Licenciatura em Pedagogia (UAG)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2961

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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Evasão escolar na EJA
(2012-11-12) Correia Júnior, Josemildo Gomes; Bastos, Heloisa Flora Brasil Nóbrega; http://lattes.cnpq.br/6266838424159082
O uso da literatura para superação das dificuldades de leitura: uma experiência com o 3º ano do ensino fundamental
(2018) Rocha, Rayane Branco de Lima; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995
This research has the general objective to overcome difficulties of reading the students through a systematic work with the literary text in the school. As specific objectives to diagnose the main reading difficulties of the students to develop reading skills through planned didactic action with the literary text, to identify the students' progress in reading skills and to verify the implications of the didactic action with the literary text for the formation of the reader. As a theoretical contribution, we have used some studies on the systematic teaching of reading (BRANDÃO, 2009; KOCH and ELIAS, 2012; LEAL and MELO, 2006; and SOLÉ, 2014) and literature (RITER, 2009; and COSSON, 2010 and 2014). This research was of action-research type, with a qualitative approach. In the analysis of the data we noticed that the students showed satisfactory results from the systematized application of reading with a literary text.
A música e a troca de sentimentos: uma abordagem da linguagem musical na sala de aula
(2018) Oliveira, Lídia Janieide de; Bastos, Heloisa Flora Brasil Nóbrega; http://lattes.cnpq.br/6266838424159082; http://lattes.cnpq.br/2888805899604780
As principais razões das dificuldades de aprendizagem em uma turma do 5º ano do ensino fundamental
(2018-02-27) Guimarães, Kaliny de Almeida; Pontes, Galindo de Oliveira Pontes; http://lattes.cnpq.br/5209812863835736; http://lattes.cnpq.br/1135903752782533
O Conselho Municipal de Educação de Garanhuns no ano de 2017: um estudo de caso
(2018-03) Almeida, Jacqueline Emery de; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/1193136534340834
This work, result of a research to elaborate the monography for graduation in Pedagogy, enti-tled "The Garanhuns Municipal Council of Education in 2017: a case study" had as principal objective " to analyze the process of restructuring of the Conselho Municipal de Educação de Garanhuns – PE” and as minor objective “research the passed “record the practices, difficulties, challenges and advances experienced by the Council in 2017”. The field research followed some principles and procedures of the exploratory and bibliographical approach being carried out in the House of Councils, having as subjects three members of each of the two administrations of the Municipal Council of Education of Garanhuns. The instrument of data collection used was the questionnaire. The research revealed with regard to the advances that are significant in the current management due to having only one year of performance many achievements have already been acquired. Difficulties exist, but members work so they do not get in the way of the actions that are taken and the challenges encourage them to improve and carry out their work. The shortcomings are due to the lack of participation of the community in the meetings, but they happen with the minimum number of participants required by the quorum, they are always the same people, some lack preparation and knowledge about the demands of the Council. are one of the main instruments of democratic participation, the im-portance of trained representatives who are democratically chosen and who participate effectively in the debates and decisions for the exercise of an active citizenship that prioritize the defense of collective interests, acting with autonomy, respecting the limits of their competencies.
O trabalho do professor alfabetizador diante da heterogeneidade de aprendizagem em sala de aula
(2018-08-15) Ciríaco, Ana Paula Santos; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415
This present research presents a discussion about the practice of a literacy teacher in view of the heterogeneity of students' learning in the literacy process. We sought to understand the practices and didactic strategies used in the classroom to try to guarantee the progression of learning for all the students. Therefore, we had as objectives with this work: To characterize the didactic situations adopted by a teacher in the task of literacy; Check whether or not there is a work with learning heterogeneity. This work was carried out in ten consecutive full-time classes in November 2017. Our research focus was a class of the 2nd year of the Initial Years of Elementary School (literacy cycle), in a Public School of the Municipality of Garanhuns. In the data collection, we used as instrument, the observations of ten classes and semi-structured interview. The results showed that the work of the teacher, circulated in most of the classes, in the teaching of the Portuguese Language and with the predominance of activities on the Alphabetic notation system. During the classes were worked out didactic strategies like, work in groups, individual works and works in doubles among the students. We conclude that the attendance to the diversity of learning in the classroom is extremely necessary for the progression of students' learning in the period of literacy. Likewise, continuing education is essential for teachers to increase new classroom methodologies for student literacy progression.
