Licenciatura em Pedagogia (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/25
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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Resultados da Pesquisa
Item Entre palavras e sinais: alfabetização e letramento de alunos surdos em duas escolas municipais de Pernambuco(2025-02-26) Silva, Inara Dantas de Melo; Cordeiro, Leane Pereira; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/5437727266648733A educação de surdos possui diversos desafios, um dos maiores deles é a alfabetização e letramento e a forma a qual esses sujeitos são ensinados. Visto muitas vezes como incapazes ou impostos em uma prática oralista, esses alunos enfrentam acentuadas dificuldades linguísticas, muitas vezes por estarem inseridos em turmas com professoras que não compreendem as suas especificidades. Alguns surdos estão inseridos em turmas bilíngues com professoras surdas e fluentes em Libras, outros estão em contextos regulares com uma professora que não necessariamente tem domínio da língua de sinais, às vezes com a presença de instrutor e/ou intérprete. Nesta pesquisa, buscamos com o objetivo geral analisar as singularidades do processo de alfaletramento de alunos surdos em uma turma bilíngue para surdos, e em uma turma regular, ambas do ensino fundamental nos anos iniciais e com os objetivos específicos almejamos identificar o papel da Libras (L1) no processo de aquisição do sistema de escrita alfabética, bem como no desenvolvimento da leitura em contextos de regular e bilinguismo; verificar como se dá a relação aluno-professor-turma em contexto regular e de bilinguismo; compreender os principais desafios enfrentados pelas professoras, tanto em contexto inclusivo quanto bilíngue para surdos; entender o papel do instrutor e/ou intérprete no processo de alfaletramento desses alunos surdos. Um trabalho de caráter qualitativo do tipo pesquisa de campo utilizamos como instrumentos entrevistas estruturadas e a observação participante. O campo de pesquisa foi dividido entre duas escolas municipais da região metropolitana de Recife e os sujeitos foram duas pedagogas, um instrutor de Libras e uma intérprete. À luz de autores como Soares (2020), Morais (2005), Quadros (1997) entre outros, podemos compreender conceitualmente a alfabetização e letramento e os aspectos particulares da educação de surdos. Os resultados desta pesquisa destacam a fragilidade das formações continuadas oferecidas pelas redes municipais, a potencialidade de surdos em espaços bilíngues, tomando como ponto de referência o bilinguismo e o acesso à cultura surda, o contexto bilíngue, detém mais recursos (apesar das dificuldades) e está mais próximo do ideal para a educação de surdos, também revelam as dificuldades e barreiras encontradas em turmas regulares com alunos surdos, sendo a principal barreira à comunicação, ou a falta dela, e a importância de profissionais especializados presentes diariamente para oportunizar um alfaletramento de uma forma que de fato os alunos surdos possam desenvolver a língua escrita.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 Os registros de estudantes do 1º ano do ensino fundamental nas aulas de matemática: um olhar para o processo de letramento e alfabetização matemática(2021-07-15) Oliveira, Maria Andréa Cavalcante Lima de; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/7244798631797277This monograph had as general objective to analyze the records produced by students of a class of the 1st year of Elementary School during a school year. The work presents as theoretical support the discussions about the Literacy Cycle in official documents and in the Mathematical perspective. We also discuss the role of registering students in Mathematics classes, teacher training for learning Mathematics, as well as textbooks and Mathematics Teaching. And, finally, the thematic units for Mathematics teaching in the Literacy Cycle. The main authors who supported the research were Curi (2005), Souza (2010), Maya and Maranhão (2015), Nacarato (2013), among others. In the methodological procedures, qualitative research was adopted, in which we used a semi-structured interview with a teacher who worked in the 1st year of Elementary School and the records produced by her students (in books and notebooks). To analyze the collected data, content analysis was used (MORAES, 1999) so that the analysis was structured into two broad categories: “The role of records for the teacher” and “The role of records for students''. The results of this research show that the teaching of mathematics in the literacy and literacy process in a 1st year class of elementary school is far from what is foreseen in the official documents, since it was evident that the demand for literacy in the Mother Language was predominant when compared the mathematical literacy of this class. There were few math classes during the school year and they were essentially concentrated on the use of the textbook. However, not all thematic units in the book were experienced by the students and the reduced use of the notebook with traditional activities focused on numerical sequence reveals the gaps left in this process of mathematical literacy. To improve this scenario, investment in specific teacher training for teachers who work in the literacy cycle is essential.Item 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/7889505484339977A 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.Item Rodas de leitura: uma intervenção sobre o ato de ler(2019-12-02) Melo, Talita Rodrigues de; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9295915840882268This monograph aims to demonstrate how reading wheels can contribute to the development of reading habits in a 5th grade class of a public school in the city of Olinda - PE ”. In addition, as specific objectives: 1) analyze the routine and reading planning of the teacher; 2) identify students' reading conceptions by applying a questionnaire; 3) build and implement a reading wheel intervention project; 4) to evaluate the impacts of the intervention proposal on the students' reading conceptions. In the theoretical foundation, the main authors that base the research are Leal and Brandão (2005); Soares (1999) and Tonin (2016). The action research assumptions were judged to be the most appropriate for this type of research, associated with an intervention strategy. In order to carry out the research, observations, a questionnaire and an intervention proposal were necessary to finally analyze the collected data. The results showed that it is necessary from the initial teacher education that there is awareness that experiencing significant reading practices can encourage the formation of good readersItem 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 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/9275904435223285This 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.