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
6 resultados
Resultados da Pesquisa
Item A transversalidade da educação para as relações étnicos-raciais: a história de vida da professora Joana Dias em sua incursão em escolas municipais da rede pública de Pernambuco(2021-02-10) Mota, Letícia Lopes; Silva, Filipe Lima; http://lattes.cnpq.br/0793640526993320; http://lattes.cnpq.br/5724898559647481Item 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/4092080162575836The 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.Item Políticas públicas de enfrentamento ao analfabetismo: um estudo no período 2015-2018(2021-07-08) Silva, Camila Alves da; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/4962047315903458El presente trabajo tiene por finalidad analizar los efectos de las políticas públicas de enfrentamiento al analfabetismo en Brasil, en el período de 2015 a 2018 y presenta los resultados de la investigación partiendo de un estudio del campo conceptual e histórico de la alfabetización en el contexto brasileño. De naturaleza cuali-cuantitativa, La recolección de datos de la investigación fue accedida por medio del análisis documental, utilizándose de marcos regulatorios, leyes y textos históricos. Para el examen de los datos obtenidos se utilizó el análisis documental, buscando comprender los aspectos registrados en los documentos utilizados en la investigación. En el año de 2015, el número de analfabetos en Brasil era de 12,9 millones, que corresponde a 8% de la población. El Plan Nacional de Educación, en su Meta 9, pretendía llegar, en el año de 2015, al 6,5% en el porcentaje de analfabetos. En el período establecido en la investigación (2015-2018), que resultó en este trabajo, fue apuntada una caída, casi insignificante, en la tasa de analfabetismo, pero la dicha meta no fue cumplida, llegando a 6,6%, en el año de 2018, de acuerdo con la Pesquisa Nacional por Amuestra de Domicilios (Pnad), realizada por el Instituto Brasileiro de Geografía e Estadística (IBGE), que realizó la publicación en 2019. Los resultados posibilitaron destacar cuestiones como: la necesidad de garantía de los derechos de los alfabetizandos de avanzar en el proceso educativo, ampliación de los recursos que posibiliten el desarrollo de las políticas de alfabetización en Brasil, así como, investimento en los procesos de formación continua de profesores alfabetizadores.Item Políticas públicas de educação e o direito de brincar das crianças nos anos iniciais do Ensino Fundamental: um estudo de caso numa escola pública do município de Camaragibe - PE(2021-07-05) Lima, Crislaine Souza de; Salvador, Maria Aparecida Tenório; http://lattes.cnpq.br/2076591934554686; http://lattes.cnpq.br/7998302501850319This study sought to understand how public education policies address the right to play of children in the early years of elementary school, in order to analyze such policies in relation to this right at the aforementioned level of education in a school in the municipal network of Camaragibe - PE. Therefore, it was necessary to identify the legal frameworks that deal with the child's right to play, relate policies and programs and identify the conceptions of teachers and school administrators regarding the action of playing in the early years of elementary school and also describe the development of the most frequent games in the researched school. The investigative process was developed through a case study, which had as instruments and means of collecting information: semi-structured interview, direct observation and document research. For data processing, the Social Representations Theory was used. Therefore, the results of the investigation reveal that in the studied school there were no programs and policies with the specific objective of playing, the educators believe that playing is important and distinguishes between free and in the school environment (directed), there is a diversity of games that are adapted to the reality of the space, which imposes the observation that there is a lack of educational public policies that serve children in the early years of elementary school regarding the right to play, but there is also an effort by the school community to ensure this right, despite the limits.Item O lugar da história local nos livros didáticos: um estudo sobre a abordagem da história local nos livros de História dos anos iniciais do Ensino Fundamental do PNLD 2019(2021-12-07) Silva, Emmylayne Lima do Nascimento; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/0641239923267110In the early years of Elementary School, the teaching of local history (LH) represents an effective strategy for the development of historical thinking, while the textbook is one of the main work materials used in everyday school life. Considering this, this study aimed to analyze how the theme of local history is approached in the editions of History textbooks. Therefore, we analyzed two collections of the discipline of History selected by the National Textbook Program of 2019. In this study, which is of a qualitative nature, the content analysis of (BARDIN, 2002) was used as a method for data collection. The theoretical survey on this theme is based on the assumptions of many scholars such as Melo (2015), Caimi (2010), Fonseca (2003), Choppin (2004) and Bittencourt (2005). From this investigation, it can be seen that the curricular proposals of the Common National Curriculum Base determine the frequency and the way in which LH approaches should appear throughout the volumes of the works. Therefore, we identified that the approach to local history in the textbook is more articulated with the current conceptions about the Teaching of History. We ascertained that the historical contents mobilized in the collections are articulated and provide the study of local history through research. However, we also observe that the works contradict each other and often show the maintenance of traditional teaching models.Item Educação e comunidade: análise das trajetórias escolares exitosas de duas alunas egressas de uma escola municipal da comunidade Entra Apulso(2019-12-04) Bezerra, Joanna Barros Lira Alvares de Albuquerque; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/6580570090104108The objective of this work was to analyze the influence of the “Entra apulso” community municipal school in the school trajectory of two female students, and as specific objectives to describe the life histories of two female students of the institution and their school development and to understand the influence of school agents in the academic formation of egressed students. In this sense, we sought to examine the influence of education on the successful personal and professional experiences of two egressed students, in unfavorable social contexts, of a public school located in a low-income community, where they reside. The research sought to highlight the magnitude of education for the formation of the subject and their preparation for citizenship, their professional qualification, and especially for overcoming social inequalities, constitution of their identity, and participation in the construction and modification of society. For this, it was based on the following authors: Fonseca (2011), Brandão (2001), Silva (2010), Freire (2000), Santiago (2006), Meirieu (2005), among others. The methodology used in the research was the oral history, of qualitative character and used as the main instrument of data collection the partially structured interview. Two egressed students were interviewed, using the technique of oral history, in order to understand through their eyes what is the performance of education and school in their personal and professional lives. In the life story of the egress student Daniela, we noticed the remarkable influence of the Municipal school throughout its school trajectory, not only while she was studying at school in the early years, but also by the relationship that she maintained over the years resulting from the Institution. Maria's life story, on the other hand, points to a strong connection with the Entra Apulso community and also with the municipal school.