O direito à educação Quilombola: Quilombolas, escolas e Projetos Políticos Pedagógicos em Bom Conselho - PE
(2018-08-16) Curvelo, Maely Carlos da Silva; Baião Filho, Luiz Gonzaga; http://lattes.cnpq.br/2107039085856949
Studies on ethnic-racial issues within Brazilian education have been progressing more and more, presenting unknown realities, denouncing practices of silencing, allowing significant reflections on the educational scenario of quilombola individuals and communities, making possible contributions to Social Science. Currently, Quilombola Education is part of the right to education through the institutionalization of the modality, whose organization respects, acknowledges and reaffirms the specificities of the subjects, in the sense of seeking to promote an education against racial inequalities, against forms of racism and prejudice, finally, against the myth of racial democracy. The study presented here is related to the author's Course Conclusion Paper, which proposed to study the educational scenario of the quilombola communities of the municipality of Bom Conselho-PE in the field of management, adopting the School's Political Pedagogical Projects as one of the main sources of analysis, followed by semi-structured interviews in which the participating subjects are heard as citizens of rights, so as to analyze in the Political Projects Pedagogues of the quilombola schools the actions focused on the ethnic specificities of the groups, as a right to a differentiated Education, capable of ending with the educational inequalities that for years made access, permanence and success difficult for quilombola students in Brazil. We chose the qualitative approach (LUDKE; ANDRÉ, 2012) and the documented documentary field research, which consists of taking as the main data collection the official and unofficial documents, in order to investigate them in the search for data that respond to the objectives. The results pointed out the diagnosis of the educational situation of quilombola schools, the impasses, convergences and divergences experienced by the communities in the search for the enjoyment of their rights, the performance of the educational management of the municipality towards Quilombola Education, as well as enabled us to point out some issues to be considered both with respect to the educational laws that deal with the said modality of education and in the process of assimilationism that made / forms part of the structuring and formation of the Brazilian society.
A criança e a arte do desenho: uma análise sobre as práticas pedagógicas com o desenho na etapa final da educação infantil
(2018-08-20) Teixeira, Pedro Ferreira Belo; Barza, Valéria Suely Simões; http://lattes.cnpq.br/3592539163484527; http://lattes.cnpq.br/2210851891677197
O trabalho de apropriação do sistema de escrita alfabética no livro didático do 1º ano adotado no município de São João
(2018-08-22) Souza, Ivaní dos Santos; Silva, Leila Nascimento da
This work was based on the theory of psychogenesis by Ferreiro and Teberosky (1979), and is composed of a documental analysis on the work of appropriation of the writing system in first-year elementary schoolbooks adopted in the municipality of São João-Pernambuco. We aim to analyze whether the schoolbook used in the literacy cycle in the municipality of São João carries out the appropriation of the alphabetical writing system, by conducting a qualita-tive and quantitative approach, as we were concerned with carefully analyzing each activity of such schoolbook, categorizing them in the most adequate manner, through charts with the types of activities found, in order to be able to identify what the literacy proposal of the book is. Thus we came to the conclusion that the book is comprised of diversified activities, while not contemplating, in a balanced manner, activities which foster students’ reflection so that he or she may be able to advance his or her literacy level to a more significant extent.
O ensino da oralidade no livro didático do 3º ano do ensino fundamental
(2018-08-23) Araújo, Maria Aline Teixeira de; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/8160106003052712
The present work investigates what space is given to orality in the didactic textbook of the 3rd year of elementary school initial years, aiming to analyze the teaching of orality in a textbook. The specific objectives are: to identify the activities on the teaching of orality proposed in the textbook and to recognize which dimensions of oral teaching the book contemplates, seeking to verify the frequency with which they appear and what the work developed. The book analyzed is PNLD 2014, Project Buriti de Português. To analyze the object under study, we used documentary research, Lüdke and André (2012) and Severino (2007) with the content analysis approach, Bardin (1977). We used Dolz and Schneuwly (2004), Dolz, Schneuwly and Pietro (2004), Leal, Brandão and Lima (2012), Leal and Seal (2012) and Dolz, Schneuwly and Haller (2004). We also used the research done with textbooks of the authors, Fernandes (2015), Brandão, Leal and Nascimento (2011), Costa (2006) and Leal, Brandão and Lima (2012). From the analysis carried out, we could observe that the book analyzed brings several activities that address orality, as well as some textual genres. What was left to be desired was the absence of one of the dimensions of oral teaching, the valorization of oral tradition texts . We conclude that it is a good collection, because it brings a good amount of activities, however, still needs some changes, in what deals with much more elaborate activities, giving space for a better development of orality.
