Navegando por Assunto "Estratégias de aprendizagem"

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Alfabetização e letramento em turmas multisseriadas: um estudo sobre as práticas pedagógicas no município de Calumbi - PE
(2019) Silva, Aiane Erica da; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327
This work aimed to understand the teaching practice in the multi-series classes, in order to identify what strategies teachers develop to deal with the learning levels of each student. Specifically, it aims to: a) understand the theoretical-methodological referrals of the teacher; b) to improve our understanding of Field Schools and to reconstruct our imaginary about the education given there; c) characterize the pedagogical actions during the literacy phase and for this, we seek to base the theoretical postulates of Mendonça (2007), Hage (2006), Magda Soares (2004), among others. In order to do so, we carried out a case study, based on the qualitative research, with an ethnographic nature, with emphasis on the pedagogical practices carried out by two teachers of mutisseriado teaching, inSchool of the Field, specifically in the municipality of Calumbi-PE. Methodological procedure, we used reports of classroom observations and an interview, in addition to collecting both bibliographic and observational data during the pedagogical practices carried out. The results pointed out that it is possible to reach the quality of education in the multi-series classes, through educational practices that use different methodologies, and that provide both the literacy development and the literacy of each subject, in order to recognize reading and writing as practices social, and which is perceived as part of society and can contribute to social transformation.
Autismo e o trabalho docente: reflexões sobre os desafios encontrados nesse momento pandêmico
(2021) Morais, Mariana Rodrigues de; Brito, Thais da Silva Ayres de; Souza, Gleidson de Oliveira; http://lattes.cnpq.br/0977263665311574; http://lattes.cnpq.br/8889060064264737
This article aims to analyze the role of teachers of TEA students in remote education, and their strategies. Observing the aspects that involve the new dynamics of the teaching-learning process during the COVID-19 pandemic throughout 2020. The qualitative research, carried out through a bibliographic survey and a pre-structured questionnaire by electronic means. It had nine responding teachers, working in public and private schools, both in kindergarten and elementary school in the Metropolitan Region of Recife, we seek to understand their challenges and pedagogical strategies used in synchronous and asynchronous meetings. The data show that family support in the learning process is a more decisive factor in this new context, marked by social distancing and the need to think together about ways to meet the demands of a public in which the use of concrete materials and monitoring is agreed upon. continuous and face-to-face. It is also noted that there is a deficit in the training of teachers to work with specific TEA students, and in the use of digital tools. Given the low support of educational institutions in general for the adaptation and development to new ways of transmitting knowledge, especially in an atypical scenario.
Brincalculia: um objeto de aprendizagem destinado a discalculia
(2019) Lopes, Victor Matheus da Costa Teixeira; D’Emery, Richarlyson Alves; http://lattes.cnpq.br/3553920177544450; http://lattes.cnpq.br/2686517069765187
Introduction: The difficulties of learning are present in its most diverse fields of study, Mathematics is considered by students as one of the most difficult subjects of learning. The problem is that most people close to the students associate learning difficulties with laziness ot lack of interest on the part of the students. In this scenario is the Dyscalculia, which despite being considered a mental deficiency, limits cognitive processes for the learing of Mathematics. thus, it is necessary to think of solutions that aid in the exercise and development of the discalculic student. These introduce learning objects that are digital resources or not, which aims to help and stimulate students learning and can be a means to aid in their learning. Objective: This work aims to develop a Learning Object for discalculic students. Materials and Methods: Investigated characteristics of dyscalculia and, from your types, activities have been established that can exercise dyscalculia. After that, the learning object Brincalculia was developed and, because it is a Role-Playing Game, is described in a game design document containing the whole subject, mechanic and story approached. The development is given on the development platform Construct. Followed the model of development the iterative and incremental; and your interfaces follow best practices of design principles. Lastly there is an experimental design to validade your usability and acceptance through Sistem Usability Scale with a controlled experiment with prospective technique based on questionnaires applied to teachers and psychopedagogues. Results: This work resulted in a development of a learning object Brincalculia which, after its evaluation, was rated as excellent software that can be used by health professionals and education in the accompaniment of discalculic students.
Como uma professora do 3º ano do ensino fundamental organiza suas atividades para o processo ensino aprendizagem da leitura?
(2017) Freitas, Caroline Vieira de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614
The present work had as objective to analyze the practice of a teacher of the 3rd year of elementary school, in order to identify the contributions to the teaching and learning process of reading. More specifically identify and analyze what the teacher did for the teaching of reading; analyze what the teacher thinks about the teaching process of reading; map and analyze the didactic resources used by the teacher to teach reading. For this, we carried out a case study, with semi-structured interviews and observations. We verified that the teacher performs a systematic work in relation to the teaching of reading, prioritizing texts of the narration order, such as: story, story, fable. Every day, after the recess, he performs the activity of reading enjoyment with the students, and at these moments helps them to reflect on different reading strategies . In addition, weekly, students are taken to the library with the help of the teacher to read a book. We can conclude that although there are students who are not yet literate, there is a concern of the teacher in forming readers of texts. In the theoretical reference the following topics were addressed: What is reading? And the process of teaching reading learning. The theoretical approach was based on Bamberger (1987), Brandrão (2006), Cardoso and Pelozo (2007), Carleti (2007), Colomer and Camps (2002), Kleiman (1995), Oliveira and Queiroz (2010).
Educação infantil e autismo: estratégias de professores e responsáveis no ensino remoto
(2021) Silva, José Felipe Bezerra da; Araújo, Railla Loislane Alves de; Souza, Gleidson de Oliveira; http://lattes.cnpq.br/0977263665311574
Educação na zona rural: dificuldades no processo de ensino e aprendizagem
(2021) Araújo, Claudiana Rafaela de Lima; Aguiar, Eliene da Silva; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710
A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)
(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459
This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.
