Licenciatura em Pedagogia (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2961
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
Navegar
80 resultados
Resultados da Pesquisa
Item Um estudo sobre a abordagem da subtração de números naturais em livros didáticos de matemática utilizados na Rede Municipal de Ensino de Paranatama(2019-12-11) Oliveira, Tânia de Melo; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/1577821433441956The present work aims to present the results of a didactic analysis with a specific focus on the mathematical operation subtraction with natural numbers; using Gerard Vergnaud's Theory of Conceptual Fields as a theoretical contribution. The students' difficulties in relation to this operation are recurrent and diverse. Knowing that textbooks are instruments to assist in the teaching-learning process, but do not always promote strategies for developing the skills necessary to solve different situations, we seek to understand how mathematics textbooks for the early years address situations involving the operation fundamental subtraction with natural numbers. We specifically analyzed activities and explanations and didactic resources that involve the actions of removing, comparing and completing proposals in the chapters that deal with the theme and in the teacher's manual of the 4th and 5th year elementary school books, used in the municipal education network of city of Paranatama-PE. The research is of the documentary type with a qualitative approach and with a certain quantitative aspect. The method used is inductive, as there are no pre-formed concepts, nor does it consider previous hypotheses. The data obtained showed that the number of situations that address the ideas of removing, comparing and completing is insufficient in both volumes. Among the suggested calculation strategies, we highlight the use of the conventional algorithm using the higher order or “loan method”, and also subtracting the same value in the minuendo and subtrendendo, especially when there are zeros in the minuendo; mental calculus, rounding and the number line were also used to develop a reasoning strategy. Regarding resources, the numerical line, the calculator and the gold material stood out.Item Um olhar sobre a inclusão: experiências e vivências de um aluno surdo no ensino superior(2019-12-16) Ferreira, Késsia Thalita Rodrigues de Sousa; Sarmento, Viviane Nunes; http://lattes.cnpq.br/3585393100374728; http://lattes.cnpq.br/4109459459975847This research was developed in a university located in the city of Garanhuns-PE. Its objective was to identify the actions developed in the institution aiming at the entrance and permanence of a deaf student in the pedagogy course, comparing their experiences with that of a former deaf student, graduated in this same course. We sought to know the political and pedagogical conceptions that permeate the inclusion of the deaf student in the university spaces. For this, interviews and observations were used as a data collection technique. The research is a case study with qualitative approach, with the participation of eight teachers, two interpreters and two deaf. For a better understanding on the subject, it was decided to make a historical outline of the main social and political events that precede the perspective of inclusion. For such, had as theoretical contribution the studies of Vasconcelos (2006 and 2018), Skliar (2005; 1998 e and 1999) among others. It was realized that an education based on difference and respect for the rights of the deaf person is necessary and urgent, making progress for all possible, since, as in the university, society still lives a confused moment about what to do to that inclusion actually happens, when public policies and current legislation show that it is the right of the deaf to be in the classroom and have the conditions of access and permanence with quality learning. The study also showed the need for greater propagation and use of sign language throughout the academic community, because it is through language and its interaction with the world that the human being is constituted.Item Base Nacional Comum Curricular: indicativos para o letramento matemático no eixo temático números no 1º ciclo do Ensino Fundamental(2019-02-08) Rocha, Iago Felipe Ferreira; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/7083518666672087The teaching of mathematics at many moments can be seen as a complex and difficult process, however some teaching perspectives can corroborate to the rupture of these paradigms. In this work we defend the perspective of Mathematical Literacy as a triggering means to facilitate the process of schooling and formation for citizenship. We had as theoretical contribution: Fonseca (2004); Soares (2003); D'Ambrósio (1993); Silva et al (2016); Freire (1999); Danyluk (1994); Galvão & Nacarato (2013) and among others. In this study we analyzed the indicatives that the National Curricular Common Base (BNCC), a document that seeks to standardize Brazilian education, guaranteeing learning rights at the national level, points to Mathematical Letting in the thematic axis numbers for the 1st cycle of Elementary Education, specifically knowledge objects and skills for the first three years of elementary school. Categories of expressions were constructed to analyze these indicatives: Daily life; Significant Problems and Interest; Strategy and Personal Registry; Resolve and Elaborate Problems and No expression was used. In the 21 objects of knowledge proposed for the 1st cycle, no explicit mention is