A inclusão de estudantes surdos em uma sala do ensino fundamental
(2018-08-30) Melo, Izabela Elias Correia de; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/5205687959943824
This work aims to present a discussion about deaf students inclusion at a 2º class in a fundamental teaching. It had as general objective to analyze how the process of inclusion of deaf students is and as an especific objective it aims identify the practices inclusives in the interation process from this deaf students with their classmates, observe the teacher's conception about the difficults to develop specific and inclusive activities to this public, besides identify the difficults to communication between the deaf students and the others. This work is a field research with a qualitative aproach, since observations and interviews were made based with instruments like colect data, made in a class from 2º class in the elementary school, where there are twenty students, between them, there are three deaf, in a school in Garanhuns - PE. From the analisys of the data collection, it was possible to understand that even if the deaf students are in the fundamental class, it doesn't assure their inclusion, therefore the enviroment where they are doesn't offer the subsidies necessaries for development, wheter intellectual or social.
Avaliação da alfabetização de uma escola ciclada: concepções, práticas e instrumentos
(2018-08-30) Gomes, Andréia Severo de Souza; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415
O ensino da leitura em livro didático de português adotado pela rede municipal de ensino de Garanhuns
(2018-08-30) Santos, Julia da Silva; Pereira, Sônia Virginia Martins; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/3208703679827152
This article discusses the teaching of reading through didatic books in portuguese, in the first year of middle school, adopted by the Garanhuns municipal network of schooling. To do so, it has as the general objective: analyse how the axis of reading is explored on the didatic book chosen by some public schools in the municipality of Garanhuns. And, as specific objectives: identify which activities from the reading axis are part of the didatic book and the reading strategies explored through these activities; characterize which conception of reading underlie the activities proposed by the book. This is a documental research with a qualitative approach, having as theoretical-methodological support the analysis of content, in dialogue as the theoretical perspectives and the studies of Solé (1998), Koch and Elias (2006), Barbosa and Souza (2006), Brandão (2006), Kleiman (1992), among others who work with the conception of reading and its teaching through a social-interactionist perspective. Analysis of the data revealed that the Didatic Book in Portuguese (DBP) has a variety of genres at its disposal, contains a significant number of texts and the reading activities develop five of the six strategies we use as reference. Faced with these results, the study reveals that the DBP, although it contains some characteristics of the traditional teaching perspective, tries to work on reading based on the social-interactionist conception of language and speech, on the development of reading skills in students from the first year of alphabetization cycle, contributing, thus, to their critical formation.
A presença do educador do sexo masculino na educação infantil: um estudo bibliográfico
(2018-08-31) Conceição, Erica da; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/5976012426913474
The present study, entitled "The Presence of the Male Educator in Early Childhood: A Bibliographic Study," has the general objective of analyzing the scientific productions of the year 2001 to 2018 regarding the male teacher in early childhood education, the specific objectives were: a) To investigate on the web scientific productions that reflect on male teachers in early childhood education. b) Understand through the surveys raised the perspective that the academic community has on the male gender in early childhood education. The research was bibliographical and documentary, exploratory type, with qualitative and quantitative approach, to obtain the results was used ten articles that elucidated on the subject in the year 2001 to 2018. To find the research related to the subject was applied the following criterion we use the following expressions: man in education; gender relations in early childhood education; male teacher in early childhood education; preconceptions of male teachers in early childhood education; work of male teachers in early childhood education. After the search were found some works in the area as theses, dissertations, CBT and articles. The data showed that work in this area appears very timid, and that men continue to be a minority in early childhood education because of the prejudice that the profession suffers, wage devaluation and representation because the profession is considered socially feminine.