A ludicidade em estudos que abordam a natação infantil
(2019-07-04) Cavalcanti, Catarina Gusmão Ferraz; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/4809577755948075
With the objective of studying playfulness as a facilitating resource for children's swimming teaching and to identify this approach in scientific publications dealing with children's swimming, this study was carried out based on texts published between 2000 and 2017 in databases recognized by the scientific literature. After selecting 16 works among the previously determined criteria, a table was prepared containing data referring to each document as the type of work, its objectives and the results obtained. Before the evaluation of these results, it was possible to perceive that the studies that deal with playfulness in children's swimming are extremely important for the academic environment and for Physical Education professionals since the methods that make use of playfulness in children's swimming have obtained better results in this research. Therefore, it is proposed by the authors of this work that the material resulting from this research can serve as a theoretical basis for professionals focused on teaching children's swimming.
A música como principal instrumento no ensino e aprendizagem infantil
(2021) Silva, Josefa Guiomar da; Carvalho, Maria Suelayne da Silva; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/1794058317148464
O uso de modalidades didáticas na formação docente: relato de experiência da monitoria na disciplina de prática de biologia animal
(2023-05-04) Costa, Lucas Miranda da; Cidreira Neto, Ivo Raposo Gonçalves; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/5326095246015406; http://lattes.cnpq.br/5467175492861814
As modalidades didáticas são fundamentais para tornar o ensino de biologia mais dinâmico e atrativo para os estudantes. No entanto, muitas vezes, essa estratégia não é explorada de forma adequada no curso de formação de professores em biologia, o que acaba perpetuando um ensino tradicional e abstrato, que ainda é um sistema presente nas salas de aula. É importante explorar essas modalidades de forma criativa e inovadora, para que os estudantes possam aprender de forma significativa e prática. Neste contexto, o objetivo central deste trabalho foi investigar sobre o uso das modalidades didáticas que foram utilizadas na disciplina de prática de biologia animal, a partir da experiência como monitor. Verificando quais foram as mais utilizadas e de qual forma elas foram aplicadas. Além disso, é importante avaliar as contribuições dessas modalidades para a disciplina e para a aprendizagem dos alunos e para isso, foi elaborado um questionário no Google Forms, onde foi aplicado através do Google Classroom e Whatsapp para averiguarmos a visão dos estudantes sobre o tema. A partir dessa análise, foi possível identificar as modalidades mais utilizadas e eficientes na disciplina. Ao total, foram identificadas diversas modalidades didáticas diferentes, na qual o estudo em grupo, aula expositiva e estudo de texto se sobressaíram em relação às demais. A preferência dos estudantes sobre as modalidades didáticas também foi analisada, onde a aula de campo e aula prática foram o grande destaque. A partir dessas informações, conseguimos verificar a importância que as modalidades didáticas exercem na disciplina.
Relevância do conhecimento das estratégias educacionais para a humanização na área da saúde
(2021) Silva Junior, José Jaidelson da; Silva, Sandra Nunes da; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710
Softwares e aplicativos para o ensino de astronomia e suas possibilidades interativas: um guia didático para professores
(2022-06-21) Costa, André Luis Pereira; Silva, Ana Paula Teixeira Bruno; http://lattes.cnpq.br/7567099861370352
This work presents the possibilities of using software and applications in the teaching of Astronomy, with emphasis on technical and pedagogical information, which often do not reach the teacher. In order to provide the teacher with the opportunity to learn more about these digital tools and provide meaningful learning, the main objective of the study was to produce a didactic guide, as a pedagogical mediation instrument, containing software and applications to be used in the teaching of Astronomy. The research contemplated a qualitative approach. The universe of study involved a search on the internet, through published works, websites and app stores for mobile devices, through the definition of criteria, which made it possible to choose the applications to be included in the didactic guide. The official documents guiding the construction of school curricula were taken into account throughout the construction of the didactic guide. The applications chosen to compose the educational product were Daff Lua, Star Walk 2 and Stellarium. The analysis proposed an evaluation of the applications, presenting factors such as: type of device; operational system; license type; need for internet access; hardware usage and average rating. It was observed the potential of these digital resources for use in the teaching of Astronomy, at different levels of education, providing a more interactive, playful and facilitating learning environment.
O uso dos jogos como ferramenta para o ensino de história no ensino fundamental: uma breve revisão bibliográfica e analítica
(2019-07-19) Santos, Diogenes Mufford Luiz dos; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/5304178011461627
The present work intends to demonstrate that the discipline of History can be considered an area that makes possible to think and in this way, the challenge that it is possible to build from the games in the classroom in a playful way. In spite of the importance of content for the student, we must be concerned with the formation of a subject, the teacher, his development from the time categories, between permanence and change, between likeness and difference, and simultaneity, of thought by the construction of citizenship, tolerance, cooperation must be clearly understood by the student. From the research presented, games appear as a good working tool. Because it is a didactic game, where you learn to play with each other instead of against each other, given the different skills that are developed and where students learn to relate, question and build, the game may be an alternative that awakens in the student the curiosity and the will to learn. Rethinking lessons and teaching strategies that use only verbalism and questionnaires is an urgent task. We present, then, the game as a strategy that enables the coordination of points of view and coordination of interindividual actions, so necessary for the understanding and action in the world around us, be it past, present or future. In this way, the students worked mainly in small groups, in a classroom environment, promoting exploration activities, solving problems, developing geographical and historical skills and socialization. Finally, the game allows students to stimulate their knowledge and communicative skills in cooperation with other students, not forgetting also the interpersonal relationship creating in the student a desire to learn more. Thus, the student put the knowledge to the test, using it in concrete play situations in their lives.