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

Navegar

Agora exibindo 1 - 20 de 135

Como uma professora do 3º ano do ensino fundamental organiza suas atividades para o processo ensino aprendizagem da leitura?
(2017) Freitas, Caroline Vieira de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
The present work had as objective to analyze the practice of a teacher of the 3rd year of elementary school, in order to identify the contributions to the teaching and learning process of reading. More specifically identify and analyze what the teacher did for the teaching of reading; analyze what the teacher thinks about the teaching process of reading; map and analyze the didactic resources used by the teacher to teach reading. For this, we carried out a case study, with semi-structured interviews and observations. We verified that the teacher performs a systematic work in relation to the teaching of reading, prioritizing texts of the narration order, such as: story, story, fable. Every day, after the recess, he performs the activity of reading enjoyment with the students, and at these moments helps them to reflect on different reading strategies . In addition, weekly, students are taken to the library with the help of the teacher to read a book. We can conclude that although there are students who are not yet literate, there is a concern of the teacher in forming readers of texts. In the theoretical reference the following topics were addressed: What is reading? And the process of teaching reading learning. The theoretical approach was based on Bamberger (1987), Brandrão (2006), Cardoso and Pelozo (2007), Carleti (2007), Colomer and Camps (2002), Kleiman (1995), Oliveira and Queiroz (2010).
Eventos de letramento: um estudo no Centro Cultural Grupo Bongar- Nação Xambá em Olinda/PE.
(2018) Santos, Ana Karolina Neri Reis dos; Miranda, Cássia Priscila Oliveira de; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9202305020496260; http://lattes.cnpq.br/7889505484339977
A research a imstoanalyze the lubrication events present in the activities carried out at the Centro Cultural Grupo Bongar - Nação Xambá, located in the community of São Benedito in the city of Olinda / PE. This popular education is developed in Quilombo Urbano Xambá, providing opportunities for interaction through literacy events presented in this research. This acquired know ledge does not remain isolated, but transcends spaces of information and training, with a dialogue between individual and collective. A research is the oretically based on authors such as Brandão (2015); Gonh (2006); Soares (2010) among others. This is a qualitative case study in which we conducted interviews and presentations in the field. The Cultural Center presents a vision of solidarity in order to transform a community reality through popular education, supporting and developing literacy practices and valuing Afro-Brazilianculture, this struggle favors the valorization of the urban quilombo within the current social context, contributing for the formation of citizens secure in their social role within contemporary society.
Os fazeres de uma professora para o ensino da língua escrita no último ano da Educação Infantil
(2018) Santos, Regina Cássia Araújo dos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/5385483350708728
Esta investigación tuvo por objetivo investigar la práctica pedagógica de una maestra de la educación para niños respecto a la enseñanza de la lengua escrita en el ultimo año de la educación infantil, específicamente, buscamos analizar las actividades que la maestra realizaba para la enseñanza de la lengua escrita; analizar la rutina de la maestra de la educación infantil. Para tanto, elegimos una maestra del último año de la Educación Infantil, de un CEMEI de la región metropolitana de Recife. Realizamos un estudio de caso y utilizamos como principal instrumento la observación participante. Los resultados de la pesquisa apuntaron que la profesora observadora teorizaba su práctica, asimismo, realizaba pocas actividades lúdicas que involucrasen la enseñanza de la lengua escrita, como Morais (2002) propone. Destacamos también la inflexibilidad de la directora en relación a la propuesta curricular de la ciudad.