made of mathematical literacy; sixteen of the 21 skills are indicative for the same. In all the skills of the first year an expression that refers to Mathematical Literacy was identified. In the second year, four expressions were counted and in two skills no expression was found and in the third year only four of the seven skills addressed one of the pre-defined expressions, and three did not make references. The expression that appeared the most is "strategy and personal registration" and the one that appears least is "everyday". From this we propose sequences of activities, based on the perspective of Mathematical Letting, starting from three perspectives of Mathematics teaching: game use, ethnomathematics and children's literature, which in our view could contribute to the teaching and learning process in this axis thematic We used as a type of research, the documentary, to guide us while data collection and data analysis was used the content analysis perspective.Item Afetividade: um elemento essencial para a inclusão de alunos surdos(2019-12-23) Ramos, Jaidete Pereira Melo; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845The theme is justified by the importance of affection as an essential element in the relationships of people involved in the education of deaf students as a support to break the barriers found in the schools of Bom Conselho, PE. In this sense we observe the professional 'interpreter of Libras' as the person who absorbs the greatest attention of these students within the school, given the little knowledge of sign language both of professionals directly linked to these students and themselves, who come to school with its own language, developed only through interaction with the family, one of the reasons responsible for the learning and work difficulties of the interpreter. In this sense what caught our attention in particular was the fact that the role played by the interpreter of Libras in this school senary who works inside a classroom where, due to her poor knowledge of sign language, the teacher has little direct participation with deaf students. during classes, having difficulties to meet these teaching needs in this context. However, since being deaf is not a problem as they are capable of leading a totally normal life, the problem is the communication barrier that deprives them of social inclusion. The interpreter for these reasons has the need to behave as an instructor and teacher, in addition to his own role, overcoming the limitations brought by the fundamental principles of the code of ethics, the Internal Regulations of the National Federation of Deaf Integration (FENEIS), Thus based on the theoretical studies of Quadros (2004), Lacerda (2012), Carvalho (2012a; 2012b; 2016), Freire (1996) among others, as well as in the current laws of the country. From a qualitative field research through observations and semi-structured interviews, we sought to gather as much information as possible in order to better understand what happens in these relationships, in order to analyze and answer the following problem: Does affectivity have relevance in the inclusion and education of these students? Being observed as a feeling that moves social actors in this relationship, they support us in Wallon's theory (1975, 1995), that the school should offer an integral formation, regardless of being a special student or not, valuing the three dimensions, according to him: cognitive, affective and motor because they believe in this integration and that there is no development without affectivity.Item Escola do campo: sentidos atribuídos pelos professores do campo do Distrito de Miracica, Garanhuns - PE(2019-02-12) Diniz, Hohana Cibelle Cavalcanti; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/0801004781433805The Rural Education (Countryside) is a modality of the Brazilian education directed to the populations of the field and predicted with adaptations to the peculiarities of the life in the Countryside and to the specifics of each region. Legally, Guidelines point out particular orientations for essential aspects to the organization of the pedagogical action performed in the Rural Schools, encompassing curricular contents and methodologies appropriate to the real needs and interests of the students attended; and encourage institutions to create their own school organization, such as the adaptation of the School Calendar to the productive phases of the population served and the climatic conditions. This work had as objective to analyze how the teachers who work in the Rural School in Garanhuns, in the District of Miracica, understand the Rural Education (Countryside). The text presents the advances that the education offered to the populations of the field suffered from the decade of 1930, focusing on the active participation of the social movements in the protagonism of the educational achievements of the populations of the field . The research was carried out in the city of Garanhuns / PE, with 57 teachers from Rural Education (Countryside) in the District of Miracica. We used the questionnaire and interview as collection tools, and Content Analysis guided our interpretation of the data. Through the questionnaire we approach characteristics of the profile of the faculty of the District, identifying, predominantly, a female and young group with Higher Education. The interviews showed that these teachers understand that the Rural School has the role of strengthening the local identity of the student, carrying the potential to offer a better quality of life to the