Navegando por Assunto "Pedagogical practices"

Agora exibindo 1 - 6 de 6

Acesso aberto (Open Access)
Concepções e práticas pedagógicas acerca da construção do número voltados para a educação de alunos com deficiência visual
(Universidade Federal do Pará, 2019-10-30) SILVA, Ana Mara Coelho da; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This study aimed to investigate the conceptions and pedagogical practices concerning the construction of the notion of number implemented by teaches of the Pedagogical Intervention sector of a polo institution, which serves students with visual impairment. To support the investigation of this problem, we support the notes of Piaget epistemological approach. The research is part of the qualitative research, in the action research modality, developed with seven participants, including two teachers directly involved in the work of the Pedagogical Intervention sector, and five students with visual impairment, attending this learning environment. The research consisted of an observation phase of the activities developed within the teaching of mathematics and specifically related to the object of this research, the numbers, with a duration of three months; semi-structured interviews directed to the teachers and legal guardians of the students selected for this study, in order to understand how mathematical teaching and learning relationships were implemented and maintained within the Specialized Educational Unit (UEES) and in the regular educational context. Then, problem situations were selected and elaborated, which Piaget and Szeminska (1975) propose as primordial for the student to construct the notion of number. The results showed that the lack of teacher training has contributed to mistaken educational practices based on empiricism, without the proper foundation of a theoretical approach. In addition to a teaching centered on memorization and repetition, in which the student learns when exercising certain skills, such as counting numbers, with little daily applicability and that does not allow the student to feel part of the learning process. Likewise, we realize that there is a fragmentation, discontinuity and decontextualization of the work carried out between the various sectors of (UEES) and of these with regular education. Through the activities implemented with the students, it was possible to realize that there is a need for a pedagogical action, with didactic-pedagogical planning, which enables the student to develop mathematical logical reasoning actively.
Acesso aberto (Open Access)
Educação ambiental: macrotendências em atividades educativas no Parque Zoobotânico do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2022-04-28) BATISTA, Joniele Bentes; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Environmental Education (EE) arises from an understanding of the historical social construction of the planet, where it is necessary to change the paradigm that implies both a scientific and political revolution. This study aims to know and understand the political-pedagogical macrotrends in EE present in the practices developed at Zoobotanical Park of the Museu Paraense Emílio Goeldi (MPEG). We assume qualitative research, with Content Analysis. The procedures were organized in two moments: 1. Visit to the MPEG Zoobotanical Park and analysis of the documentation object of the study; 2. Interviews with the coordinators responsible for EA's projects and activities. The following categories were established for analysis: vision of the environment, conceptions of environmental problems, political vision and practice/approach. From the analysis, we realized that the political-pedagogical macrotrends of EE present in the pedagogical practices in the Zoobotanical Park of MPEG, appeared concomitantly, that is, in a mixed way, without a consensus of intentionality or theoretical reference. However, a certain dominance was observed for conservationist and pragmatic macrotrends.
Acesso aberto (Open Access)
A educação escolar e a formação da identidade: um estudo em uma escola multisseriada do município de Igarapé-Açu/PA
(Universidade Federal do Pará, 2020-06-25) SILVA, Wanessa Nogueira; CRUZ, Carlos Renilton Freitas; http://lattes.cnpq.br/7656601356595473; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983
This work aims to understand how the school impacts the formation of the peasant identity of the community of “São Luizinho”, thus analyzing the pedagogical practices of teachers in the community and verifying in what sense they impact on the construction and/or enhancing the identity of the subjects in the field. The starting point was the following question: What has been the role of the school in the formation of peasant identity in the “São Luizinho” community, in Igarapé-Açu/Pa? The need for valuing and encouraging the formation of the identity of the subjects in the field is emphasized, considering that the field has a past of denial and silencing, being strongly marked by the assiduous struggle for the conquest and enforcement of their rights. Methodologically, the research is carried out in the qualitative paradigm, using the method, the case study and data collection techniques, the semi structured interview and the focus group. For data treatment and analysis, content analysis is used. The locus of the research is a multi-grade rural school in the municipality of Igarapé- Açu / Pa. The results indicate the importance of the teacher in the formation of the students' identity and, equally, in the valorization of the field and their way of life. It is noteworthy that the curricular proposal of rural schools does not differ from urban schools. Therefore, it is observed that, following a path contrary to the demands of the peasant movements, there is no Education in the Countryside, but only Education in the Countryside, since every effort to value the countryside and foster a peasant identity is part of the professionals involved in this process, there is no institutional project.