Alfabetização de jovens, adultos e idosos: um estudo em escola municipal do Recife
(2018) Sousa, Eveline Agostinho de Lira; Vasconcelos, Gilvânia de Oliveira Silva de; http://lattes.cnpq.br/3816764037807462
Youth, Adult and Elderly Education (EJAI) is a teaching modality that, due to its reparative and qualifying functions, is still far from reaching the objective of eradicating illiteracy that affects part of the adult population in Brazil. This research was carried out at the Municipal School Jordão Baixo in the class of the EJAI modality and has as general objective presents reflections of the literacy and literacy processes in a class of the EJAI. Its general objective is to understand if the reading and writing practices are carried out in the classroom and as the educators of this class conceive literacy related to literacy practices. Its methodology is based on the qualitative approach, participated as subjects10 students and 2 teachers, the instruments were: interviews with the 2 teachers, the field diary for notes needed. This research took as theoretical basis the studies of), Soares (1998), Freire (1999), Haddad e Di Pierro (2000), Galvão (2004), Brandão (2006). We concluded by reflecting on the importance of valuing the student of the EJAI and the improvement of the education of the educators of this modality of education.
A literatura infantil afro-brasileira na construção da identidade étnico-racial
(2018) Lima, Fernanda Alencar; Gama, Maria Celeste Conceição; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/0645978485996064; http://lattes.cnpq.br/1197657152620260
This research aimed to analyze how children re-signify their identity from the pedagogical work with the theme of Afro-Brazilian children's literature in the school space, from a class of elementary school in a school of the municipal network of Recife-PE. Education should be understood as a transformative instrument and the school, being one of the spaces where it occurs, should provide an opportunity for the construction of a racial-ethnic identity in a positive way. The theoretical field of work is based on the studies of Coelho (2000); Duarte (2007); Gomes (2005); Hall (2006); Andrade (2001); Munanga (1999) and Zilberman (2003). To understand the various social factors involved, we opted for the qualitative approach. Data collection was inspired by action research, using some of its principles. Systematic observations and semi-structured interviews were also carried out. For the analysis of the data was used content analysis, from the creation of thematic categories. The research revealed a positive qualitative evaluation of the books of Afro-Brazilian literature present in the classroom, not being observed the use of the same in the pedagogical practice of the researched teachers. It is also worth noting the importance of problematization in classes on the historical participation of enslaved people, as a way of breaking with negative identifications by black children.
Políticas públicas para educação inclusiva no município do Recife-PE: a legislação e a prática da equidade no processo de ensino e aprendizagem
(2018) Silva, Alexsandro Oliveira da; Costa, Maria Aparecida Tenório Salvador da; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/0425889690539053
As práticas pedagógicas e suas relações com a tarefa de casa no processo de ensino e aprendizagem: um estudo de caso
(2018) Menezes, Maria Celeste Vasconcelos de; Peres, Flávia Mendes de Andrade e; http://lattes.cnpq.br/2493398194909644
The present study sought to examine pedagogical practices, conceptions and Manpower concerning homework and their relationship to the teaching and learning process. Guiding the study were for the learning process approaches in psychology and education of vygotskyana base, according to piagetian and skinneriana, which have different implications on the making education. A case study on a class of the second grade of elementary school I in a Municipal School of Recife-PE. The data were constructed based on observations of daily life in the school class in the period of two weeks, field journal, interview with the homeroom teacher and questionnaires with the Coordinator and the student's parents. The results show that there is a consensus on the importance of the completion of homework, justified primarily as a backup. Both teacher and Coordinator understand that for the development of the student is paramount family participation in this process. It was evidenced that the teacher Associates to your practice to a theory, which ultimately did not lead to a critical reflection and improvement of possible reaches on the subject, in practice the use of homework.
O papel do professor e a inclusão escolar da criança autista
(2018-01-14) Pequeno, Almira Alice Alves; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/3979568113706261
In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.
