Licenciatura em Pedagogia (UAG)

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

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Adaptações curriculares na educação de estudantes com síndrome de down
(2019-07-16) Barreto, Queila Regia de Andrade; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/0030592428143328
Trisomy 21, also called Down Syndrome (DS), is a chromosomal condition caused by an extra chromosome in pair 21. Children and young people who have this syndrome have similar physical characteristics and are subject to some diseases. Although they have intellectual and learning disabilities, they are people with a unique personality, who establish good communication and are also sensitive and interesting. Quite often, the "degree" of symptom involvement is inversely proportional to the stimulus given to these children during childhood, both in the family environment and in the school environment. Based on this, the aim of this research was to observe the use of the curricular adaptations in the teaching practice of the Down syndrome students’ teacher, as well as the activities developed in the classroom, and their inclusion in the context of the school environment. This is a qualitative research, in which a teacher and a student with Down's syndrome participated. Data were collected through observation, semi-structured interview and submitted to content analysis.
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/9517716593738845
The 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.
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/2210946235424183
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/1442994648947126
Análise das propostas de produção textual em uma coleção de livro didático de língua portuguesa do 1° ao 5° ano do ensino fundamental
(2019) Nascimento, Edvânia Silva; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171
This paper aims to analyze the aspects related to the proposals of textual production activities present in Portuguese Language Books from the 1st through the 5th grades adopted in the public Elementary Schools of the city of Lajedo-PE, in order to verify if they contribute to the students to develop good writing practices. The research fits as qualitative Flick (2009) and as a documentary Ludke and André (2012). It was based on the following authors: Antunes (2017); Koch and Elias (2009); Dolz, Gagnon and Decândio (2010); Passarelli (2012), among others, to address issues related to the production of texts and related themes. The analysis of the aspects related to the textual production proposals present in the books showed that if it allied to other textual production activities, it contributed to the development of good texts by the students. Finally, this work made us understand how these aspects are related to the activities of text production in the Portuguese Textbooks in the public schools of Lajedo, Pernambuco.
Análise do currículo do Estado de Pernambuco quanto a presença e abordagem dos gêneros textuais
(2019) Silva, Jainy de Noronha; Silva, Elaine Cristina Nascimento da; http://lattes.cnpq.br/2898599129662523; http://lattes.cnpq.br/5308203030677585
This work investigated how textual genres are being treated in the Pernambuco Curriculum in relation to the Early Years of Elementary Education. To better develop the research, we adopted a curriculum concept as a cultural artifact where there is a dialogue between socially constructed knowledge and school knowledge (SILVA, 2007; MOREIRA; CANDAU, 2007). Likewise, we take as a base, a conception of language and language based on the notion of textual genres as human interaction and cultural and cognitive form of social action (BAKHTIN, 1997; SOARES, 2002; GERALDI, 2011; MARCUSCHI, 2008). The research has a documentary character, as it analyzed a document officially recognized by the State with the aim of showing the information contained in it in another way and enabling access to the maximum amount of information qualitatively (BARDIN, 1977). The Language Notebook was analyzed, more specifically the part referring to the Portuguese Language Curricular Component. Through the data obtained, we found, initially, that the document brings a more current perspective of the curriculum which perceives it as a cultural element capable of articulating the proposed with the lived and that goes beyond the prescribed. Then, we note that the document is in line with the most current studies on the teaching of the Portuguese language, based on reference authors, although some terms are not properly developed. We also identified that the Curriculum encourages work with genders from the four axes of teaching the Portuguese Language - Reading, Text Production, Orality and Linguistic Analysis - although it does not guide the articulation between these axes. In addition, it directs the teacher to work with the diversity of textual genres belonging to different fields of action, giving suggestions of genres to be worked on and following a progression from the 1st to the 5th year. We saw, finally, that the document addresses so many social aspects, as formal and linguistic of the genres, observing a slight emphasis on the identification and reproduction of the forms of composition of the genres. Given these data, we conclude that the Pernambuco Curriculum assists in the appropriation of different genres, but the teacher must have a posture of professor-researcher and investigate the document critically and reflexively in his readings, not having it as a principle of his practice, but as one of the means that guides the didactic paths of your classes.
