03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Resultados da Pesquisa
Item Desenvolvimento de um Ambiente Educacional para Auxiliar o Ensino de Lógica de Programação: uma abordagem com arduino, blocos de montar de plástico interligados e programação em blocos(2019-12-19) Brito, Alan Limeira; D'Emery, Richarlyson Alves; http://lattes.cnpq.br/3553920177544450; http://lattes.cnpq.br/5397050619245987Currently, as schools undergo transformations in their teaching methods, some still use traditional tools, on the other hand, other updated updates. Technology in schools can develop new skills, such as logical thinking, or who welcomes students both at school level and in relation to everyday activities and their working life. The teaching of programming logic is already part of the basic curriculum of many countries, which are related to the importance of logic as a basis for the development of children. In the information society, the use of technologies as a tool to help teachers has gained notoriety, in this sense, Educational Robotics becomes an alternative means for teaching and, consequently, can improve the performance of children in the study of programming logic. . It is in this context that we decorate this research, focused on the development of an educational environment for the teaching of programming logic. The developed environment uses the JavaScript code programming method and block programming, which are used in blocks to drive hardware developed from the combination of interlocking plastic assembly blocks and Arduinopowered electronics. An electronic interface is encapsulated to address any complexities. Thus, as a major contribution, this work brings the development of a solution for teachers and students assisting in the process of teaching and learning the logic of programming, mainly because it is a low cost solution that can be used in work situations and / or in a school environment.Item O ensino de gêneros textuais nas aulas de língua portuguesa: uma análise do livro didático e da prática docente numa escola municipal de Calumbi-PE.(2020-10-26) Silva, Janicleide Damiana da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/4803244432429535In accordance with the new theoretical perspectives of language teaching and the guidance of official documents, such as the National Curriculum Parameters and the National Common Curriculum Base, known in Brazil, respectively, as Parâmetros Curriculares Nacionais (PCN) and Base Nacional Comum Curricular (BNCC), serves as a reference to the teaching of text genre in language classes. With respect to that, we aim to investigate the pedagogical practice of Portuguese language teachers considering the teaching of text genres in the classroom and one of their main teaching materials, the textbook. Our research takes place at a local school in the town of Calumbi-PE. The study brings together three relevant research objects, which together play key roles in the teaching and learning process of the Portuguese language at school: text genres, the teacher and the textbook .Thefore, our main objective is to analyze the teacher's work environment in order to verify how text genres are approached in relation to pedagogical practice, as well as to observe how genres are normally presented in textbooks and, to what extent pedagogical support plays the role of guiding practices in the classroom. Four the purpose of reaching our goals, the works of Bakhtin (1997; 2003), Rojo (2005; 2015), Marcuschi (2005) Brazil (1998; 2017) Antunes (2003) Fiorin (2011), among others were used as our the orethical basis. We described and analyzed teaching and learning situations regarding the Portuguese language and text genres through the methodological approaches of qualitative and ethnographic research, aiming to observe teachers and students of the 6th and 8th year of middle school in Calumbi-PE. In addition, we also investigated the overall interest concerning genres in two Portuguese language textbooks which are part of a collection used in the classes we mentioned, so as to verify the textual diversity presented. The results showed a low diversity of genres in the textbook and many repetitions of some text categories, taking into account these books are supposed to be used for the entire school year. With regards to the teaching practices we investigated, it is possible to conclude that there is still a lot to be done for the teaching of text genres, taking into consideration the suggestions included in the national curriculum documents for mother tongue teaching.Item X-Student: Um Ambiente Virtual de Aprendizado(2019) Souza, Thiago Xavier Cândido de; Almeida, Isledna Rodrigues de; http://lattes.cnpq.br/8142534647575696With the advancement of information technology new modifications are occurring in modernsociety through the emergence of environments in the form of software.In education there areeducational software that are employed in teaching and learning of users. Software educatorspresent on the internet with the characteristic of promoting the production of notempo activities,space and in the rhythm of each participant are called Virtual Learning Environment (AVA).AVAs can contain in their structure games and learning objects. The purpose of this work isto create a Virtual Learning Environment (AVA) called X-Students that promotes