Ensino da produção de texto: o caso do livro didático “Ápis-letramento e alfabetização”
(2018-08-31) Lima, Magda Vitória dos Santos; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/0023535792004826
The present work is an analysis of the approach developed for teaching textual production in a textbook from elementary school's 3rd grade. We aim to: Identify proposed writing activities in the textbook; Investigate whether these activities involve the writing of different textual genres; Observe whether these activities thoroughly describe all composing elements of the proposed textual production context and whether they promote deeper reflection on those elements from students; Analyse whether these activities go through all different steps for textual production: planning, storming ideas and text revision. In order to get a better grasp on our object and analyse the data, we based our studies on the work of Leal and Brandão (2007), Silva and Melo (2007a; 2007b), Leal and Melo (2007), Soares (2004), Dolz and Schneuwly (2004) and Antunes (2003), which largely discuss on textual production activities and how to teach writing. The present work developed what can be classified as a documental research, as suggested by André and Ludke (1996), and quanti-qualitative (that is, simultaneously, quantitative and qualitative) as suggested by Malhotra (2001). The analysed textbook was Ápis: Letramento e Alfabetização, which is used on the majority of schools in the city of São João-PE. We analysed all 11 activities specified on the section dedicated for textual production while verifying how work was developed for this branch of teaching. The data analysis showed that, despite the fact that students were asked to produce different genres and were exposed to examples of these, the situations proposed for production, in their vast majority, did not represent real writing practice, they only had didactic purposes. Also, the activities do not supply enough information and orientation on the characteristics of the genre for production, as well as on how to develop the theme, how to plan the writing itself and how to revise and edit the final text. We conclude that the analysed book does not hold textual production teaching practice as seen in the literature of the field, which ultimately incurs on poor motivation and support for writing. In this case, teacher's intervention becomes essential, as an alternative to modify and complement proposed activities available in the textbook.
O uso do celular como ferramenta pedagógica no curso de licenciatura em pedagogia da UFRPE / Unidade Acadêmica de Garanhuns
(2018-08-31) Silva, Fernanda Maria de Melo; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/9824271133763123
The present work discusses off the use smartphone in education, bringing results of a research carried out with students of the Curso de Licenciatura em Pedagogia of Universidade Federal Rural de Pernambuco (UFRPE), Unidade Acadêmica de Garanhuns (UAG). The use of Information and Communication Technologies (ICT) in recent years has caused significant changes in the social, business and educational spheres. From readings to the realization of this research, we observed that the way students acquire knowledge is no longer centered on teachers, they have used ICT, such as cellular as a learning tool, searching for documents and taking away doubts. The general objective of the research was to analyze the use of the cell phone made by the undergraduate students in Pedagogy (UFRPE) / (UAG). We have a quantitative and qualitative approach, and the subjects of the research were students of Curso de Pedagogia. The research was of the bibliographical and field type. As an instrument of data collection, we use the questionnaire. Research has shown that the students of the pedagogy course make applications of the cell phone in order to aid pedagogical didactic activities. They use it to communicate, share information, produce and edit academic papers in the classroom, take readings, make use of Sig@ UFRPE, the Virtual Learning Environment (AVA), and use social networks to communicate with other colleagues, and perform various searches on online production tools. Thus, we affirm that it is frequent the number of students who use the cell phone in the University, with the percentage of 97%. of 153 respondents. For the students, the use of the cell phone allows autonomy and is a teaching and learning tool.
Desafios dos pedagogos para atuar em unidades prisionais: revisitando a literatura acadêmica
(2018-08-31) Leonardo, Taís Melo da Silva; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4399468575211976
The education in prison units still reflects a dark historical construct that permeates this space, and that often ends up inhibiting or coagulating the professionals that can act in them, there are in fact, several problems that only corroborate more and more for the succumbency of the system Brazilian prisons, and despite the legitimacy and obligatoriness of the offer of education in penal establishments, as we look at this, we are faced with a universe still limited, as much as the other actions directed at the prison units as well as the Brazilian educational system. Therefore, it is necessary to unveil more and more the processes inherent in the prison units, and in this case, to go more closely in what concerns the offer of education and the training of teachers, and more specifically of pedagogues that work in these spaces. The discussions that have been proposed in this research correspond to the need to know and present one of the spaces of action of the pedagogue that is not so conventional, that in this case, refers to its performance in prison units. To this end, it is proposed as a general objective: to analyze the trajectory and challenges of education in prisons under the teacher training curriculum; and specific: present the main legal frameworks of education in prisons in Brazil and carry out a systematic survey on virtual platforms of: scientific articles published in annals, periodicals and magazines, as well as monographs, theses and dissertations that present as pedagogical object and their performance in prison units. This is a documentary research, with qualitative and quantitative approach, the instrument used for data collection was the collection of written records, analyzed under the bias of the content analysis. thirty - four documents between officials and academic research were identified and analyzed, which pointed out the need for a dialogue between what is needed in the prison educational reality and the initial and continuing training courses, as well as the public education and prisons education policies.
