Licenciatura em Pedagogia (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/25
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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132 resultados
Resultados da Pesquisa
Item Entre o cuidar e o educar: o papel da gestão escolar no acolhimento institucional de crianças(2025-02-04) Silva, Júlia Laís da; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181; http://lattes.cnpq.br/9646732640644397O presente estudo tem por objetivo geral analisar o papel da gestão escolar no acolhimento de crianças institucionalizadas em uma escola pública. Através disso, foram delimitados dois objetivos específicos, sendo eles: investigar a concepção de gestão da escola e suas relações com o ambiente escolar; e identificar e analisar as estratégias mobilizadas pela gestão no processo/prática de acolhimento de crianças institucionalizadas. A metodologia empregada é de natureza qualitativa e se configura enquanto um estudo de caso, utilizando como instrumento para a coleta de informações a entrevista semiestruturada. Os participantes da pesquisa foram a equipe de gestão escolar, sendo representados pela gestora, vice-gestor (atual gestão), Assistente Administrativo e o Vice-gestor (gestão anterior). Dessa forma, a análise dos dados partiu da perspectiva de Bardin (2011), o que possibilitou sua categorização com base nos objetivos específicos deste estudo, destacando a gestão escolar democrática enquanto um conceito que abrange princípios e práticas focados na participação ativa de todos os participantes no processo educativo (PARO, 2016). Assim, identificou-se as concepções, as práticas e a relação da gestão escolar partindo de sua relação com o acolhimento institucional, tendo em vista a singularidade da escola em receber crianças em um contexto de institucionalização, a partir do aporte teórico estabelecido pelos estudos de Paro (2010, 2007, 1996), Luck (2006, 2009) e Libâneo (2012, 2015), bem como os documentos que norteiam o Acolhimento Institucional no Brasil. A análise também revelou os desafios enfrentados no cotidiano da escola, como a adaptação e as dificuldades de aprendizagem que algumas crianças trazem em suas trajetórias, que vão se refletindo nas situações de vulnerabilidade que algumas se encontram. Ao mesmo tempo, destacou-se a dedicação, o respeito e o compromisso da gestão escolar com o desenvolvimento dos estudantes.Item A dialogicidade como meio de enfrentamento à violência escolar e fortalecimento da autonomia infantil numa escola democrática(2019-11-21) Andrezzo, Clara; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/9709122120661613O presente trabalho tem como objetivo compreender a contribuição da dialogicidade na escola como base para processos escolares democráticos, e como ferramenta para o enfrentamento e a prevenção à violência escolar. A escolha desse tema surgiu da vontade de compreender se efetivamente o fortalecimento das crianças, tendo o diálogo como princípio, pode auxiliar no enfrentamento à violência escolar? A pesquisa realizada é de natureza qualitativa, e utiliza a observação participante como método, entrevista semi-estruturada e questionário como técnicas de construção de dados. O lócus foi numa escola da Rede de Ensino Pública Municipal do Recife, localizada na Zona Norte da Cidade. Considerando que a escola pode ser um espaço e um tempo em que o diálogo seja fundamental para o fortalecimento da autonomia das crianças, nos dedicamos a observar os casos de violência, e identificar os dispositivos facilitadores de diálogo presentes na escola, além de analisar os princípios constitutivos de uma escola democrática, evidenciando a repercussão em processos dialógicos.Item Violência na escola: impactos nos processos de ensino e aprendizagem(2024-12-02) Martins, Glaucy Kelly Ferreira de Souza; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686The general objective of this study is to analyze the forms of manifestation of violence in schools and how this phenomenon impacts the teaching and learning processes in a municipal school in Recife-PE. Three specific objectives were identified, namely: to describe the different manifestations of violence that are most frequent in the school environment; to identify the interferences of the phenomenon of violence in the school institution in relation to student performance and teaching practice; and to explain the importance of public policies to combat violence as an effective right for all those involved in school education. The methodology of the study is qualitative and of the case study type. Regarding the instruments used in data collection, observation in three classrooms and interviews with three teachers and the school manager were used. The analysis of the data obtained was inspired by Discourse Analysis according to the perspective of Orlandi (2001), which made it possible to understand the discourses propagated by the research participants through the instruments used, highlighting how violence remains in the classroom, interfering considerably in the school routine, which consequently affects the teaching and learning processes, since it was found, through the research, the lack of an adequate professional training, in addition to consistent public policies that aim to stop this phenomenon in schools.Item O trabalho com a oralidade na escola: uma análise sobre as atividades propostas no livro didático dos anos iniciais do ensino fundamental(2024-09-30) Paula, Jessyca Rayane Cruz de; Souza, Sirlene Barbosa de; http://lattes.cnpq.br/9608639713920207The present work aims to analyze how textbooks of the early years have proposed work with the axis of orality, seeking to reflect on the importance of work with this axis in the classroom since basic education. In this proposition, we analyze the textbooks “The Conquest” and “Apis More” intended for students of the 1st year of elementary school, both approved by the National Textbook Program (PNLD) 2022. As theoretical contribution, we supported studies on the studies I work with orality at school developed by Ávila, Nascimento and Gois (2012); Lima and Beserra (2012), about the textbook, in the ideas of Batista (2003); Albuquerque and Ferreira (2021); Albuquerque and Souza (2021), Ferreira and Viégas (2021) and about the work with oral textual genres, from the perspective of Leal; Brandão and Lima (2012), among other scholars. In a qualitative approach, we performed Bardin's content analysis (1977), to treat and analyze the seized data. Thus, we mapped the activities that approached oral textual genres in the analyzed books, and elaborated the categories of analysis from the objectives proposed by us in this research, among which figured: how the book presents oral textual genres and what activities are proposed from them. The results pointed out, among other aspects, that although there is a significant amount of oral genres texts, activities aimed at working with the oral axis in the analyzed textbooks do not contemplate the various dimensions of work with this axis, in the room of class, merely exploiting them as support and/or pretext to teach you how to read and write.Item Para além dos muros da escola: a atuação do pedagogo nos recursos humanos de uma empresa em Recife(2023-09-14) Duarte, Mirella Eduarda de Lima; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/4491962973345501The present work aimed to understand the role of the pedagogue in the business context and how their performance can intersect with the pedagogical practices discussed during their undergraduate studies. This qualitative research used a case study approach and questionnaires and interviews as data collection instruments. It was found that the activities carried out by pedagogues in the training and development sector are strongly influenced by the pedagogical principles acquired during their undergraduate studies. This study demonstrates that pedagogy education prepares professionals to work not only in formal educational settings but also in diverse contexts and non-formal teaching spaces, such as the corporate environment, where their skills and pedagogical foundations play a significant role in employee training and development. The research highlights the importance of Pedagogy students understanding the diversity of spaces and positions in which they can work, opening up possibilities for future reflections on the role of the pedagogue in various fields of practice.Item Os desafios da arte-educação no Brasil: uma análise das práticas pedagógicas realizadas em um grupo 4º da educação infantil de uma escola da RM do Recife(2023-09-22) Silva, Maria Verônica Angélica da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/1747165890340863This work aims to present and reflect on the development of the methodology and activities of art education in the teaching of early childhood education by teachers, carried out in the group of the 4 group of CEMEDI Professor Nilo Pereira de Educação Infantil, located in the municipality of Paulista do Estado Pernambuco after a descriptiveexplanatory survey with a questionnaire, document analysis and field research with observations. For this, a bibliographical research was used, as well as the literature review and examples based on the new proposals of the National Curricular Parameters in Arts, BNCC and referenced authors. Using as resources the photographic record, questionnaire. Resources that helped in understanding the teaching of art in Brazil and the difficulties encountered by teachers and also in their training. Bearing in mind that the teaching of Art in Brazil is undergoing major transformations. This study makes possible the knowledge of the diverse knowledge present in the national culture and that, as part of a social system, carries with it beyond the ideological, political and sociocultural reflexes, therefore, a great effort and responsibility. It is perceived that one of the great challenges of teaching Art in contemporary times is to become a discipline recognized by students and teachers of other curricular components, since it still receives the stigma of support for other disciplines in Basic Education.Item Educação alimentar e alimentação escolar: um diálogo entre as políticas públicas e as práticas educativas de uma escola municipal do Recife(2019-12-18) Oliveira, Marta Raquel do Nascimento; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/3637510999034508This monograph aims to investigate the eating practices and educational practices of the Early Years of Elementary School of a School of the Recife Municipal Network, in order to contribute to the articulation of actions of Food and Nutrition Education to school practices. School lunches are one of the actions of EAN in schools and should be linked to classroom teaching, considering the relevance of healthy eating to learning. Thus, to meet the objective of the research, an Action Research was performed, since it enables the participation of the research subjects to the identified problem, in order to elaborate strategies of EAN to school practices. For this, the students' eating habits were identified during the lunch and break interval; the course of menu elaboration, production and distribution of the meals until the school; Food Education practices were identified in the classroom curriculum, and analysis of the legal frameworks that justify and subsidize the actions of Food and Nutrition Education in educational institutions, and the curriculum of the Municipal Network. Two semi-structured interviews were conducted with the lunch girl and the school coordinator. The content collected during the observations, curriculum analysis and legal frameworks of EAN, resulted in the elaboration of a material and, this, returned to the research subjects (teachers, school coordination, and other professionals), who analyzed and formulated EAN actions to school practice subsequently evaluated and presented new strategies.Item (Re)criando narrativas para o reconhecimento das ancestralidades indígenas e afro-brasileiras: ação pedagógica nos anos iniciais do ensino fundamental(2023-09-14) Silva, Niccole Jordan Freitas; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/9881259505959072This present work presents a study focused on Indigenous and Afro-Brazilian ancestries, seeking to investigate the impact of an educational