Arte-educação: a contribuição da arte na formação do pedagogo
(2018-09-09) Pereira, Aline Nayara Paes Oliveira; Azevedo, Fernando Antônio Gonçalves de; http://lattes.cnpq.br/6665135954352936; http://lattes.cnpq.br/3236457191924709
Atividades lúdicas na educação infantil: diálogos entre organização curricular e o cotidiano
(2019-02-05) Cordeiro, Thais do Nascimento; Oliveira, Robson Santos de; http://lattes.cnpq.br/4215662836134397; http://lattes.cnpq.br/9604232469811580
This work had as general objective reporting satisfactory experiences with activities developed in a class of early childhood education in a nursery school in the municipality of Garanhuns-PE. South to demonstrate the importance of recreational activies on early child education in the development of the child in their pyisical, psychological, social and intellectual Analysis of some activities that have been developed by a teacher with children, as the evaluation analysis on early childhood education in this class, and was also analyzed the physical space of the creche where search was developed. For it in embasamos in the early childhood area scholars and playfulness as: Froerbeel, Piaget, Arce, and official documents LDB/96, BNCC, national curriculum Parameters for the early childhood education (1998), basic parameters of infrastructure for Early childhood institutions, among others. This work is characterized as a field research with qualitative approach of the ethnographic type, because understanding the phenomena in your daily life, to use this survey as a tool for data collection, observation record photographic and the questionnaire. It was evident that the activities developed in the class has a significant contribution to the learning of children, thus contributing as one of the teaching strategies used by the teacher in the teaching-learning process.
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
A avaliação na educação infantil: diálogos entre a prática e as orientações curriculares oficiais
(2019) Araújo, Alane Bezerra de; Silva, Valdirene Moura da; http://lattes.cnpq.br/8238548957613487; http://lattes.cnpq.br/4655030711606668
This study aimed to present a little about the teaching practice of Evaluation in Early Childhood Education, from which we conduct a dialogue between the practice and the official curricular guidelines to evaluate in the said stage, in this study we seek as a general objective: to analyze the evaluation strategies present in the teaching practice of Early Childhood Education, and to compose this research, we set out the following specific objectives: To identify the evaluation course in Early Childhood Education; as well as to verify the evaluation's contributions to the teaching and learning processes and, finally, to evaluate the evaluation actions present in the teaching practice in Early Childhood Education. Our research fits the ethnographic type with a qualitative approach, since we seek to insert ourselves in the field and understand the behavior of certain subjects. The research made possible the enrichment of knowing in practice how in fact the Evaluation in Child Education happens, and especially the need for a different look during this stage of teaching, considering that the evaluation allows reflection on the teaching and learning processes.
A avaliação nas aulas de língua portuguesa dos anos iniciais do ensino fundamental: modos de fazer e reflexões de uma professora
(2019) Silva, Maria Suelane Veloso da; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/2804058372830567
The present work is sought to understand and present some characteristics of learning assessment, both the traditional and the formative assessment perspective. To reach this understanding, we will discuss the characteristics of each one based on authors such as Luckesi, Perrenoud, Suassuna, Hoffman and others. In addition, we also seek theoretical support in these authors to think about questions of assessment in Portuguese, which, according to them, should provide the study of four teaching axes. They are: reading, production, orality and linguistic analysis. To have a more detailed and concrete analysis on such axes, we went through the field to verify through interviews, questionnaires and observations, what are the conceptions and reflections of a teacher of the area about such axes and how she uses them and evaluates her students in relation to these aspects. After data collection, we could conclude that even though it is performed practically every day, such evaluation is often not well understood, and thus ends up being poorly performed.
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/7083518666672087
The 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.
