03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Item Concepções sobre os papéis educativos, transposições didáticas e ensino de química no contexto da pandemia(2020-11-06) Claudino, Alice da Silva Amaral; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/2798830185426782In this work, we seek to analyze the didactic transpositions that occurred in the teaching and learning of chemistry in the scope of the education of the deaf in Remote Education. Understanding the role and concepts of the Sign Language Interpreter - ILS and the Chemistry teacher regarding their professional practices in building the knowledge of the deaf student, in a regular school. The research used a qualitative approach and used semi-structured interviews as a data source. For the interpretation of data we use the method proposed by Minayo, the hermetic-dialectic analysis (AHD), which understands the research subjects through all the implications: historical, sociocultural, political, economic and educational. As a result, we observed that there was no instruction or guidance on how to start Remote Education, thus demonstrating a gap in the noosphere of external didactic transposition. In face-to-face chemistry classes, visual aids were present and remotely the greatest difficulty is the impossibility of carrying out experiments. We also identified that the interpreter recognizes his role, but is covering and receiving charges that do not belong to the ILS function. Finally, we can conclude that a change is necessary in the teacher's conceptions, so as not to overload the interpreter and really inclusive actions should be considered together with the school, teacher and interpreter that will influence the teaching and learning of the deaf student.Item Gêneros Digitais e Ensino: Contribuições e desafios dos professores da rede municipal de ensino do distrito de Sitio dos Nunes, Flores-PE.(2020-10-28) Lima, Magda Tânia Alves de; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/4386975363602558This study aims to report and analyze through a case study verifying, in principle, how digital genres are approached in the classroom, their contributions and also looks at the main challenges of Portuguese language teachers with the practices using technological instruments, in addition to the discussion of the literature contributing to this theme. It is taken as theoretical assumption the summary studies on the discussions of theorists like Bakhtin (2003), Marcuschi (2002), Dolz and Schneuwy (2004), among others, on the use of textual and new digital genres in the teaching of language. In view of the current framework of remote education, a section is devoted to comments on distance learning modalities as a result of the covid-19 pandemic that caused thousands of schools around the world to adopt active remote teaching methodologies. The theoretical basis was compared to the data collected through research with teachers in order to understand the current reality of teaching in Sítio dos Nunes - Flores - PE, as part of a panorama that is repeated in other municipalities, about the results obtained. We emphasize that there are still many problems when it comes to the use of technologies integrated into the classes, as there is a lack of adequate training for teachers to use these new media, as well as the structure that does not have sufficient technological devices.