Representações sociais dos profissionais do Centro de Atendimento Socioeducativo de Jaboatão dos Guararapes (PE) sobre os adolescentes em conflito com a lei e seus reflexos na prática pedagógica
(2018-02-22) Silva, Karina Sterffany da; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/4092080162575836
The study seeks to explore the context in which adolescents are inserted in compliance with socio-educational measures in the Socio-Educational Care Center of Jaboatão dos Guararapes. Analyzing the social representations of teachers about adolescents, the socio-educational system and the possible factors that contributed to the infraction, among other related aspects that arise during the course of the work. Analyzing, mainly, the way in which such representations are reflected in the pedagogical practice of educators. Scoring also aspects like physical structure of the center, administration, technical and pedagogical planning. The research arises from the concern regarding the increasing levels of crime and hospitalization of adolescents in resocialization centers. And it intends to bring a reflection and an alert to the urgency of significant changes in the issue of education for young people in conflict with the law and for the importance of the role of society and the State in a process of successful social reintegration. Therefore, to offer and to enable new paths and opportunities for personal and social growth of the individual.
A profissionalidade docente no âmbito do PIBID/Pedagogia/UFRPE
(2018-12-18) Costa, Marina Catolé Guimarães Cordeiro; Oliveira, Gilvaneide Ferreira de; http://lattes.cnpq.br/1867136982092239; http://lattes.cnpq.br/9387307726868334
The initial formation of teachers constitutes a complex process aimed at a professional formation of the teacher that will foster the skills and competences necessary for the profession and thus, developing resignifications, unique experiences and challenges of beinging a teacher. To facilitate this path, the Programa Institucional de Bolsas de Iniciação à Docência (Pibid), within the framework of a national policy, offers a space for the student to articulate the theory seen in the classroom with the practice experienced in the future work locus, therefore, an important space in the initial formation of the teacher. In this sense, this research aimed to understand the importance of the PIBID / Pedagogy for the initial formation of teachers, with a focus on teacher professionalism. We used as methodological strategy a qualitative research with the pibidians of the pedagogy course of the Universidade Federal Rural de Pernambuco (UFRPE). In the data collection we used the documentary analysis of its legal framework and semi-structured interviews with the subjects of this research. After the data collection, we organize and categorize them to arrive at the interpretations and inferences that culminate in the final results presented. The data obtained shows that PIBID / Pedagogia / UFRPE helps to strengthen the teaching profession of the future pedagogical teacher, since it allows the scholarship holders to have a dimension and discussion from the ground of the school and in order to collaborate with the construction of knowledge and teaching skills, which are indispensable for teaching in schools.
Representações de gênero nos livros didáticos dos anos iniciais do Ensino Fundamental
(2018-12-19) Silva, Camila Alves; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0007676117664652
In the current context of Brazilian education, many efforts have been made to eliminate discussions in schools about gender identities. This work was constructed from the understanding of the need to reflect on this theme in the school environment, considering the social inequalities between men and women, justified by biological differences. Understanding that these inequalities are materialized in the school environment through teaching practices, routines and didactic materials, the aim was to analyze the representations of gender present in textbooks of the second cycle of the initial years of Elementary School. The books analyzed belong to the Ápis collection of Editora Ática and were selected by the National Program of Didactic Book of 2016. This research was based on poststructuralist studies and, in terms of methodology of analysis of the books, was inspired by Content Analysis. From the research carried out, there was a process of perpetuating stereotypes related to women and men in textbooks, as well as the exclusion of other identities. In addition, there were mechanisms for perpetuating inequalities, but also, although rare, points of rupture. In this context, the use of a sexist language is emphasized in most of the books, in which the masculine, for the most part, presents itself as a universal reference.
Os gêneros textuais e o ensino da leitura e da escrita na EJA
(2018-12-20) Silva, Érica Cristina Pereira da; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9275904435223285
This paper deals with the theme of literacy in the context of Youth and Adult Education - EJA. It sought to analyze how textual genres are included in the process of teaching reading and writing in an EJA class. This research has the characteristics of a case study, in which the work of literacy developed by a teacher, from a private institution, was the core of the observations of classes and from which the reflections about the use of the textual genres in the teaching of language . Soares (1998), Marcuschi (2002) and Santos (2006) are some of the fundamental theorists that were used to discuss and conceptualize the investigated phenomenon. The results point out some theoretical and methodological conflicts that arise in the teacher 's attempt to approach her practice of literacy theories, which, although very subtly, proposes a dialogue on social and functional aspects of texts.
