Navegando por Assunto "Literatura infantil"

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Acesso aberto (Open Access)
A literatura infantil no processo de inclusão de alunos com deficiência auditiva
(Universidade Federal do Pará, 2019-12) PINTO, Carla Georgia Travassos Teixeira; NUNES, Marcia Cristina Ribeiro Gonçalves
This paper focuses on an experience of inclusion of deaf students in a regular school, with the impaired hearing deprivation and as a consequence the process of acquisition and development of speech and oral language is delayed. Within this context, language is a crucial element in the subject's linguistic-cognitive development and thus becomes of great relevance in the learning process. In hearing subjects the learning of written language occurs through oral language, however, in the impaired hearing subject, this process suffers a significant delay in both reading and writing, since both are considered abstract productions for them. This study aims to publish through children's literature, possibilities to facilitate the development of interpretation and understanding of texts by subjects who have hearing impairment. The methodology of the present study was developed based on bilingual tendency, with 6 (six) impaired hearing ones, aged 7 to 12 years old, all students of Gabriel Lage da Silva Municipal Elementary School. The methodological course was built in three stages: text reading using Brazilian Sign Language (Libras), role playing and finally textual production. As an evaluative appreciation of the dynamics the respective subjects improve the comprehension and interpretation of text considerably, even with grammatical and syntactic difficulties.
Acesso aberto (Open Access)
A literatura infantil no processo de inclusão de alunos com deficiência auditiva
(Universidade Federal do Pará, 2019-12) PINTO, Carla Georgia Travassos Teixeira; NUNES, Marcia Cristina Ribeiro Gonçalves
This paper focuses on an experience of inclusion of deaf students in a regular school, with the impaired hearing deprivation and as a consequence the process of acquisition and development of speech and oral language is delayed. Within this context, language is a crucial element in the subject's linguistic-cognitive development and thus becomes of great relevance in the learning process. In hearing subjects the learning of written language occurs through oral language, however, in the impaired hearing subject, this process suffers a significant delay in both reading and writing, since both are considered abstract productions for them. This study aims to publish through children's literature, possibilities to facilitate the development of interpretation and understanding of texts by subjects who have hearing impairment. The methodology of the present study was developed based on bilingual tendency, with 6 (six) impaired hearing ones, aged 7 to 12 years old, all students of Gabriel Lage da Silva Municipal Elementary School. The methodological course was built in three stages: text reading using Brazilian Sign Language (Libras), role playing and finally textual production. As an evaluative appreciation of the dynamics the respective subjects improve the comprehension and interpretation of text considerably, even with grammatical and syntactic difficulties
Acesso aberto (Open Access)
Livro infantil multiformato em sistema pictográfico: lançando a semente da inclusão pela via literária, em estudo com professores e seus alunos com TEA
(Universidade Federal do Pará, 2023-12-05) LAGO, Mara Rita Araújo; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823
Children with autism, for the most part, need specific mediation and adaptations that can contribute to their learning, among them the following stand out: the multiformat children's book, studied in this research. Thus, the following research question was addressed: how is the adapted book an important tool to contribute to communication, as observed by the researcher and the professors? This study aims to describe the interaction between children and the multiformat children's book, based on the observations made explicit by the teachers in the research questionnaire. The methodology employed consists of a qualitative approach, the data collection occurred through documentary and bibliographic research and online and face-to-face questionnaires, carried out in a school, in early childhood education, in the municipality of Castanhal Pará, involving as subjects, teachers and their autistic students. The results of this work showed how multiformat children's books can help teachers in the methodological aspects in relation to storytelling for their students with autism, stimulating them in communication, understanding the plot of the narrative that permeates the story, having a positive scope, contributing to broaden their development and learning.
Acesso aberto (Open Access)
A matinta tem a cor da chuva: ludicidade como estratégia de ensino-aprendizagem para Educação ambiental
(Universidade Federal do Pará, 2015-08-31) DIAS, Maírna Costa; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
Whereas popular culture was established as a colorful mosaic of myths, rituals, values and knowledge, and they, in turn, are often absent from school spaces impeding the formation of critical social subjects and able to appreciate the local culture we recognize in the Amazonian legends (represented in this work by the legend of Matinta Perera) potential rescue tools, recovery and reinterpretation of the Amazon culture. The objective of this research was to try to understand the possibilities and approaches between Amazon mythopoeic and environmental education attentive and contextualized to the rich imagery of popular culture present in children's speech. We develop our study in Early Childhood Education School "Ecoescola Rita Nery" located in Tenoné District, Bethlehem, PA to the following methodology: focus group training with teachers of Ecoescola for discussion and planning of activity, thematic delimitation "urban waste and Matinta Perera "story staging tied the chosen theme," retelling "of the story by children and collection of narratives. We note, by the children's narratives, the character Matinta Perera presented with diverse character which provided an opportunity for children to incorporate habits and attitudes "ecologically correct", started to behave as environmental multipliers.