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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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 O acesso e a permanência do estudante com deficiência no Ensino Superior em uma universidade pública federal(2022-10-05) Pereira, Maria de Fátima da Costa Cordeiro Henrique; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/9649560600378856The inclusion of students with disabilities is a right guaranteed by law No. 13,409/2016, which deals with quotas for the inclusion of people with disabilities in higher education. Through a literary review, we tried to build the theoretical framework through a discussion that brought up the problematization of access and permanence in an IES, questions that were: How many are these people, and where are they in the different courses? What actions are offered to students with disabilities to stay in the different courses? Could it be that the pedagogical projects of the courses that welcome such students were built with an inclusive look? What does the Accessibility Center do to enable students to access and stay in the different courses in which they belong? What do students with disabilities say about their inclusion in higher education? To answer the concerns raised here, the present work aimed to investigate how the inclusion of students with disabilities in a federal public institution of higher education takes place. Theorists such as Cantorani et al. (2020), Guedes (2020), Giordani et al. (2020), Cabral (2020), Silva and Pavão (2020) among others that enriched the basis of this research. The study was of a quali-quantitative nature, with a descriptive analysis methodology. To enrich the discussion, questionnaires were developed as a data collection instrument that was applied through the Google forms® digital platform to students with disabilities who study at the researched IES, and to the Accessibility Center of the same institution. An analysis of the pedagogical projects of the courses was also used to verify if the inclusion is contained in the curricular proposal of the course. The results showed that the PPCs, despite having a basic text that alludes to the accessibility of the disabled person, some courses do not include it in their document, disregarding its importance to welcome these students and guarantee, in addition to access, the permanence of the person with disabilities. at the University. The IES needs to promote actions that allow the overcoming of existing barriers from access to completion of these students with disabilities.Item Afetividade e inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil: o que dizem as professoras?(2022-10-07) Oliveira, Milena Cabral; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2540213765535237The main objective of this study was to investigate the understanding of Early Childhood Education teachers about the role of Affectivity in the School Inclusion process of children with Autism Spectrum Disorder (ASD). This is a qualitative research. The criteria for the selection of participants were: being a teacher of Early Childhood Education and having experience with students with ASD. Data were collected by semi-structured interviews being systematized by Discourse Analysis. We are based on authors such as Lev Vygotsky (1992) who deal with Affectivity and its relationship with Education. Understanding that students with disabilities have historically faced numerous challenges to be included in the school context, we seek to reflect on the process of inclusion in Early Childhood Education, we conclude that it is extremely important for these students to enter in early childhood so that at this stage they are open to the new and adaptations must be made to ensure quality teaching. In view of the results found, it was possible to understand that where affection, trust and security are not developed, it is not possible to establish bonds with students and, consequently, this individual will not actually feel included. In this sense, the role of teachers would be to reflect on their practice and conceive affectivity as an essential element for the process of school inclusion of children with ASD, valuing its dimension not only cognitive, but mainly affective.Item 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/8311084641303194Affection 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.Item Alfabetização de discentes fora de faixa etária nos anos iniciais do Ensino Fundamental: um estudo com a poesia visual(2021-06-29) Araújo, Eliete Vieira Corrêa de; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/3634424243252590Reading and writing are tools that enable the acquisition of knowledge at school. In Brazil, high rates of out-of-age students instigate studies that aim to understand the literacy process. Starting by that, the main objective of this analysis is to examine the literacy process of students out-of-age group, in the early years of primary schools, in a municipal public school, from the appreciation and production of visual poetry. The relevance lies in the contribution of the studies in pedagogical practices, without these being merely remedial, but formative. This is a qualitative study with exploratory purpose and methodological profile of action-research, was organised with investigation of theoretical knowledge, specificities of out-of-age learners and participant observation, aiming at