03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Item Tabela periódica inclusiva: a proposição de um material didático para o ensino dos elementos químicos representativos para estudantes surdos do ensino médio(2022-06-02) Felix, Marineide Gerônimo; Diniz Junior, Antônio Inácio; http://lattes.cnpq.br/4807751048303686; http://lattes.cnpq.br/3295482757399793This paper aims to propose an inclusive teaching material for the teaching of representative elements to assist in the teaching and learning process of deaf students in regular high school. This material was planned with a focusing on the Brazilian Sign Language - Libras for deaf students in high school. The research has a qualitative character. This is a proposal of the interactive periodic table, focused on educational technologies, which brings together the visual support, so that students have clear access to the information of the elements already mentioned, adapted from signs in Libras, specifically valuing the visual/expressive and conceptual, from the information and curiosities of chemistry, seeking to meet possible demands for inclusive chemistry classes. Thus, we present a teaching material that brings the representative elements using the support of QR'codes to demonstrate the signs related to them. We hope that this material can contribute to the teaching of the contents of the periodic table for deaf students, promoting inclusion in the teaching of chemistry in regular school.Item Transtorno de déficit de atenção e hiperatividade no ambiente escolar: um estudo de caso(2020-10-21) Silva, Joseilda Pedro da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work aims to better understand the main aspects of Attention Deficit Hyperactivity Disorder (ADHD): causes, symptoms, diagnosis and treatment. As well as, identify the learning difficulties of those affected and, finally, add factors and didactic methodologies that will help educators to assist these students in an inclusive way in the school environment. For this, we seek theoretical support from Pereira, Araújo & Mattos (2005), Confortin and Maia (2015), Capellini, Germano & Uvo (2017), Santos & Vasconcelos (2010) among other researchers who address and reflect on issues related to the theme. As a methodological procedure, we conducted a qualitative research, being developed through bibliographic and documentary reviews. As data collection, from the locus of the research that were an interview with the collaborating teacher (LB) and a case study with the analysis of photos of her class that welcomes students with ADHD, attended in a Specialized Educational Service (AEE) in the city of Princesa IsabelPB, which illustrated different learning difficulties, such as: reading, writing, arithmetic, motor coordination, concentration and group interaction. With this material, some didactic methods were also demonstrated that assist in the assistance of these difficulties. Thus, we conclude from the data obtained with bibliographic, documentary reviews and analyzes established during this research process, the following results: the lack of information on this topic is still gigantic in schools and teachers need continued training to supply this lack; more physically structured institutions with an AEE. A room with appropriate teaching materials. With regard to learning and interaction difficulties in the school phase, we realize that they exist, and this should not be a determining factor for their exclusion from school life, but it is important that there are adapted schools, qualified professionals, diversified procedures planning and methodologies and inclusive policies, aiming to include these students.Item O desafio de alfabetizar surdos em libras como língua materna (l1): um estudo de caso numa escola de ensino regular na cidade de Serra Talhada(2019) Araújo, Mauricéia Salvador de; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/6993314837221693The objective of this work is to investigate the coherence between the official documents and the offer of literacy / education for the deaf in the education networks. For that, it was necessary a documentary analysis of laws and curricula that deal with education of the deaf at the federal and state levels. Field research was carried out with people involved in educational policies for the deaf in the Sertão do Alto Pajeú region (interpreters, GRE's “interim” manager, school principals, Serra Talhada education management coordinator). Finally, we conducted a case study (observations of classes and questionnaires) with actors from a LIBRAS literacy class at the Cornélio Soares school in the city of Serra Talhada in Pernambuco. Throughout the research, there was a lack of records on the history of education / literacy of the deaf, as well as studies about the legislation, so we believe that this research has contributed to the advances in the education of the Deaf, as well as in prioritizing literacy in the mother tongue and its inclusion in regular education, so that it has awakened a sensitive look at the valorization of this historical subject.Item O mapa da inclusão: um sistema de apoio à decisão para análise da inclusão escolar no estado de Pernambuco(2019) Maia, Davi José Mendes; Souza, Ellen Polliana Ramos; http://lattes.cnpq.br/6593918610781356; http://lattes.cnpq.br/6070011163968954Introduction: Scholar inclusion is the process of insertion, maintenance and support for People with Disability (PwD) in classrooms of regular schools. The effort for social and scholar inclusion of PwD in Brazil is the answer to a situation that perpetuated segregation and restricted the full development of these people. With the introduction of the Brazilian Inclusion Law, in 2015, it is mandatory to enroll students with disabilities in regular teaching rooms and begin discussions about the inclusive process. To assist discussions on these issues, two important technologies can be listed: Open Data and Decision Support Systems. In the context of open data, the publication of these data helps to understand how these data impact daily life and how the dissemination of these data can help in the construction of policies that improve the quality of life of the population. Due to the large volume of data presented in these databases, the use of Decision Support Systems can optimize the use of these databases, mainly by making information available consistently and immediately. Goal: In this sense, the objective of the present work is to build a Decision Support System to monitor the enrollment of students with disabilities, education institutions and educational indicators of the state of Pernambuco through the microdata of the school census.Method: For this, a development method was used that would follow the bottom-up approach and comprised seven steps: planning, needs assessment, dimensional modeling, physical design of BD’s, ETC project, development validation and testing. The above method used as data source the microdata of the School Census for the period 2012 to 2016. The construction of the same used the tools: Pentaho Business Intelligence, Microsoft Power BI and PostgreSQL . Results: Results show a reduction in the enrollment of students with some type of disability in special classrooms and increase of the same in regular classrooms. Regarding the teaching stage, there was a reduction in enrolments of students with disabilities in early childhood education, elementary School is the largest holder of enrolment of these students, with respect to secondary education, there was a reduction in enrolments of these pupils in relation the typical enrollments. Regarding accessibility, the indicators showed that most schools in the state still do not have these resources. The educational indicators showed that the vast majority of the municipalities presented indexes below the recommended.