public served and, consequently, to encourage the populations of the field to stay in rural school. For teachers, the Rural Education (Countryside) should consider the local identity characteristics within pedagogical making, although the challenges faced by those who commit themselves to try to do so, such as the existence of a single Pedagogical Proposal for all schools in the municipality and the absence of a School Calendar for the Rural Education (Countryside).Item O curso de Licenciatura em Pedagogia da UFRPE/UAG: reflexões a partir da análise dos discentes(2019-11-18) Paulino, Charlyne Chrisciane Xavier Ferreira; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/9123095424613267Teacher education has been guaranteeing space in educational debates, mainly due to its almost direct link to the quality of Basic Education. In this event are included the reflections on the curricular proposals of the Pedagogy courses, the role of the pedagogue and the curricular formation required for the profession. Our research is supported by Souza (2009), who contributes to the debate by questioning the concept of formation that undergraduate courses assume, and especially the role of the University as a locus for teacher education. Assuming Souza's constructs (2009) as our theoretical framework, our research proposes as problematic to answer the following question: What meanings are attributed to the UFRPE / UAG Degree in Pedagogy by its students? Thus, in order to respond to the instigations, we present as a general objective the analysis of how the UAG / UFRPE Degree in Pedagogy is understood by its students; and as specific objectives: a) identify the profile of the student of Pedagogy Degree at UFRPE / UAG; and b) know the meanings attributed to the UAG / UFRPE Pedagogy Degree course by their students. The research was developed at the Federal Rural University of Pernambuco, at the Garanhuns Academic Unit. As a data collection instrument we used the Student Identification Questionnaire and the Free Word Association Technique, applied to 137 undergraduates of the referred course. We use Content Analysis to guide our interpretation of data (BARDIN, 2011). Our findings point to the female predominance among undergraduates, with an age range of 20-29 years, residents of surrounding cities to Garanhuns / PE and dependent on some type of student support (such as scholarships). The Free Word Association Technique made it possible to approximate the meanings attributed by the students to the course. Our analysis linked these meanings to four Semantic Fields, namely: I - Senses attributed to formation; II - Reflections of educational problems; III - Teacher training curriculum; IV - Challenges of the University in teacher education.Item Infância e saúde: cuidados básicos e a prevenção de acidentes numa instituição de educação infantil(2019) Macêdo, Aryadyna Thallya Cordeiro Lourenço de; Souza Júnior, Cláudio Galvão de; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/0248875672137242The monograph presented here, entitled: Childhood and health: basic care and accident prevention in a child education intitution, arises from the need to think about an education that provides students, while immersed in the school environment, with regard to safety, to accidents that may happen at the “school” institution. Our general objective is to investigate the conception of teachers and staff about the importance of First Aid as agents of a preschool in the city of Garanhuns-PE. In order to carry out this research, an ethnographic field research was carried out (ANDRÉ, 1995), as it has been shown to be more appropriate considering that the main objective is to investigate the conception of teachers and staff about the importance of First Aid as agents of Early Childhood Education, which requires a movement to the place of manifestation of the investigated phenomenon, participant observation, description of the observed phenomenon and emphasis on the process that took place in the field. The questionnaires that will be conducted before and after training, to analyze which understanding the employees understand the analysis is based not only on one aspect of the selected field, but on 2 of them (which are the observation and the questionnaire), always observing the practice. in line with what has been reported. Thus, we sought to bring to the field this discussion that has been little seen in the educational field. With this work, I would hope to raise awareness among school actors about the need to think about this theme and about training for future educators. Although the teachers of this kindergarten were trained, the results obtained through the analysis of the questionnaires and pre and post intervention observations show that there is still a high level of lack of knowledge about how to deal with everyday situations. accidents.Item Alfabetização: dificuldades de ensino e aprendizagem explicitadas por professores(2019-02-15) Matias, Jéssica Michele da Silva; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/1442994648947126Item Alfabetização cartográfica nos anos iniciais do ensino fundamental: um desafio para o ensino de Geografia(2019-07-29) Rocha, Gisele Brito de Araújo; Rocha, Paula Rejane Lisboa da; http://lattes.cnpq.br/9170949640305247; http://lattes.cnpq.br/2210946235424183Item Educação quilombola: construção e fortalecimento da identidade apoiando-se na relação comunidade/escola(2019-01-31) Ferreira, Dayane Maria da Silva; Costa, Caetano De' Carli Viana; http://lattes.cnpq.br/1659373322351561