Acesso aberto (Open Access)
Ensino e práticas pedagógicas em Geografia para pessoas com deficiência visual na EAUFPA
(Universidade Federal do Pará, 2025-04-15) AVIZ, Anderson da Silva; MAGALHÃES, Benedita Alcidema Coelho dos Santos; http://lattes.cnpq.br/7484794171047694; https://orcid.org/0000-0001-7536-5184
This research, through the case study method, sought to analyze how the inclusive pedagogical practices adopted by Geography teachers at the UFPA School of Application materialize, focusing on the education of students with visual impairment (DV). Adopting historical-dialectical materialism as a methodological framework, the study analyzes the contradictions present in the process of school inclusion. Of a qualitative nature, the research used as sources the bibliographic review, documentary analysis and interviews with professors and coordinators of the institution. The results indicate advances in the school, through student services and the construction of dialogues between teachers and coordinators, driven by the Coordination of Inclusive Education and the Curriculum Accessibility Laboratory (LACEB). However, challenges persist, such as architectural barriers, difficulties in teacher training and the lack of alignment between educational policies and school pedagogical practices. The dialectical analysis reveals that inclusion is crossed by structural and social tensions, evidencing the need for greater articulation between theory and practice, both in the teaching of Geography and in the reality of the school in general. Thus, the research contributes to the debate on the effectiveness of inclusion policies and highlights the importance of teacher training to ensure accessible geographic education and the right to education for all students.
Acesso aberto (Open Access)
Entre o coercitivo e o educativo: análise da responsabilização socioeducativa no Programa de Medidas em Meio Aberto
(Universidade Federal do Pará, 2019-02-26) SILVA, Regina Célia Nascimento; OLIVEIRA, Damião Bezerra; http://lattes.cnpq.br/7717970084199162
The purpose of this study is to contextualize the application of socio - educational measures, the contradictions experienced by the institutions that attend adolescents who are responsible for infractions, and the pedagogical and sanctioning duty of the socio - education. It will be sought to understand the meanings and meanings that the adolescents accused of the practice of infractions attributing to the interventions directed to them, as well as the pedagogical practices developed in the Specialized Reference Center for Social Assistance (CREAS), the main municipal public institution , responsible for offering the service of monitoring socio-educational measures in the middle of the open, in the Municipality of Barcarena. The research methodology was based on a qualitative approach, based on bibliographical research and the application of questionnaires with the subjects of the research-adolescents in compliance with socio-educational measures in the Open Environment and pedagogues active in the socioeducation. As a theoretical reference, the research is supported by Michael Foucault's Birth of Biopolitics (2008) and Vigiar e Punir (1984), which emphasize the discourses, practices and devices of power and the different modes of government that mark the historical process of our emphasizing the concept of governance. The thinking presented by Loïc Wacquant in his books, Prisons of Misery (2001) and Punishing the Poor (2007), which, in general, portrays the consequences of a policy of exclusion adopted by the State, in order to isolate social interaction the less favored classes. It is based on the readings of Pinheiro (2006) and Rizzini (1997; 2009) as a way to understand how Brazilian legislation regarding children and adolescents has been historically constructed.
Acesso aberto (Open Access)
@midiasnoensino: uma proposta de uso do Instagram como ferramenta educacional para o ensino superior
(Universidade Federal do Pará, 2019-11-22) BRIGIDO, Jéssica de Almeida Vasconcelos; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842; https://orcid.org/0000-0002-8969-7320
Social Media platforms have astonishingly spread to the point they are part of the daily lives of most people, modifying the way they now communicate. However, such technologies have not yet effectively made themselves available as educational tools ready for use in different leveis of teaching. Based on this framework, this dissertation describes the steps taken to answer the following focus question: in which ways higher education teachers can use the social media Instagram as an educational tool? For that purpose, a series of experimentations were carried in other to achieve a main goal: the proposition of possibie uses of Instagram as educational tool to assist teachers in pedagogical practices and to promote learning processes in higher education environments. A quaiitative and expioratory approach was chosen in order to achieve such goais. This approach inciuded methodological procedures such as bibliographic research, participant observation (PERUZZO, 2017), validation of results before an experts' panei (PINHEIRO; FARIAS; ABE-LIMA, 2013), data collection, the anaiysis of feedback and the materiaiization of the intended product. Instagram was tested as educational tool during two courses of the undergraduate program in Technology of Multimedia Production at the Pará Federal University. By looking for different meanings for Instagram usage, activities were carried to experiment to which extent this social media use could follow aiong students' learning path, enable feedback practices, stimuiate creative abilities, and promote collaborative learning. The Instagram profiie @midiasnoensino is presented here as result of this dissertation process, displaying possibiiities in pedagogical practices using this social media, in the form of posts and adaptabie tempiates. Activities available in the profiie are interesting aiternatives for teachers accessing them, as they allow considerations on the uses and appropriations of Instagram apart from its most common uses in daiiy life. Such activities are asso open for adaptations and the creation of new meanings through the reorganization of possibiiities according to actual practices teachers experience in their work environments. That is, the proposed activities enable teachers to use creativity to deveiop actions that build knowiedge in a dialogic and collaborative manner.