Brincadeiras populares na educação Infantil: um resgate importante no processo de ensino e aprendizagem
(2019-02-04) Silva, Maria Willinayane Pereira da; Silva, Valdirene Moura da; http://lattes.cnpq.br/8238548957613487; http://lattes.cnpq.br/9322068646478241
The present study was based on the initial questioning how popular pranks can contribute to the development of learning in early childhood education. In order to answer this question, we outlined as a general objective to analyze the popular pranks in the development process of early childhood education. More specifically we propose to know the practice of a teacher with the use of popular pranks in the classroom, we also aim to broaden the knowledge regarding the importance of popular pranks in the classroom, and finally, rescue games and pranks of Yesterdays, recognizing their potentiality in the teaching and learning process. This is a field research with a qualitative approach, whose data were obtained through observations and interviews. The faculty member of the research works in early childhood education, in a municipal daycare center located in the urban area of the municipality of Garanhuns-PE. Considering the popular play as a pertinent resource capable of promoting in the child the development of their cognitive, motor and interactional skills, the results pointed out that it is possible to redeem popular pranks in the classroom, It is sufficient to have the initiative and sensitization by teachers to know and consider play as an important instrument in the teaching-learning process of early childhood education. Thus, we conclude by highlighting the relevance of bringing to the classrooms of the universities, the courses of teacher training of early childhood education the debate about the importance of stimulating the use of popular games in early childhood education, Considering them as methodological resources relevant to the improvement of the pedagogical work developed in the classroom.
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.
Conhecendo as percepções dos acadêmicos em Licenciatura em Pedagogia 5º e 7º período sobre a avaliação da aprendizagem
(2019) Correia, Maria Beatriz Bezerra da Silva; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/7172588991719699
Evaluation is a process for all who interact in academic daily life, especially for students facing emotional conflict situations, with stigmas that can accompany them for the rest of their lives. Given this, this work aims to analyze the perceptions of the students of the fifth and seventh period of the degree course in Pedagogy at UFRPE-UAG regarding the conception of assessment learning. Based on the studies of Luckesi (2011), Demo (1990), Hoffmann (2003) and Vygotsky (1991), among others. Exploratory research was used with case study through the theoretical findings of Prodonov and Freitas (2013) and Gil (2008) and, regarding data analysis, Aguiar and Ozella (2006) in order to know the perceptions that future teachers are acquiring during their training and pedagogical practice. The data showed that undergraduates who are leaving with the Degree course in Pedagogy at UAG present the perception that the evaluation serves to reformulate the pedagogical practice of teachers, that too, are being evaluated when applying any assessment instruments. It is concluded, therefore, that learning assessment is not synonymous with punishment; it needs to be perceived and conceived as a learning improvement strategy in the school context. It is hoped that this research will contribute to a better understanding of the real role of learning assessment.
Consciência fonológica no processo de alfabetização: práticas de uma docente do 1º ano do ensino fundamental
(2019-02-07) Silva, Micheline Cordeiro Sobral da; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/5746063462314740
This research is a case study, whose main objective was to identify in the teaching practices of a teacher in the 1st year of Elementary School, the phonological awareness skills mobilized in the process of Literacy, identifying the moments and the frequency in which the exploitation of such skills. We used as theoretical contribution the studies of Morais e Silva (2010); Morais (2012 and 2013); Aquino (2007) and Bezerra (2008) that deal with the relationship between phonological awareness and the appropriation of the alphabetic writing system. We also start from the contributions of the authors Emília Ferreiro and Ana Teberosky (1979) and Soares (2004), who discuss aspects about literacy and literacy. Eight observations of the classes and interview with the teacher were made, seeking to identify, in teaching practice, activities related to metaphonological abilities. Thus, in the didactic situations carried out by the teacher, the exploration of phonological awareness and its sub-abilities in literacy, involving oral and written parts, was perceptible. The research reinforces the importance of phonological awareness in literacy, as well as the importance of a systematic teaching proposal around the principles of the writing system and the phonological issues of language.
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.
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 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/9123095424613267
Teacher 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.
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.