01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Resultados da Pesquisa
Item Espaços pedagógicos na perspectiva da legislação e da ergonomia: discursos e práticas(2018-08-20) Marques, Lucineide Domingos; Saraiva, Joseana Maria; http://lattes.cnpq.br/2009197399132834; http://lattes.cnpq.br/4895970924060115This work is a result of the Mandatory Supervised Internship (ESO) of the Bachelor's Degree in Domestic Economy, developed in the field of research, through the Institutional Program of Scientific Initiation / CNPq / UFRPE from July 2017 to July 2018. The The purpose of this study is to evaluate the physical spaces, furniture, equipment and pedagogical materials of the institutions of Early Childhood Education of the municipal network of the city of Recife / PE, based on the National Policy on Early Childhood Education (2004), Basic Infrastructure Parameters for Institution of (2006), the National Quality Parameters for Early Childhood Education (2006), the Quality Indicators for Early Childhood Education (2009), the Manual of technical guidelines - furniture and school equipment for Early Childhood Education (2017) and the Descriptive Manual for acquisition of children's furniture (2012), elaborated by MEC, based on the method of the Ergonô Analysis and its influence on the planning and constitution of pedagogical spaces. It is a quantile-based study, characterized as a case, whose method of analysis is based on the method of analysis of the built space, based on the ergonomic analysis of work - AET that aims to adapt the space to the user. For data collection, we used the structured interview, followed by a questionnaire with open and closed questions that were tabulated, categorized and analyzed using the Social Representations as a method of analysis. In order to observe and analyze the aspects related to physical spaces, furniture, equipment and pedagogical materials, from the perspective of the Ergonomic Analysis of work, a Child Education institution was selected, considering its specificity in relation to the aspects to be observed. The results show in relation to the mapping that the Education Network of the City of Recife has 79 institutions of Early Childhood Education distributed 6 Regions Administrative Policies, which serve 7,193 children, according to mapping, in the age group of 0 to 5 years. Regarding the profile of the workers of these institutions, the results show the predominance of females, with a higher concentration of the age group between 28 and 38 years and 38 to 48 years, making the population as adult and economically active. Schooling focuses on higher education in all its functions, with the exception of trainees. Wages, as a rule, are low, varying from less than 1 minimum wage for trainees and from 1 to 2 minimum wages for most of the rest of the interviewees, classified in the poverty line. The process of analyzing social representations about physical spaces, furniture and pedagogical materials allowed us to unveil the professionals' perceptions of how they should be thought and how these dimensions are perceived about the institutions of Early Childhood Education, offering important information to support the improvement of spaces, furniture, equipment and educational materials in an ergonomic perspective. The analysis of the dimensions investigated shows the inadequacy of these dimensions in relation to what determines the documents elaborated by the MEC and is fundamental to intervene in the perspective of improving the quality standard of the pedagogical spaces of the institutions of Early Childhood Education according to their conditions , defining their priorities and charting a way forward in the construction of a significant pedagogical and social work that promotes the integral development of children, considering their demands and needs.Item Influência do desconforto térmico no espaço intraescolar no processo de aprendizagem(2021-12-23) Caminha, Vitória Praciano Karst; Costa, Veridiana Alves de Sousa Ferreira; http://lattes.cnpq.br/8623894938993142; http://lattes.cnpq.br/9482529082487484The learning process can be affected for many reasons, both internal as external to the subject. In this work, we reflect about the thermal discomfort in the intraschool space and your influence in the learning process of students. Specifically, we find to investigate the factors which constitute the thermal discomfort, analyse the relation between the thermal discomfort and the learning process of students and reflect about solutions which can help the school management in order to minimize possible problems of learning process. It is about a qualitative research of theoretical nature, where through a work of literature review about the topic covered, we moot about how the thermal conditions of a classroom can interfere on the teacher's performance and the learning process of students. Also we covered the study of the Givoni’s Psychrometric chart for understanding obtaining methods of thermal comfort on indoor spaces and study of the thermal comfort, for what be known your influence on cognition. The reflections indicated that when a thermal ambient does not situate in a comfort zone, there are compromises in the learning process, that is why the measuring of the air temperature and humidity are important to intervene when these conditions are not at an adequate level. From that, we suggest measures that can be taken by school management in order to search methods the reduce de thermal discomfort in the intraschool space, jutting the importance of dialogued and “mediated” management in the search for an ambient conductive to learning process, including a comfortable and appropriate ambient from a thermal viewpoint.Item O impacto da infraestrutura nas aulas de educação física na rede pública de ensino do município do Jaboatão dos Guararapes(2021-02-25) Silva, Rafael Farias da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185O presente estudo tem como objetivo analisar a prática pedagógica dos professores de Educação Física da Rede Municipal de Ensino do Jaboatão dos Guararapes - PE, frente à ausência de espaços adequados para realização de aulas. Sendo assim, traçamos como objetivos específicos: descrever os espaços físicos utilizados pelos professores de EF; reconhecer os limites e possibilidades do trato com o conhecimento nas aulas de Educação Física. O interesse pelo estudo parte das experiências ocorridas durante a formação acadêmica no curso de Licenciatura em Educação Física, da Universidade Federal Rural de Pernambuco (UFRPE), na qual tivemos a oportunidade através da disciplina de Estágio Supervisionado de acompanhar o trabalho pedagógico realizado por alguns professores em unidades educacionais do Estado. Percebemos nesses locais que os planejamentos das aulas de Educação Física são frequentemente adaptados e readaptados, muitas vezes por falta de estruturas no tocante a espaços e equipamentos, ou até mesmo inalterados, ficando suas práticas, devido às condições de trabalho do professor, passível e restrita a prática do “rolar bola”. Vimos e sentimos ao intervir, quão desafiador é o trabalho do professor no seu dia a dia, frente à ausência de espaços adequados e de recursos para ministrar suas aulas e como esses elementos são importantes, pois sua falta compromete direta e indiretamente o trabalho pedagógico do professor de Educação Física. O percurso metodológico desta pesquisa foi balizado pelas seguintes orientações: tratou-se de uma pesquisa descritiva, de natureza qualitativa, que teve como instrumento de coleta dos dados, das transcrições das falas dos participantes do vídeo-denúncia, realizado pelo Sindicato de trabalhadores em educação do Jaboatão dos Guararapes-PE, do qual trouxeram elementos que foram interpretados, e dessa forma, contribuíram para reconhecer os limites da prática pedagógica no cotidiano da escola. As interpretações foram construídas a partir da triangulação dos grupos de análises, com a transcrição das falas dos participantes da denúncia, da seleção dos eventos críticos e com o referencial teórico utilizado no estudo.