a pedagogical approach in fifth and third year classes in two schools in Recife city. To this end, we collected data by observing and writing notes in a field diary, open interviews with teachers and managers, besides a questionnaire based on the Chinese portrait model for students and also pedagogical activities. In the theoretical studies, we reflected on literacy, the history of visual poetry and his perspective as a textual genre. The analysis showed that the proposed activity with textual genre is significant to learning in writing and reading, because it is part of the learner's social uses. The visual poetry, as regards the question of research, provides as well as a visual experimentation, with an appreciation of image and writing, understanding and inference, indifferent of the reader’s level of mastery of the system of writing. Among the students, we identified pre-syllabic, syllabic with and without sound value, alphabetic and orthographic writing levels (with corrections to be made), it became evident in individual cases, the need for a systematized assistance due to the recurring difficulty in the autonomy of spontaneous writing. In conclusion, it is the relationships between teachers and students, and among students that determine practices, learning and school performance. Thus, by observing the student, the teacher understands his/her needs and wishes, contributing to the development of systematised pedagogical practices.Item 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/3816764037807462Youth, 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.Item 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/2645969279769760The 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.Item Análise da construção conceitual de espacialidade a partir das sugestões dos livros didáticos do primeiro ciclo do ensino fundamental(2019-12-19) Anjos, Regina Alves dos; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556This paper aims to analyze how the process of construction of spatiality in textbooks in the literacy cycle takes place. To this end, we have studied how the concept of spatiality fits into official curriculum documents, PNAIC (National Literacy Program at the Right Age) materials, the PNLD (National Textbook Program) guide and the Mathematics Education literature. We look at the literacy cycle books of two textbook collections. We conclude that the location, representation and spatial orientation should be addressed in all years of basic education and that, in the analyzed collections, the contents of this theme are addressed throughout the course of the literacy cycle, and spatial representation is not always contemplated. in the analyzed books.Item A aplicabilidade da Lei n°10.639 / 03: um estudo de caso em uma escola prisional feminina da Rede Pública Estadual de Pernambuco(2019-12-12) Lima, Luciana do Nascimento; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709This research aims to reflect on the applicability of Law 10.639 / 03 in a prison school in the state of Pernambuco and how this law reverberates in the lives of black women in prison who attend this institution. Having as its main objective: Investigate if there is the application of Law No. 10.639 / 03 and how it is contemplated in the pedagogical practices developed in the prison school in question. In addition to inquiring about the reality of the black female population attending the prison school, seeking to identify and describe which teaching strategies are adopted to confront racism and seek to understand how the teaching and learning process takes place in that school, we will seek answer that research question. The research is characterized as a Case Study and given the impossibility of entering the school, it was decided to use questionnaires as data collection instruments. At the end of the research, it is concluded that much still must be done to have a pedagogical practice that is really an instrument to confront racism.Item Aproximações e afastamentos: um estudo sobre as vozes da educação inclusiva em uma escola pública do Recife - PE(2023-08-21) Silva, Ester Ingrid Santos da; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/0639384229996907This undergraduate thesis aims to understand the different perspectives of the school community related to inclusive education. Inclusive education is an approach that seeks to ensure access and participation for all students, regardless of their abilities or individual characteristics, in a common educational environment. However, there is a diversity of opinions, theories, and practices surrounding this topic, resulting in different views and approaches. In this study, discourses and positions related to inclusive education are examined to comprehend the convergences and divergences existing within the various perspectives present in this context. To achieve this, qualitative data was collected through in-person interviews with 11 professionals, including 3 teachers, 3 interns, and 2 janitors. The gathered data was then interpreted and categorized to identify the main points of agreement and disagreement in the field of inclusive education. As a result, the interviews allowed for the exploration of the perceptions and experiences of the interviewees regarding inclusive practices, challenges, and possibilities encountered in this context. The findings from this study reveal that the voices of the school community, particularly