TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Item O lúdico como recurso para as aulas de ciências na educação infantil(2023-08-03) Cavalcanti, Assíria Arôcha; Lima, Irenilda de Souza; http://lattes.cnpq.br/2794423545895911; http://lattes.cnpq.br/7591563791974333This monograph addresses the importance of playfulness in teaching science in early childhood education. The main objective was to analyze the role of playfulness and the use of playful resources as didactic strategies for teaching science in the early years of basic education in two schools in Recife - PE, one private and one public. The field research involved interviews and questionnaires with two teachers, as well as analysis of their lesson plans and observation of six lessons. Data analysis was inspired by Bardin's (1977) content analysis methodology, which allowed us to see that both teachers understand and value playfulness as a way of engaging students, promoting interaction and facilitating understanding of scientific content. The research highlighted the importance of approaches using playful methodologies, resources and materials to stimulate learning. Despite the differences between the schools, the teachers demonstrated their ability to adapt and create play materials, even in the face of challenges such as the lack of adequate resources signaled in public schools. Thus, this study achieved its objectives, highlighting the essential importance of playfulness in teaching science in early childhood education.Item O movimento corporal na educação infantil: uma análise do documento curricular da cidade do Recife(2022-10-03) Silva, Anatália Arantes; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0145625539992668The present work has as its object of investigation the Curriculum Policy of Teaching of the Municipal Network of Recife for early childhood education (2021), analyzing the movement axis in Early Childhood Education, from the field of experience "Body, gestures and movements". The study proposes to analyze this proposal, in the light of theorizations around body movement, playing and Early Childhood Education, in order to identify how the curriculum is based at school, based on the inseparability between the fields of experience. We start from the studies of Bardin (2011) and Minayo (2004) to support our analysis, which is the thematic categorical content analysis. We emphasize that despite the educational and curricular policy placing the importance of articulation between the fields, in the rights of learning and development and suggestions of experience in the fields of experience, these are presented in a fragmented way, as they do not establish relationships with each other and with others , pointing out that body movement needs to have greater curricular visibility and occupy the social times and spaces of Early Childhood Education at school.