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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6 resultados
Resultados da Pesquisa
Item Solidariedade no cotidiano escolar: percepções de professoras e gestoras no contexto da educação formal no município de São Lourenço da Mata/PE(2019-12-10) Oliveira, Zaine Hete Ribeiro de; Almeida, José Nilton de; http://lattes.cnpq.br/8939015877774533; http://lattes.cnpq.br/6463448180997517The school, as an environment of constant interactions, is not aware of the values fostered in a capitalist society, which gathers as characteristics, the fragmentation of human relations, the increase of competition and individualism. So, is solidarity a human value experienced and perceived in school? How is this value conceived by managers and teachers in the context of formal education? Therefore, this paper sought to analyze the perceptions of teachers and managers about solidarity in the school environment, being conducted in a public educational institution in the city of São Lourenço da Mata-PE. This study is inspired by the categories of solidarity developed by Mori (2013), and also by authors who problematize the theme in the light of sociology, Durkheim (1999), Demo (2002) and solidarity while knowing, Santos (2011). To this end, consultations were conducted with official documents governing Brazilian education and interviews with teachers and managers, in order to understand their conceptions, as well as the processes that favor or not the educational practices, the limits and the possibilities for development of solidarity in the school environment. In summary, the results show that solidarity is included in all documents investigated. Regarding the conceptions of the term there is no consensus, which hangs in the imagination of teachers and managers is a meaning associated with actions of benevolence. Thus, the present study showed that the inconstancy of collective planning meetings, the fragility of working conditions and the lack of stimuli for teaching work, imply the distance between the institution's aspirations and its execution, thus being a practice. for solidarity situated only in the field of desire.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 A prática pedagógica docente e a educação inclusiva: as diferenças e a interação entre pares(2019-11-26) Silva, Ullair Maria da; Ferreira, Hugo Monteiro; http://lattes.cnpq.br/9846855940173584; http://lattes.cnpq.br/8211246095655132Teaching pedagogical practice, interaction between peers and inclusion are themes that are being highlighted every day. It is in the school environment that the(a) student spends a good part of his day. In the classroom, the (a) teacher goes through several experiences, many situations are resolved and should be well resolved at the time they happen. The teaching role is important for the learning, development of(s) students, interaction and inclusion. The interaction of the(a) student in and out of the classroom influences his cognitive and emotional development, so it is pertinent to study this theme. As for inclusion, we live in a world surrounded by “differences” and it is at school that we get to know and live with cultures, identities, religions different from ours. Therefore, we come to the study about this theme, whose general objective is to analyze the teaching pedagogical practice and its influences in the processes of peer inclusion in the classroom. To achieve this general objective, we take as a support, theorists who describe teaching pedagogical practice, inclusion and interaction between peers. We highlight Martins(2012) for portraying questions about inclusive Education, we bring Mantoan(2003) who also discusses inclusive Education and its implications, using Morales(2001) to contribute about the teaching role, and others(as) authors(s) that are important for our work. The field research was conducted in a class of 4th Year of a Municipal School of the City of Recife, having as subjects interlocutors, teachers and(as) students, in particular a student who is diagnosed with autism and a student who is excluded by(a) friends(as). We use as a basis the qualitative approach and we take as techniques of data collection: participant observation, semi-structured interview and discussion wheel. From the techniques used and the theoretical basis, we could observe the teaching pedagogical practice in favor of the inclusion and interaction of/the students.Item 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/5385483350708728Esta 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.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 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/9387307726868334The 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.