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
8 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 A música na educação infantil: intervenção com o livro didático Bandinha DÓ RÉ MI(2019) Santos, Jaíne de Siqueira; Souza Júnior, Cláudio Galvão de; Bastos, Heloisa Flora Brasil Nóbrega; http://lattes.cnpq.br/6266838424159082; http://lattes.cnpq.br/4962378893474390; http://lattes.cnpq.br/6819587873371892This research aimed to intervene with music in a Garanhuns Municipal Kindergarten through the textbook titled: BANDINHA DÓ RÉ MI, Method of Children's Musicalization. To this end, we seek to observe if it is appropriate to the Children's Educational Proposal of the Municipality of Garanhuns, regarding what should be worked in the classroom with music. We sought to identify, through interviews, how music is being worked on in kindergarten in that school. We applied, in the kindergarten room II, some activities of the book “BANDINHA DÓ RÉ MI”, during the Stage I discipline, when we used a didactic sequence with musicalization, elaborated by us, which contained in some moments the intervention with the book. Finally, we analyze and discuss the results found. We conducted the interview with three preschool teachers who had no musical education. Through the interview and the observations, we realized that the music was not worked on its specific aspects, such as sound, silence and rhythm, as suggested by the Garanhuns Municipality proposal used by the school. We found that the teachers did not use any textbook, although there are books with this theme in the reading room of the school. We also observed that the books found did not fully contemplate the Municipal Proposal, as they worked the specific aspects of music separately. From these observations and bibliographic surveys, three interventions were made, using the book BANDINHA DÓ RÉ MI, to introduce the first knowledge of the specific musical aspects with the children. As a result of this intervention, we can demonstrate that the suggested book meets the specificities of the Municipal Proposal and can guide teachers without musical training regarding the practice of musicalization in early childhood education. Through the activities, we realized that the children understood what was rhythm, sound, silence and musical notation, among other aspects. Finally, from the presentation of a choir of the students, accompanied by instruments made by them, there was an integration and socialization between the students and also teachers. With this we conclude that it is possible to introduce, in the kindergarten, the music with its specificities, since the children were able to grasp the subjects without difficulties, besides demonstrating that it is possible the teacher to teach with music, even without having a specific formation, based on only in some good directions of the book.Item 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/8701527300251171This 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.Item Ensino da compreensão leitora no livro didático do 3° ano do ensino fundamental(2019-02-07) Lucena, Jéssica da Silva Gonçalves; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/7362093701973595Item 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/8160106003052712The 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.Item 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/0023535792004826The 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.Item 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 daThis 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.Item 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/3208703679827152This 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.