practice that proposes the (re)creation of historical, literary, and artistic narratives for the recognition and valorization of these ancestries in the Brazilian context. The construction of this work aimed at the implementation of real approaches in a 1st-grade elementary school class, presenting narratives about indigenous and Afro-Brazilian peoples in a prominent and protagonistic position in history, based on positive representations and the study of their contributions to the culture, science, and social practices of our country. Through a theoretical immersion, different references related to ethnic-racial relations are presented, highlighting acts of resistance and the increase in scientific productions in this regard. There is a deepening of the study of educational policies in Brazil related to the ethnic-racial agenda, from the 1988 Constitution to the latest update of the BNCC (Brazilian National Common Curriculum). Furthermore, there is an emphasis on the importance of adopting an anti-racist teaching perspective, committed to the civic and political education of students, valuing human and cultural diversity. The text addresses the intersections and historical connections between peoples of different origins with very ancient cultural roots, such as the Tupi and Yoruba, emphasizing the importance of the (re)creation proposal as a strategy for the active and creative involvement of students. Through action research and using instruments such as participant observation and questionnaires, it was possible to investigate the teacher's practices and the involvement of students in the proposed activities. The assessment of the research and planned pedagogical action's impacts was inspired by Content Analysis. A didactic, historical, and temporal cut was made, using different educational resources to illustrate the first contacts between peoples of different origins who are part of our history, aiming to build the knowledge that indigenous and Afro-Brazilian ancestries have roots predating the formation of Brazil. The research allowed the exercise of a constitutional right supported by law, contributing to the understanding of ethnic diversity in the Brazilian context. With a playful and interdisciplinary approach, activities were carried out that were contextualized to the class's reality, putting into practice genuinely inclusive education committed to the anti-racist struggle and the valorization of human diversity. The research results indicate the implementation of a sensitive approach to different aspects of indigenous and Afro-Brazilian ancestries, with student productions that include painting, collage, writing, toys, imaginative play, exploration of musicality, and the development of a temporal and geographical sense. These activities allowed highlighting the changes resulting from the process of narrative (re)creation carried out at different moments. Additionally, there is a focus on students' statements related to the proposed idea and on the practices of a teacher committed to a humanizing education. This contributes to the research field with concrete data and experiences that can be used to improve teaching and learning experiences related to ethnic-racial relations.Item A escola e a representação das mulheres nos contos de fada(2021-12-06) Guimarães, Eveline da Silva; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739This paper investigates through iconographic and bibliographic studies how two main characters from children's movies can act in the formation of women. School is seen as a place that can deconstruct limited views about gender issues. We observe the profile of the first and last Disney princesses, respectively, Snow White (1937) and Moana (2016) . The general objective of this paper is to analyze the representation of women in fairy tales. And our specific objectives are: Analyze two Disney princesses and their representations in the films and understand how these representations can influence the formation of the girl. The methodology developed was designed to understand the different roles that these princesses play in the productions. The results of the analysis point to the confirmation that these representations act directly on the formation of children's identity. And consequently, in the female identity.Item “Ser professor é uma profissão que exige sim, dedicação, pesquisa, estudo e empatia”: intencionalidades da prática pedagógica exitosa de uma professora de crianças com dois anos(2023-09-12) Pereira, Lídia Beatriz Ramos; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/9104531173750488Pedagogical work with young children daily challenges professionals who work in Early Childhood Education. It is based on the challenges faced and the demands that arise in everyday school life that teachers begin to weave their pedagogical work. In this research process, the work of a teacher from the municipal network in the city of Recife-PE, certified as a teacher with successful practices, was monitored. This monitoring aimed to understand the intentions present in the pedagogical practice with two-year-old children of the aforementioned teacher. The research had a qualitative character, using observation and recording in a field diary as a basic procedure. Data analysis was carried out using the content analysis technique from the perspective of Bardin (2016). At the end of the study, it was verified the presence of pedagogical intentions in carrying out the activities proposed in the routine with the aim of providing meaningful experiences to children. Furthermore, the researched teacher demonstrated that she is aligned with a conception of children that sees them as socio-historical subjects. To this end, he proposed experiences that add to the learning and development of children, with interaction and play as the structuring axes of his practice and sharpening the senses to listen carefully to what children have to say. In this way, his pedagogical practice can be considered successful, as his planning is based on reflections and study, which consider the guidelines of official documents, linked to affective experiences and a sensitive look at the child.