teaching andcollaborative learning, using learning objects and a serious game. The X-Students contain asstructure two teaching modules. creation of activities, in the second there is a game composedof questions and answers.Thus, this AVA has the ability to assist users in creating and solvingactivities using a game as differentiate.Item Desenvolvimento de um objeto de aprendizagem para ensino da língua portuguesa(2018) Aquino, Thiago Rodrigo de; Almeida, Isledna Rodrigues de; http://lattes.cnpq.br/8142534647575696Introduction: According to the Program for International Student Assessment (PISA), a program developed by the Organization for Economic Cooperation and Development (OECD), Brazil ranks 59th in the world education ranking. Through a study carried out byPISA in 2015, the students had low performance, with an average of 407 points, where the ideal score would be 698. Another worrying factor is that according to the Ministry of Education (MEC), students finish elementary school unable to read and write properly. According to the Basic Education Development Index (IDEB), the level of learning in the sixth to ninth grade has not improved sufficiently, over the years this level has been decreasing. The Federal Government has invested in education, where it distributed more than 600 thousand tablets in all public schools in Brazil, with the idea of modernizing, and preparing students for the future. This is a small laptop computer, which already comes with software to prepare the student for the National High School Examination (ENEM), these tablets are also used as a support material for classes by teachers and students. In view of these problems, government investments, and the students' access to this technology, has the proposal of developing a Learning Object (OA), seeking to improve teaching and evaluation method, providing greater student interest and automation of the teachers' work.Objective: this work aims to build a Learning Object, in the form of a game, in order to motivate and help the students of the sixth year in learning the Portuguese language. Methodology: in the development of the tool followed a five-step process that occurred in a sequential manner: 1. Determine the subject to be treated in OA; 2. Raise system requirements; 3. Define the proposed system architecture; 4. Develop OA and 5. Validate OA.Results: The learning object was validated with fifteen students at the Cônego Torres school in Serra Talhada -PE. The OA contributed to the students' learning, as they were more interested in learning using the tool and were able to improve their knowledge. The initial median of the students was 7.0 before they used the OA, median calculated on top of each student's grades. After using the OA, the median of the students increasedto 9.0 with a positive result, improving students' learning.Conclusion: it was concluded that expectations were met, both for the students and the teachers who were satisfied, because the tool had a huge contribution in the students' learning, the students were motivated more to learn through the game,and the same complemented the teaching work. Students learned the content easily. OAs are still poorly used in schools, but we conclude that they can be present in the student's daily life, serving as a complement to the subjects studied in the classroom.Item O processo de alfabetização na perspectiva de Emília Ferreiro, visando hipóteses coletadas na turma de 2º ano da Escola Professora Francisca Flor, em Santa Cruz da Baixa Verde-PE(2018) Lima, Juliana dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/2633823504189806This study aims to understand the stages through which the child crosses to learn to read and write. In order to do so, a research was carried out on the process of constructing the children's writing hypotheses in the literacy phase in order to understand how the child conceives writing, based on research by Emília Ferreiro and other collaborators on the learning of children's writing . We will carry out in this research an analysis of the writing levels of the children of the 2nd year of Elementary School of the Municipal School Professor Francisca Flor located in the city of Santa Cruz of Baixa Verde, in order to detect how many students were in each alphabetical level and to analyze the performance of students in a text production based on studies by Ferreiro (1980). In the methodology, we made use of a research of collaborative character, having as instrument of data collection two activities, the first denominated by probing and another one of production of text about the local socialreality. The results of the first polling activity, according to the criteria chosen by the author, showed: 02 students (two) are at the pre-syllabic level; 04 (four) are at the syllabic level; 06 (six) are at the syllabic-alphabetic level; 09 (nine) are on the alphabetical level, totaling 21 participants. On the other hand, the textual production activity presented different results: of the 21 students who participated in the research, only 1 (one) was not able to perform the activity, while 9 (nine) students used writing hypotheses, without designating them as texts; 08 (eight) students produced texts classified as regular and 04 (four) students produced texts classified as satisfactory, according to the research parameters.