taught; help low quality teachers in their training; allow parents access to what is being taught to their children in school. Given the above, we set as a general objective for the research, analyze the textbooks aimed at the last of early childhood education and their contributions to the process of teaching learning reading and writing. We aim to establish relationship between the proposal adopted in the activities that the work presented and the axis of written language required in the official documents. The research is characterized as being of a qualitative nature (MINAYO, 2009). We conducted documentary analysis of EI's last year's Collection, “Discover and Learn”. For data analysis we based on the Content Analysis proposed by Bardin (1977). The textbook (LD) presents different proposals for the acquisition of SEA, prioritizing texts that explore the sound extract of the language. However, with few proposals involving phonological analysis work. The work brings suggestions directed to the teacher, with alternatives and approaches to the planning of the class. The ML suggests some proposals involving play, guesswork and games, but these activities do not happen systematically. Thus, we realize that the proposed activities created few possibilities for children to learn about the language in a pleasant and reflective way (cf. BRANDÃO and LEAL, 2010). We argue that the PNLD should carry out an assessment of the didactic resources aimed at early childhood education that are adopted in the public schools of our country. We consider it important to develop research that encourages reflection, and if indeed, the textbook should circulate in the education classes.