04. Unidade Acadêmica de Garanhuns (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2947
Os trabalhos que compõem as coleções desta comunidade pertencem à produção científica da antiga Unidade Acadêmica de Garanhuns (UAG) da UFRPE entre os anos de 2018 e 2019.
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5 resultados
Resultados da Pesquisa
Item Letramento escolar e letramento social: convergências ou divergências no contexto escolar?(2019) Silva, Edla Clarisse Dantas da; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820The current studies on the Portuguese Language provoked and provoke several discussions about the teaching of this discipline and among them the ones that turn to the thematic one about the literatures stand out. In this theme there is also a discussion about the relationship that must occur between school literacy and social literacy. The conceptualization of school literacy and social literacy derives from the understanding that the actions and functions of reading and writing vary according to the context in which the reading and writing practices occur. Based on this perspective of literacy study, we propose to carry out a study to know if there was a relationship between the school literacy practices and the social literacy practices of a school community, including students, teachers, parents of students and other members of this context. We sought to identify what events and practices of reading and writing were carried out by them, inside and outside the walls of the school and what conceptions they had about the social function of the school. The theoretical basis was constituted by readings made in: SOARES (2004,2008), ROJO (2009), TFOUNI (2010), KLEIMAN (2008, 2010), STREET (2014), TERRA (2013), PARÂMETROS CURRICULARES NACIONAIS (PCN, 1997), PARÂMETROS CURRICULARES DO ESTADO DE PERNAMBUCO (2014), YOUNG (2007). We characterized our research as field with a qualitative approach (MARCONI;LAKATOS,2011,p.69). This study has brought us the certainty that reading and writing practices are context-specific and that the requirement for convergence between these practices, especially as regards the anchoring of these practices, is far from being realized.Item Avaliação da alfabetização de uma escola ciclada: concepções, práticas e instrumentos(2018-08-30) Gomes, Andréia Severo de Souza; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415Item Relatório de estágio supervisionado: Secretaria de Educação de Garanhuns(2018) Elias, Alana Maria Tenório; Rocha, Rodrigo Gusmão de Carvalho; http://lattes.cnpq.br/4654692334430085; http://lattes.cnpq.br/4249467181282314Item A figura do coordenador pedagógico e o papel da escola na construção da identidade cultural(2019-02-15) Lima, Ryanne Mayse Chalega; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4008931055835302The profession of pedagogical coordination receives a specific degree of importance through the social function that it exerts in being the articulator between the curricular proposals and the teachers of the institution in the pedagogical field, organizing together the reflection, the participation and the means for the implementation so that the school can fulfill its task in guaranteeing the right of all students to learn. In this sense, the present work intends to carry out a case study in a community quilombola in the taun of Garanhuns PE focusing on the educational management and the role played by the pedagogical coordination in the process of organization of educational work. Understanding Quilombola Education as a specific modality that must be contemplated in all its aspects in order to make possible a more just and egalitarian society, and therefore, the ethnic specificities of this social group require a differentiated work in the pedagogical coordinator, we seek to analyze what actions are performed by the school management especially in particular by the figure of pedagogical coordination for the process of construction of cultural identity. As results obtained it was possible to analyze that many are the limits and challenges faced by the coordinator in the attempt to develop his articulating function, fulfilling an important role being privileged actor in guaranteeing the right to quality in Quilombola Education.Item Trajetórias de vida: caminhos percorridos pelos estudantes da educação de jovens e adultos durante a sua vida escolar(2019-02-12) Silva, Danielle Maria Braga da; Nova, Taynah de Brito Barra; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/9093146079896441This work had as general objective to analyze the relation of the student of Education of Young and Adults of the municipality of São João / PE with the school institution in its life trajectories. To reach it, we propose to know, through narratives of life stories, the school journey of the students of the EJA; identify which were the main difficulties encountered by students during their school life; and to establish relations between these difficulties and the meanings attributed by them to the school. We developed our research in a group of 1st and 2nd stage of Education of Young and Adults of a municipal school of São João, Pernambuco. From the Narrative Interview, based on the Oral Life Stories, we collected data with ten students. Our analysis of the narratives gave rise to four categories. The first category, entitled The school comprised in childhood, depicts the memories built on the school institution during the childhood of the student of the EJA. The Reflections on School Life category presents our analysis of the statements that involve the students' memories about the experiences they have had in relation to school. The stimulation to go to school in childhood and adulthood is treated in this third category. The elements that we have here clarify to us how the family has weight in the decisions of the research subjects. In the category The school for life ... The life beyond school, we approach a school overvalued by the students of the EJA. If on the one hand they acknowledge that life can teach, on the other they report that it is the school that can make them, in short, have an easier life, if only, by learning to read and write.