01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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34 resultados
Resultados da Pesquisa
Item Livros didáticos de português e as dificuldades de inclusão de estudantes neurodivergentes(2024-09-24) Santos, Maria Alinne Lima Guimarães dos; Lima, Hérica Karina Cavalcanti de; http://lattes.cnpq.br/7078742576743942Este trabajo tiene como objetivo analizar la inclusión de alumnos(as) neurodivergentes en el proceso de enseñanza-aprendizaje de Lengua Portuguesa, con un enfoque en el análisis de una colección de libros de texto de los Años Finales de la Educación Primaria, aprobada en el PNLD (2020-2023). La investigación utiliza un enfoque cualitativo de carácter documental para evaluar si y cómo los libros contemplan las necesidades de los estudiantes neurodivergentes y si ofrecen orientaciones adecuadas a los docentes. Para ello, se analizó una colección de Lengua Portuguesa de los Años Finales de la Educación Primaria, aprobada en el PNLD. A partir de este análisis, se busca reflexionar sobre las prácticas pedagógicas inclusivas y la adaptación de los materiales didácticos para promover una educación más equitativa. El estudio se inspiró en las experiencias durante prácticas en la Educación Primaria, donde se observó la dificultad de los docentes al tratar con alumnos neurodivergentes sin orientaciones específicas en los materiales didácticos. La investigación señaló la ausencia de orientaciones para trabajar con estudiantes neurodivergentes y contribuye a la reflexión sobre el papel del libro de texto en la educación inclusiva, sugiriendo mejoras en su adaptación para atender a las diversas necesidades cognitivas.Item O trabalho com a oralidade na escola: uma análise sobre as atividades propostas no livro didático dos anos iniciais do ensino fundamental(2024-09-30) Paula, Jessyca Rayane Cruz de; Souza, Sirlene Barbosa de; http://lattes.cnpq.br/9608639713920207The present work aims to analyze how textbooks of the early years have proposed work with the axis of orality, seeking to reflect on the importance of work with this axis in the classroom since basic education. In this proposition, we analyze the textbooks “The Conquest” and “Apis More” intended for students of the 1st year of elementary school, both approved by the National Textbook Program (PNLD) 2022. As theoretical contribution, we supported studies on the studies I work with orality at school developed by Ávila, Nascimento and Gois (2012); Lima and Beserra (2012), about the textbook, in the ideas of Batista (2003); Albuquerque and Ferreira (2021); Albuquerque and Souza (2021), Ferreira and Viégas (2021) and about the work with oral textual genres, from the perspective of Leal; Brandão and Lima (2012), among other scholars. In a qualitative approach, we performed Bardin's content analysis (1977), to treat and analyze the seized data. Thus, we mapped the activities that approached oral textual genres in the analyzed books, and elaborated the categories of analysis from the objectives proposed by us in this research, among which figured: how the book presents oral textual genres and what activities are proposed from them. The results pointed out, among other aspects, that although there is a significant amount of oral genres texts, activities aimed at working with the oral axis in the analyzed textbooks do not contemplate the various dimensions of work with this axis, in the room of class, merely exploiting them as support and/or pretext to teach you how to read and write.Item Educação sexual em livros didáticos de ciências utilizados na rede pública estadual de Pernambuco(2024-03-07) Valentim, Niķson Nathan Lopes; Araújo, Monica Lopes Folena; http://lattes.cnpq.br/7902118982606429Currently, with the advancement of technology and access to digital resources, the number of useful tools for teaching science has diversified and grown. However, teaching resources such as the textbook (LD) remain one of the most important and accessible for teachers. Therefore, it is worth highlighting that the quality of the content present in the textbook is an essential factor for the quality of teaching practice. In this sense, sexuality is an essential topic in anyone’s life. From an early age, individuals are exposed to questions and discoveries about their own sexual identity. Therefore, it is extremely important that this subject is addressed appropriately in textbooks, which are one of the main sources of knowledge for teenagers in their final years of elementary school. Therefore, the main objective of this study is to present research developed through the analysis of three textbooks used by public elementary schools in the state of Pernambuco. The research aimed to analyze how the theme “sexuality” is referred to in elementary school textbooks (LD) for the 8th year, adopted by a public school in the state of Pernambuco. Given the findings, it was evident that textbooks initially focus on exposing content that predominantly values the biological aspects of human beings. By focusing exclusively on the biological aspects of sexuality, textbooks reinforce gender stereotypes, norms and traditional patterns of behavior, contributing to the maintenance of a conservative and limited view on the subject. However, LDs were found that included content related to sexuality within social and psychological aspects.Item O livro didático na Educação