Formação de professores para a educação infantil: um olhar dos egressos do Curso de Pedagogia da UAG-UFRPE
(2018-08-31) Cavalcante, Nataly Santana Luna; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/7321602447120816
The purpose of this study, has the general objective of analyzing the initial formation offered by the Pedagogy course UAG-UFRPE based on the perception of the graduates, as specific objectives seeks to investigate the perceptions of the graduates of the UAG-UFRPE Pedagogy course on their initial formation in Early Childhood Education and verify the performance of the graduates at the level of Education Child. The research was documentary and bibliographical, of exploratory type and quantitative and qualitative approach, to obtain the results a questionnaire was used as instrument of collection. The results presented in this work are a summary of a research that I conducted in PIBIC entitled "Graduates of the Degree in Pedagogy of UAG / UFRPE say their word: the initial formation in debate." The research was carried out with the graduates of the UAG-UFRPE Undergraduate Program in Pedagogy, to the total the university had up to the completion of the survey 366 graduates who were contacted through email, Whatsapp and Facebook, arriving 59 answers for analysis. The data revealed that the graduates are satisfied with the training offered in the UAG-UFRPE Pedagogy course in Early Childhood Education, mainly in the theoretical part, but some shortcomings were pointed out, mainly the lack of a certain conception of practice in the course. Among the suggestions brought were a greater number of hours of internship, events and the implementation of a school laboratory, which stood out more, affirming once again the need for more practice in the degree course in Pedagogy of UAG-UFRPE. Finally, this work came to bring a contribution to teachers, managers and coordinators to reflect their practices through the evaluation of alumni who are working or not in Early Childhood Education.
Educação ambiental: percepção da temática entre os discentes e docentes do Curso de Licenciatura em Pedagogia
(2018-09-03) Silva, Maria Gercivania da; Souza Júnior, Cláudio Galvão de; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/2995263773812680
This research had as objective to analyze the perception of the environmental theme in the course of Degree in Pedagogy at UAG - UFRPE. Researches in the area of environmental perception are important for the development of various actions, being related to the consciousness and the way of life of the individual. It is worth mentioning that, in favor of conservation and preservation of the environment and natural resources, there is still a great lack of incentive actions for people, especially those who depend on the resources offered by Nature to ensure their survival. The Teaching of Environmental Education (EA) appears in the NCPs as a cross-cutting theme, being present in the other disciplines. The practice of EA in schools, depending on the teacher's, coordinator's and manager's view, is treated in a random way, due to the lack of incentive or because they consider that the contents of a particular discipline does not contemplate subjects of EE. The research performed is considered exploratory, but can also be classified as a case study. To obtain data, questionnaires were applied to students of the second and eighth period and to teachers who teach a course in the Degree in Pedagogy. When analyzing the Perception of Environmental Education among Teachers of the Degree in Pedagogy, we verified that they correlated to two important factors, co-responsibility and the construction of values, as being a primordial part in the construction of knowledge of environmental themes in education. When analyzing the data of the students, we verified that the concept of AE varies between the second and the eighth periods.
Concepções e práticas de professores com jogos como recurso didático no ensino de matemática nos anos iniciais do ensino fundamental
(2018-09-03) Silva, Andréa Ferreira da; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084
This research had the objective of analyzing the conceptions and practices of teachers of the initial years with the use of games in the teaching of Mathematics. In order to theoretically base this study, a literature review was carried out on didactic resources and on game use, which served as a parameter for the qualitative analysis of the data collected through questionnaires and class observations in the initial years of elementary school. All participants agreed that games help learning more significantly, mainly because of their playful appearance. Regarding the choice of games, the teachers take into account the age range of the students and the difficulties related to the content. Most of the interviewees are the ones who make the games without the participation of the students. Some games are kept in school, others are taken home by the teacher, ie students have access only when the teacher wishes to include them in their planning. They emphasize that the use of games requires patience and responsibility on the part of the teacher and that the difficulties are related to the students' agitation and to get the participation of all. The results showed that teachers use games, but not with the frequency reported in the questionnaire. In the observations it was possible to verify several positive aspects related to the use of games in the classroom, such as stimulating the students' autonomy and reflections on winning and losing. Predominated the use of games exploring addition and subtraction, always as reinforcement to the content worked, with the perspective of numerical calculation, never contextualized. That is, the proposed games were held for the purpose of doing accounts, training and even decorating.