Artigos Científicos - NTPC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2224

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Concepções subjacentes à prática pedagógica em uma pré-escola
(2001-12) ALVES, José Moysés; MAUÉS, Aldenise de Souza; SANT’ANA, Izabella Mendes; ALVES JÚNIOR, Miguel Henrique Ribeiro; DUARTE, Líliam de Fátima Miranda; SANTOS, José Guilherme Wady; SOUZA, Christianne Thatiana Ramos de
There are several forms to conceive preschool aims and the manners that the teacher should conduct pedagogical activities. How such conceptions are articulated in practice? During one academic year we observed on a daily basis the activities developed by a group of 22 preschoolers (ages 4 to 6) attending a private school; the procedures used in, the contents of, and the duration of each activity were recorded. Structured activities occupied about half of the time each month. Among structure activities, copying, painting, cutting and pasting, free-style and directed drawing occupied most of the time. With regard to content, those related to Writing and Social Studies were given more emphasis than those related to Math and Sciences. We infer from those practices a conception of preschool whose goal is to prepare to literacy, which is conceived as transmission of a transcription code. The emphasis on graphic aspects in teaching letters and numbers hampers their inclusion in real communicative contexts, wasting the time that could be assigned to the teaching of Sciences.
Acesso aberto (Open Access)
O jogo de dominó como contexto interativo para a construção de conhecimentos por pré-escolares
(2000) SANTOS, José Guilherme Wady; ALVES, José Moysés
The importance of the play with rules for child development has been recognized by several authors. However, few studies have been carried out, to analyze the construction of knowledge within the context of social interactions, in specific games. The present study registered changes in preschool children’s performance while playing dominos, in particular: following game rules, the mastery of concepts, and interactions among participants. Over one year period, twenty preschool children played four types of dominos, each involving an increased level of conceptual difficulty. Although the children had no previous experience with that game, the error percentage for each type of domino was below twelve percent of the moves, and these errors were corrected by the children and the experimenter. The interactions provided opportunities for both the transmission and construction of shared knowledge.

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Navegando Artigos Científicos - NTPC por Autor "ALVES, José Moysés"