Alfabetização e letramento: uma reflexão sobre a prática pedagógica de uma professora do 5º ano
(2018-12-21) Silva, Ana Rúbia Arruda da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/2645969279769760
The present research had as objective to analyze the pedagogical practice of a teacher who teaches in a class of the 5th grade of elementary school , in order to understand how it promotes the learning of reading and writing, more specifically to analyze how teacher organizes its pedagogical practice; identify which didactic resources were used by the teacher and what she understands about the teaching and learning process of reading and writing; analyze the knowledge built by the students, along the activities proposed by the teacher and map the students' knowledge regarding reading and writing. For that, a case study was carried out, whose field of investigation is a school of Rede Municipal de Recife, located in the Tamarineira neighborhood. To collect and analyze the data, a semi-structured interview with the class teacher, a participant observation and a survey with the apprentices was done. The data showed that all students were in the alphabetical hypothesis, but at different levels of reading and writing. On the pedagogical practice, we identify that the teacher performs a systematic work in relation to the teaching of reading and writing, starting from the work with some discursive genres, prioritizing more the interpretation of text and the reading comprehension. We conclude that the teaching of reading and writing should be a systematic practice of the teacher, especially with those children who show greater learning difficulties, and should plan their classes in advance, to achieve the objectives proposed.
O ensino dos gêneros textuais no primeiro ano do ensino fundamental
(2019-01-10) Nascimento, Myrleide Bias do; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/4302555200868859
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/2854498681490093
More 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.
O ruído no ambiente educacional: como os professores percebem este problema
(2019-01-14) Nascimento, Maria do Socorro do; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910
Noise is considered a physical agent of concern to the World Health Organization and can be classified as a public health problem. In the school environment, the impacts and losses are adverse and research indicates worrying indicators (DREOSSI, 2004; GERGES, 2000; SOUZA, 2005). Indicating that noise negatively affects concentration, memory and learning development, among other impacts despite the recommended tolerance limits. This research proposes to contribute to a better understanding of the teachers' perception regarding the presence and impacts that noise can trigger. For this purpose, a multiple choice questionnaire was applied and the Sound Pressure Levels were measured using the current legislation as a benchmark.
A contação de histórias nos anos finais da educação infantil e suas contribuições nos processos de ensino e aprendizagem
(2019-01-18) Assis, Leonardo José Nunes de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/8856941415871205
This work focused on discussing storytelling in the last days of preschool, as well as their pedagogical contributions, giving a specific look to the teachers of the groups IV and V of Elementary School of preschool, in a municipal school. Recife PE. As a general goal we seek to understand the practice of continuing a career as a facilitator in the teaching and learning process, as well as its playful and imaginative appearance, and more specifically, a) how children's literature books contribute to the development of reading and student writing; and b) to observe the didactic objectives of the teacher are reached as he uses the pedagogical instrument of storytelling. Being this a study of the qualitative nature, we sought a methodological protocol that, from other instruments, was used from content analysis to a descriptive-analytical analysis of the narratives of three interviewed teachers who work with storytelling with their learners. Finally, the research consisted of a utility and a feature of story-keeping as a psycho-pedagogical tool that opens up possibilities in the cognitive field and interaction between teacher and student. Besides showing that it is a little useful for the development of reading and writing in children, but also for the awakening of the help of other languages, other fields of learning, especially for a new way of life.
