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