04.1 - Graduação (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2948
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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 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 Recortes de uma formação em processo: a produção de conhecimento no Curso de Licenciatura em Pedagogia da UAG/UFRPE(2019) Alves, José Antônio Beserra; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845Item Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: um estudo a partir da perspectiva docente(2019) Souza, Alciele Gislaine Pimentel Branco de; Pontes, Juliana Galindo de Oliveira; http://lattes.cnpq.br/5209812863835736The present study aimed to investigate, the conception of teachers of the initial years of the Elementary School, about the Learning Difficulties. This is an exploratory case study research, in which a data survey was conducted through a questionnaire with three teachers. The information collected was discussed in relation to the theoretical framework. Knowing that the learning process of the students, have influences of various factors, which can end up generating learning difficulties. There is confusion of the terms Learning Disabilities, Learning Disorder and Learning Disorder, it is important that those involved in student education have knowledge of the distinction of these terms, so that there is no labeling about students, thus generating further complications in overcoming These difficulties, therefore, sought to know if the teachers have well-defined concepts about learning disabilities, which will allow the teacher to identify, and what to do, to help these students.Item O ensino da oralidade para os anos finais do ensino fundamental na Base Nacional Comum Curricular e no Currículo de Pernambuco: encontros e desencontros(2019-07-19) Cordeiro, Leidiane Raimundo; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/1450021936246179The present coursework sought to investigate the proposals for oral teaching in the Base Nacional Comum Curricular (BNCC) and Currículo de Pernambuco (CP), with the specific objectives of: a) identifying the teachable dimensions of oral included in these official documents; b) to verify if there is an alignment between what BNCC proposes and the Pernambuco Curriculum for oral teaching; c) to understand the possible implications of the guidelines of these documents for the development of oral expression of students. For this purpose, we use as a theoretical contribution the studies on the orality of authors such as Dolz, Schneuwly and Haller (2004), Marcuschi (2004, 2005) and the teachable dimensions of oral, based on Leal, Brandão and Lima (2012). In order to respond to the objectives of this research, we observed in detail the two documents, using as a methodological contribution, documentary analysis (LÜDKE and ANDRÉ, 2012) and content analysis (BARDIN, 2011). With the analyzes, we verified that the teachable dimension of the oral one more approached in the two documents was the production and comprehension of oral genres and that there is a progression in the suggested abilities for the oral teaching, mainly in those that correspond to the education of the 6th to the 9th year. It was also verified an alignment of oral teaching proposals in both documents and that, for oral expression of students, the priority is for the development of oral language skills from the understanding and production of oral genres of the public sphere formal.Item A utilização da sequência didática interativa no ensino da astronomia nos anos inicias do ensino fundamental(2019-07-26) Barros, Edileuza da Silva; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4550204971901245Item 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 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/5746063462314740This 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.Item Jogo baralho geométrico: possibilidades e limitações para o ensino de geometria no 2º ano do ensino fundamental(2019-02-08) Berto, Maria Lucicleide da Silva; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/1111622301812100This paper discusses the use of the game Geometric Deck as a didactic resource to teach geometry, especially the association between graphical representations of geometric figures with graphical representations of objects of the physical world and the use of correct nomenclature. We seek support in research in the field of Mathematics Education, especially in those who defend Geometry as one of the best ways for children to understand the shapes and the space around them. Also in some that discuss the use of games in Mathematics classes, as a pedagogical resource that assists in teaching and learning, as well as in curricular guidelines in force in our country. From this, we propose as a research question: how the use of the game Geometric Deck in the early years of elementary school can contribute significantly to the students to make associations between objects of geometry and objects of the physical world using the correct nomenclatures? The main objective of this Course Conclusion Work was to analyze possibilities and limitations of the use of the game Geometric Deck for the teaching of geometry in the initial years of elementary school. It has as its starting point an action research, developed in two stages in a municipal school, in a class of second year of elementary school. We use as data collection instruments, a pre-test and the application of said game. In addition, videotaped observations were made in order to better understand students' performance in the activities proposed with the game. The pre-test, composed of four multiple-choice questions, made it possible to delineate the research direction, pointing out the knowledge that the students already had in relation to the subject and what were the main difficulties, especially those related to the use of correct linguistic terms for each flat or spatial geometric figure, and the association of geometric figures with physical objects. The intervention with the game aimed at minimizing such difficulties, so that they could evolve in the construction of their own knowledge. As well as to verify the possibilities and limitations that the game offered, serving as subsidies to propose reformulations of the same for new applications. In the experience of the game with a small group of students, we found difficulties regarding the association of geometric figures with physical objects and the use of the correct names of the geometric figures persisted. After the necessary steps to understand the rules, we tried to identify the procedures that the players were creating to achieve the goal of the game, it was verified that there was a progress in the development of the students' knowledge. It was also possible to identify limitations of the game, such as the lack of clarity of some rules. Among the possibilities for exploring the potential of this game, we suggest the reflection on the plays in each round. Finally, we conclude that frequent use, or at least more than once, of this game could provide a number of other learning situations for students, as well as strengthening others already built.