Afetividade na educação infantil: a relação entre os profissionais e as crianças no espaço escolar
(2019-11-20) Silva, Diana Izabela da; Lins, Mônica; http://lattes.cnpq.br/8311084641303194
Affection is still understood as a loving, affectionate conduct, and because of this, there is a lack of works that address its importance in human learning. For this reason, this research has a problem based on the search to understand how the influence of affection occurs in children who attend kindergarten. Therefore, the affection addressed in this research is based on the theory of Henri Wallon (1984), who argues that it goes beyond acts of affection, because it is linked to knowing, listening and caring about the development of the other, that in this case it is focused on the student; With the main objective of making an analysis of the influence of affective relationships between children and professionals who work in the classroom, in the learning process. For data collection, the semi-structured interview and observation were used, because the intention is that through these instruments, it is possible to understand the professionals' conception of affection and if it matches their attitudes, for this, six professionals participated in the study. research in addition to the students. During the exploration of the material obtained, we used content analysis according to Bardin (2011), which allowed us to make descriptions of the characteristics that will be important for the theme. And the results showed that there is a flaw in the conception of affection, but that does not interfere in practice, because in any person-to-person relationship, the affective relationship is present.
Impactos de um programa de Mindfuness no desenvolvimento das funções executivas, atenção e habilidades socioemocionais na primeira infância
(2019-11-21) Santana, Maiara Araújo de; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/9161699557063472
Early childhood is a fundamental stage in the subject's life. It is in this period of life that the biggest changes in the process of physical, cognitive and socio-affective development occur. Considering the importance of this stage, we emphasize that it is essential to invest in practices in early childhood education that favor the development and improvement of the various skills of the human being. In this sense, this research focused on presenting and discussing a Mindfulness-based intervention proposal using an adapted protocol called: A mindfulness-based kindness curriculum for preschoolers. This research was conducted with five-year-old children. Thus, the overall objective of this paper was to analyze the impacts of a Mindfulness program on the development of executive functions, attention and socio-emotional skills in five-year-olds. Regarding the methodology of this research, an open questionnaire was applied to teachers working in early childhood education, and a study of five cases (five-year-old children) was also conducted. For the analysis of these cases, three psychometric tasks were applied before and after the children's participation in a protocol based on Mindfulness practice. The research was conducted in a Municipal Center of Early Childhood Education - CEMEI, located in the city of Recife - PE. Data were evaluated using the descriptive analysis technique. The results showed that there are still teachers who do not know or know little about the concepts of Mindfulness, have different conceptions about executive functions, attention and socioemotional skills. Regarding psychometric tasks, it was noticed that there were few variations in the results of these tasks. Regarding socio-emotional skills, through hetero-evaluation (interview with the teacher of students who participated in the intervention) it was possible to perceive positive impacts on children after the intervention (socialization, participation in classroom activities). In short, it was found that the protocol provided beneficial effects on students.
Formação pedagógica e conhecimento sobre sexualidade
(2019-11-21) Morais, Paula Patrícia Silva de; Stadtler, Hulda Helena Coraciara; http://lattes.cnpq.br/6495194776185200; http://lattes.cnpq.br/2518260884747851
Sexuality is yet considered a complex and difficult to grasp topic, frequently being the target of repressions, taboos and prejudices. However it is a condition of human reproduction and existence and marks off much of the identity of an individual. Thus, it is of utmost importance that in the education environment of the individuals, such as schools, this topic is sufficiently understood by the professionals who work in it. Nonetheless, due to the lack of approach on the development of such a crucial issue for the qualification of teachers, the present study aimed to understand how teachers perceive or justify this weakness for their performance in the school environment and the creation of strategies to face them. In order to do that, a qualitative research was choosen. Sigmund Freud, Guacira Lopes Louro and Tomaz Tadeu da Silva are some of the fundamental theorists for the discussion regarding psychosocial aspects of sexuality. The investigative process developed from semi-structured interviews. Moreover, considering the collected data, some reflections were made about the pedagogical formation and the understanding about sexuality, identifying and analyzing the real conditions that education professionals find regarding dealing with the topic in the elementary school. The results point to the need for a broader and more meaningful approach to sexuality in teachers education courses. As sexuality is in the school, the work environment of this professional and the absence of disciplines that discuss this topic in the educational program of these courses was identified by the interviewers as a further obstacle in the school environment, causing the reduction of these professionals' ability to lecture.