01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Item O lugar da tecnologia nas licenciaturas em pedagogia das universidades públicas de Pernambuco(2019-12-04) Souza, Bruna Lima de Araújo; Tenório, Alexandro Cardoso; http://lattes.cnpq.br/6169033174942344; http://lattes.cnpq.br/4360303649622105This monograph aims to identify whether the Pedagogy Degree courses of public universities of Pernambuco contemplate the formation of technologically qualified professionals for pedagogical purposes, discussing the place of Information and Communication Technologies (ICT) in the Pedagogy Degree curricula. public universities of the State of Pernambuco. For this we seek to analyze the main documents that guide the pedagogy courses of public institutions that were available on the network as public data. And so, we turn our concern in the Political Course Projects (PPC), in the curriculum matrices and programs of the disciplines of UFPE, UFRPE and UPE. It was also sought to apply an online questionnaire to pedagogues , and pedagogy students, in order to understand which elements of the technological area the courses have addressed during the training, in order to train a pedagogical professional capable of facing the contemporary challenges of the emerging society of education. information.Item Escola de tempo integral no Município do Cabo de Santo Agostinho, na perspectiva dos estudantes(2019) Oliveira, Neuzitânia da Silva; Benzaquen, Júlia Figueredo; http://lattes.cnpq.br/0325443406402140; http://lattes.cnpq.br/0494741396276451The present work is of a study on the Integral full time Education, in the School of Reference in Secondary education Cabo de Santo Agostinho, located in the local authority of the Cabo de Santo Agostinho in Pernambuco, with the objective to analyse the perceptions of the students about the integral education in general and in individual, of the school in which they study, as well as to know as the practices are shaped in a school of full time in the daily life of the students. For the realization of the work, they were carried out bibliographical inquiry and of field, with execution of interviews semi structured with student so fthree series of the secondary education, in the abovementioned school. When the interviews were analysed, we note that the students, according to his placing, consider the school in which they study of good quality, taking into account that the school is public and recognizing difficulties as, in the physical structure, in the main tenancy and in the food. We notice that the configuration of the school activities different its somewhat of the school activities of a school of half a shift, and that this fact, to ours seeing, is not uncomfortable the students. We notice that they exist you distinguish between what was proposed for integral education, in the federal and state level sand the reality of the school, but, it is undeniable that the school presents situations that they favor to the students, I eat for example, the students they affirm that they them helped the full time acquiring bigger responsibility with itself and with the school tasks, as well as in the service of the collective familiarity, which makes part of the development of skills demanded for the life citizen, and which undoubtedly, it is a way for the consolidation of a school that contributes to integral formation of his students.Item Educação inclusiva na formação inicial do pedagogo: o que dizem os discentes e os trabalhos de conclusão de curso em uma IES Pública Federal(2019-01-14) Silva, Francyne Monick Freitas da; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2854498681490093More and more schools has received people with disabilities and groups that have historically been excluded from society like Afrodescendants and LGBT (lesbian, gay, bisexual and transgender). For this reason, the preparation of the educators from degree courses, especially teachers from Pedagogy, has been reiterated to meet the educational needs of all children. This paper aimed to study the presence of Inclusive Education in the initial formation of the pedagogue in a federal public institution (FPI). The theoretical framework has three main points: Inclusive Education in teacher education, a university and school curriculum with an inclusive path and the course of Pedagogy and Inclusive Education. A quantitative research was carried out from what the students say; the undergraduate thesis and the Pedagogical Course Project - PCP. The work data, presented here, involved questionnaires with the students and the documentary research and descriptive analysis of the undergraduate thesis and the PCP. As results this study obtained, they point out that for 3 years only 13 undergraduate thesis have been produced that deal with Inclusive Education, which may characterize a still discreet interest on the part of the students in this subject. Another important factor was the fact that the PCP offered a significant number of courses that elucidate about Inclusive Education and the students corroborated in their experiences, but it is not an axis that emerges in the theoretical-methodological discussions and in the pedagogical practices in the initial formation.