regarding inclusive education, are diverse and represent a variety of ideas and conceptions. As such, points of convergence are identified, such as the appreciation of diversity and the recognition of the importance of inclusion. However, there are also divergences related to the challenges faced in implementing inclusive practices, the lack of knowledge about the true concept of inclusive education, and the absence of adequate resources and training.Item A arte urbana como possibilidade de experiências estéticas na educação infantil(2021-03-03) Nascimento, Joyce Marcelle Guerra do; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/1629631655958581La investigación en cuestión se propuso analizar, a partir de experiencias estético-pedagógicas con Arte Urbano, los desafíos y posibilidades de la formación estética en los procesos educativos en el jardín de infantes. Tomamos como objetivos específicos: (1) Identificar cómo los niños perciben las manifestaciones del arte urbano en diferentes producciones artísticas; (2) Relacionar la vida cotidiana de los niños con el arte urbano; y (3) Analizar las aportaciones estéticas desde las prácticas pedagógicas de la enseñanza del arte urbano con niños. En este sentido, buscamos observar la potencialidad de la producción de grafitis en las paredes de la ciudad desde el punto de vista de los niños. La investigación-acción se tomó como soporte metodológico porque nos damos cuenta de la necesidad de una forma de acción planificada de carácter social y educativo, estos aspectos están presentes en la propuesta de este trabajo para desarrollar una acción de intervención en educación infantil con alumnos del grupo V. De esta manera destacamos el trabajo de los grafiteros pernambucanos, y así podemos colaborar con la formación de la mirada sensible de los niños sobre el aspecto estético del grafiti en nuestra ciudad.Item Arte-educação: um estudo sobre a contribuição da arte no desenvolvimento socioemocional da criança em uma escola municipal da cidade do Recife(2022-10-05) Silva, Jennifer Lima da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4585124751824303This monograph presents the results of a research that aimed to address the contribution of visual arts in the work of social and emotional skills in early childhood education, in a municipal institution in Recife - PE. The research problem aimed to understand how art can be a resource for socioemotional development within the school environment. The general objective is to investigate the use of visual arts as a resource for the formation of emotional intelligence in a kindergarten class in a municipal school in Recife, PE. The specific objectives are Identify the socioemotional proposals developed in the school; Analyze the teaching practice in art teaching and Help children to identify and transmit their emotions through the proposal developed in the research-action. As theoretical support, we highlight theorists such as BARBOSA (2014) and GOLEMAN (2012). In the methodology, an action research was carried out, of qualitative nature, using as instruments the observation and the interview with the research subjects. Data analysis was based on the techniques of textual discourse analysis (MORAES, 2003). The data obtained showed that there is a gap regarding social and emotional education in the institution, caused by the absence of pedagogical proposals and professionals specialized in the area. It is also noticed, in art teaching, a devaluation of the area in detriment of others, where its approach is marked by the use of traditional methods. The intervention focused on the artistic productions of the children, allowing them to observe and analyze the drawings in an aesthetic and interpretive way, corresponding to their preferred emotions.Item A atitude do educador na construção da autonomia e do brincar livre de crianças bem pequenas: um estudo à luz da abordagem Pikler(2022-10-06) Vanderlei, Jessika Maria; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/9752154855470293The present study discusses the role of the educator in the construction of the autonomy of very young children in the context of Early Childhood Education in the light of the Pikler Approach, intertwining discussions about the influence of the educator's attitude in the construction of children's autonomy and the ways in which they play in the classroom. exercise of their autonomy, in order to highlight the essentiality of a pedagogical practice sensitive to details and whose main objective is to promote the necessary conditions so that in playing each child has the opportunity to act on their own initiative and build their autonomy while experiencing a play of meanings. In this trajectory, the Pikler Approach was used as the main theoretical foundation, which permeated the bibliographies of Falk (2016), Soares (2017), Fochi et al. (2017), Falk (2021), among other references to that approach. From this perspective, the study is a qualitative research that is proposed as a general objective to investigate the role of the educator in promoting the autonomy of very young children in an Early Childhood Education institution that bases its pedagogical practice on the Pikler Approach. Based on it, the specific objectives were defined: Identify the educator's attitude in promoting the autonomy of very young children in a Group III class and Analyze the ways in which children play in view of the