Infantil: o PNLD 2022 para a primeira etapa da educação básica(2023-09-14) Almada, Fernanda Gonçalves Ramos; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181; http://lattes.cnpq.br/0306357391583829This study aimed to analyze the books Bons Amigos and Desafios Educação Infantil from PNLD 2022 of Early Childhood Education, the first stage of Basic Education. Thus, we consider the aesthetics that were adapted or produced for Early Childhood Education, in addition to the key concepts of this stage of Basic Education, which are the conceptions about children and their role in the teaching and learning process. For the development of this study, we focused on understanding Early Childhood Education, the Pedagogical Design of books, the PNLD 2022, among other key concepts for the development of the research and, for that, we resorted to the following authors: Bujes (2001), Behar and Torrezzan (2009), Silva (2012), Carbonieri and Magalhães (2022), among others. The research is of a qualitative nature and is characterized as a bibliographical research, based on content analysis. The results suggested that both textbooks made available by the PNLD 2022 public notice say that their contents include the BNCC and the PNLD 2022 itself in question, but emphasize the concepts of literacy and numeracy, proposing repetitive and mechanical activities, that is, it is It is important to emphasize that the PNLD 2022 textbooks for Early Childhood Education come from a preparatory perspective of children for literacy. And, with regard to the aesthetics (typography, illustrations and colors) present in the analyzed books, they are consistent with the age group in a modern child's perspective.Item O manual do professor da Educação Infantil: o que orienta para o trabalho com a literatura infantil?(2023-09-11) Arruda, Emylly Eduarda Santos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/9842889661801222Our study aimed to investigate how the textbook for children of Early Childhood Education contemplates the work involving children’s literature, more specifically, to analyze the proposals involving children’s literature in the PNLD notice 02/2020; examine the proposals of the teacher’s manual aimed at working with children’s literature; analyse in the teacher’s manual the conception of teaching and learning focused on early childhood education; to analyze the pedagogical proposals of the teacher’s manual aimed at working with children’s literature. For this, we rely on the studies of Teberosky and Colomer (2003) that reveal the importance of a teaching focused on reading training since Early Childhood Education. Therefore, we conducted a qualitative research involving the analysis of two collections "Buriti Mirim Creche" authored by Barbosa, Vieira and Kautzmann (2020), aimed at children aged 0-3 years and 11 months; and "Challenges: Early Childhood Education" authored by Bianco (2020)for small children, aged 4 and 5 years.We used documentary analysis, taking as reference the studies of Bardin (1988). The data analysis revealed that the collection "Buriti Mirim Creche" is organized in a format of pedagogical itineraries and some of these include the work with children’s literature for different age groups: babies and very young children. The suggestions given by the authors contain pedagogical intentionality thus contributing to the reader's training, with regard to working with books, stimulating the habit of reading, encouraging imagination, developing and expanding vocabulary through literature, among other activities. In the collection "Challenges Early Childhood Education", the work with children’s literature appears in proposals involving the reading of fragments of stories read by the teacher, with the aim of responding to the proposed activities that little stimulate children to engage with literary texts, or that foster a literary education.Item O ensino da língua escrita no livro didático do 1º ano: um olhar sobre o manual do professor(2023-09-11) Andrade, Maria Eduarda Souza de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/1175764069503949The main objective of this study is to analyze how the teacher's manual of a 1st grade textbook organizes the proposals involving the teaching of written language, more specifically to understand the concept of literacy in the teacher's manual, to describe how the work is organized and to identify the guidelines for teachers on the work involving the teaching of written language. We conceptualized the textbook and literacy in such a way as to highlight their importance in the teaching of written language. To do this, we used studies by Albuquerque and Souza (2021), Morais (2020) and Soares (2008). The methodology used consisted of a qualitative approach. To construct the categories of analysis, we used content analysis (Bardin, 2011). The results show that the approach to teaching written language in the Teacher's Manual analyzed tends to focus primarily on the mechanics of coding and decoding. Sometimes, this emphasis ends up taking precedence over in-depth understanding and exploration of the various textual genres included in the volume. Although the genres are mentioned, this inclusion sometimes lacks the necessary depth to offer students a rich and meaningful literacy experience. It is clear that textbooks play a fundamental role in the process of teaching written language, both facilitating