educator's attitude. For that, a case study was carried out, involving an educator/pedagogue and ten children, in a group of Group III of an Early Childhood Education Center in the Metropolitan Region of Recife. Data collection was carried out through observations recorded on video in order to look closely at the meanings of the empirical field. From the analyses, five attitudes of the educator in the promotion of the child's autonomy were identified, among which, the attitude of Availability and Observation, identified when the educator was observing the children's play and was not sought after, and that of Availability and Service, when the educator was watching the play and when requested by a child, she answered making suggestions and inciting reflections. In relation to playing, five categories of play were evidenced: Heuristic Play; Heuristic Play and Make-believe; Sensory/Tactile Explorations and Movement; Free Movement; and Make-believe; among which, the categories of Free Movement and Playing Free and Make-Believe had the highest percentage of emergency along the video recordings. From the results, we emphasize that when the educator assumes an attitude that respects the child's play and autonomy, it is possible to perceive how much this allows the child to put into practice all his/her power when playing. With this, we emphasize the contributions of the Pikler Approach that reveal the potential and possibilities for a pedagogical practice that prioritizes respect, the affective bond, the child's autonomy and the attentive action of the educator in favor of the integral development of the child in its various dimensions.Item Atividades de atenção pessoal, movimento livre e brincar dos bebês: um estudo de caso na rede municipal do Recife sob a ótica da abordagem Pikler(2021-07-08) Monnerat, Karina Ismerio dos Santos; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/6244037225442289The present study had as its theme self-care and free movement in babies from 0 to 3 years old in the daycare context. We adopted the Pikler approach as theoretical basis and the principles of respect, trust, and bonding in collective work with babies and children, contemplating their individualities. The Pikler approach is directed to children and babies from 0 to 3 years old, in their daily life, in their interaction with adults, and in their autonomy. It was proposed by physician Emmi Pikler, from her first experiences as a pediatrician, where she could see that the intimacy and reciprocity of the adult with the baby were of great importance for its development and to provide the child's autonomy. Thus, this work is characterized as a qualitative field research with the general objective of understanding how daily attention and free movement activities occur in a municipal nursery in Recife-PE. In addition, the specific objectives were to identify how babies' personal attention and welcoming activities occur and how babies' individuality is considered in these activities, and also to identify whether the school physical space and the routine established by the teacher provide for the babies' free movement. A multiple case study was then carried out (involving five babies aged between 10 and 11 months and the educational professionals who worked with them) in a nursery class in a municipal daycare center in the Metropolitan Region of Recife. The research data were collected through interviews with the educational professionals (teachers, child development assistants, and a trainee) who worked with the babies and also through observations of the babies during their routine at the daycare center, based on video recordings. Through the analysis of the data collected, it was noticed that the activities of daily attention and free movement happen in a routine and often mechanized way, without giving due value to the performance of these activities and without understanding their importance for child development. It was identified that hygiene care, feeding, and the welcoming of the babies take place in order to favor the work of the adults and to comply with the routine established by the daycare center and, therefore, do not aim at meeting the babies' needs in the first place. During collective moments, the attentive look to the particular needs is not considered, prevailing the collective and homogenizing look. We conclude, therefore, that the very configuration of daycare centers is not favorable to meet the individual needs of children, considering that in these collective environments there are a large number of children for few adults, especially when we take into consideration that this age group demands a lot of care and exclusive dedication from the adult.Item Atuação docente diante da brincadeira na Educação Infantil(2022-10-03) Leitão, Roberta Oliveira; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6522592173949563The general objective of this work was to understand the action of the early childhood education teacher in relation to playing and, as specific objectives, to repertoire the games and games experienced with children in group IV of early childhood education; identify how playing appears within the school routine. The guiding problem of the research was: how is play inserted in the planning of the early childhood education teacher? Based on this question and based on the general and specific objectives, we carried out the study of the theoretical categories using as guides the authors: Kishimoto (2010), Corasarri, Vagula and Nascimento (2018), Loro (2015), Carvalho (2010), among others. others. The research was qualitative in nature, carried out in a school of the municipal network of the municipal network of Jaboatão dos Guararapes. Data were collected through participant observation with the aid of a field diary. The technique for analyzing the data produced was content analysis (BARDIN, 2011). Through data analysis, it was found that playing was rarely promoted by the teacher and that it is seen as a hobby, demonstrating the almost non-existence of playing in group IV of early childhood education at the research field school. It was also found that, for the most part, playing arose as a result of children's initiatives at times when they felt idle or because of the little offer of this right to children. They found space to create games with their bodies, which they had available material, confirming that playing is essential, motivational and necessary for the child's life.Item A brincadeira na educação infantil: o ato de brincar na prática pedagógica de uma professora de crianças de 4 anos(2021-07-15) Almeida, Cybelle Medeiros de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3313085571462084The subject of the study aimed to understand how interactive games are inserted in the pedagogical practice of a teacher of early childhood education, in a group IV class of a Municipal Children's Education Center (CMEI) in the city of Recife-PE. This being qualitative research, we base ourselves on the main authors who supported this research, Kishimoto (2010), Horn (2018) and Maluf (2012). Data were collected from participant observation. These are then categorized under a thematic analysis perspective, proposed by Bardin (1988). This study confirmed that a game is present in the pedagogical practice of the group IV teacher. She declares that playing is a requirement in her practice at the Municipal Center for Child Education where she works and in the curriculum of the City of Recife. She organizes and plans games during her daily routine. The games organized by her is viewed as more significant than the free play students have amongst themselves. This work shows that playing is part of the child's life.Therefore, it needs to be studied thoroughly in the initial and continued training of teachers so that it becomes a legal, affective and effective practice.Item Bullying gordofóbico na escola: questões de enfrentamento, questões de negligência(2019-12-10) Ramos, Ellayne Pereira; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/0045483921122793Here are theories and practices about the phenomenon of gordophobic bullying. Such phenomenon occurs in educational environments. Ethnographic research that was carried out in a municipal school of Jaboatão dos Guararapes - PE. During the years 2018 to 2019. In the study, you can identify which coping mechanisms in school have been used to combat or greasy bullying in these spaces, or if a school simply does not use its tools and ends up carelessly confirming in such spaces .Item Características dos processos educativos em hospitais do Recife/PE(2022-10-11) Souza, Cláudia Gisele de; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/5065849492807962The present work deals with an academic research carried out in two hospitals in the city of Recife-PE, which provides an opportunity to discuss a field of activity of the pedagogue that is little known: the hospital environment. Considering that all children and adolescents have the right to education and should not be deprived of this right during hospitalization, we sought to clarify how the educational processes take place within hospitals in Recife-PE, both in the hospital class, which is a teaching that attends in a classroom inside the hospital, in beds or in the ICU; and in the toy libraries and other spaces for hospitalized children. The general objective of this work was to characterize the organization of the educational process in hospitals and who works in these spaces. The research began with visits to the toy libraries found in spaces categorized as Hospital A and Hospital B. And it continued, remotely, through the application of a questionnaire on the role of the pedagogue in the hospital class. A thematic analysis was carried out with the results obtained in the data collection, noting that despite having an important role in schooling in a hospital environment, no pedagogues were found working in the toy libraries and in the hospital class, in hospitals in Recife-PE.Item Cinema na escola: representatividade negra em cena(2021-03-05) Silva, Mirelly Nayara de Oliveira Alves da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4571303730499405The present work aimed to present cinema as a pedagogical possibility for the construction of black identity in the school environment. We formulated an action research and, using the movie Spiderman in the SpiderVerse, we promoted a cinema session in the classroom for a 5th grade class in a municipal school in Ipojuca-PE that effectively works with the determinations of the law #10639/2003, and we proved that cinema is a possibility to fulfill the socializing role of the school, as well as to influence the processes of identity construction.Item 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/7731108870085614The 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).