and restricting pedagogical practices. However, it is crucial to constantly reflect on the use of these materials. We stress the need to adopt a critical and reflective approach to their use, seeking to overcome limitations and promote pedagogical practices that generate the best possible learning for the student.Item “Dos índios do Brasil em geral”: povos indígenas na “História geral do Brasil” de Francisco Adolfo de Varnhagen(2023-09-19) Lira, Maria Augusta Freitas Barbosa Paiva de; Dantas, Mariana Albuquerque; http://lattes.cnpq.br/8568216121012333; http://lattes.cnpq.br/5150234226847838Item A progressão do conhecimento histórico no livro didático: o caso da aprendizagem da história africana na obra "História, Sociedade e Cidadania"(2023-09-20) Leitão, Yasmin Christine Coutinho de Sá; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/5774549955948393This article aims to present indicator data on the progression of learning in the Teaching of African History in the review activities of the textbook of the 8th year of the collection 'History, Society and Citizenship' (2018), written by Alfredo Boulos Júnior. For this, It was observed from the Content Analysis, how the themes/problems linked to the History of Africa were addressed in the session dedicated to exercises, review activities and evaluation items. Throughout the text, we look at the fundamentals of legal provisions and bibliographical references.Item Estratégias de preenchimento da posição acusativa: uma análise contrastiva entre gramáticas descritivas, prescritivas e livros didáticos de Língua Portuguesa adotados em Pernambuco(2023-09-19) Bezerra, Gleisy Patrícia de Souza; Silva, Cláudia Roberta Tavares; http://lattes.cnpq.br/0948124881794535Este artículo presenta un análisis contrastivo sobre las estrategias para llenar la posición acusativa, centrándose en lo contemplado: (i) por las gramáticas descriptivas del portugués brasileño, teniendo en cuenta los contextos lingüísticos y sociales de su ocurrencia, (ii) por el enfoque prescriptivo de las gramáticas sobre los tipos de estrategia seleccionada y (iii) por el enfoque de los libros didácticos en lengua portuguesa (LP) adoptados en Pernambuco para estudiantes de 7º grado, teniendo en cuenta si contemplan una reflexión sobre diferentes estrategias, cumpliendo así con lo previsto en el BNCC. Anclado en la Sociolingüística Variacionista (LABOV [1972] 2008);; WEINREICH;; LABOV;; HERZOG, [1968] 2006), se tendrá en cuenta el uso variable de cuatro variantes que llenan la posición acusativa (a saber: el clítico, el objeto nulo, el pronombre léxico y el sintagma nominal), las cuales están condicionadas por factores lingüísticos y sociales (TARALLO E DUARTE (1988), MATTOS E SILVA (2003). Partiendo de que en el BNCC (BRASIL, 2018) está previsto trabajar con variación lingüística, esta investigación forma parte de la interfaz teoría y práctica, con el fin de verificar si las propuestas de actividades en los libros didácticos incluyen todas las variantes. Además, como hemos comprobado, son aún escasas las investigaciones en el ámbito de la Sociolingüística en el estado de Pernambuco que se centren en el tratamiento de la variación lingüística em libros didácticos en el âmbito morfosintáctico. La investigación aquí desarrollada busca contribuir al proceso de enseñanza- aprendizaje de la variación a partir de discusiones que puedan servir como punto de partida para nuevas reflexiones por parte de los profesores de lengua portuguesa.Item Abordagem da história da Química nas teorias ácido base nos livros didáticos do PNLD 2018(2023-09-20) Ferreira, Gabrielly Simões; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2558554946002483The concepts of acids and bases are of great interest in chemistry, however, the approach to this topic is being seen in a distorted way without considering the context of its development, which ends up causing generalizations in its understanding, which causes a misunderstanding of these concepts. by the students. One of the main generalizations is the approach found in textbooks, which do not take into account the historical context in which these concepts were inserted, thus, the importance of evaluating the history of science in Chemistry textbooks is worth considering as a way of aiding teaching. of these concepts. Acids and bases have been known since antiquity and, over time, scholars tried to define them, a consequence of which were the great scientific contributions to the sciences, such as those of Boyle, Joseph Black, Lavoisier, and many other names, until reaching the most current definitions for acids and bases. Therefore, the objective of this work is to evaluate the inclusion of the history of Science in the content of acids and bases in the PNLD 2018 Chemistry textbooks. The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information. In addition to analyzing four criteria: anecdotal stories; linearity, absence of the broader historical context and consensuality. Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science appearing frequently in the LDQ of the PNLD 2018. The PNLD points to the history of Science as a fundamental characteristic that must be included in textbooks, however, this does not occur satisfactorily and, despite there being broader definitions regarding the topic, Arrhenius' definitions are the most used or the only one covered in PNLD chemistry textbooks. 2018.