Browsing by Author "GIÃO, Alexandra Henrique Souza"

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Ciência e Sustentabilidade
(Fundação de Ensino Octávio Bastos, 2023-11-30) CARVALHO, Adriana de; LEONEL, Amanda; GIÃO, Alexandra Henrique Souza; RIVER, Barbara Silva; VITOR, Bianca Garcia; FERREIRA,Ingridy Karoline Nogueira
The development of society had positive points, but also negative ones. Pollution, the use of the planet's annual resources and climate change are clear and it is increasingly important to solve these problems. Scientific knowledge is one of the greatest resources that humanity uses to ensure its survival and continue to improve the quality of life by reducing social inequalities.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) GIÃO, Alexandra Henrique Souza; BERNARDO, Amanda Leonel; JEREMIAS, Eidemara; NOGUEIRA, Vânia Isabel Sebastião; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
The perception that education systems have in relation to the future teacher is that, upon completing the licentiate course, he will be ready to face the obstacles of the profession. However, this desire does not materialize and the future graduate discovers the need to deepen pedagogical and mathematical knowledge, as there are also other areas of knowledge to understand the changes that occur every day in school and in society. In such a way, it is necessary for the math educator to have the knowledge to respond to the educational demands of this approach, it is because professionals in the area need to redirect their preparation. Thus, there is a need to understand what is happening in teacher training, the gaps that are being left by the degree courses and an Action Plan that can comply with the proposal to reformulate the reality dealt with in the case.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) GIÃO, Alexandra Henrique Souza; RIVER, Barbara Silva; JEREMIAS, Eidimara; NIGUEIRA, Vânia Isabel Sebastião; MEDICI, Fátima A.; JACOMINI, Mariângela L.
We seek to highlight, through this article, the properties that involve Education of Young People and Adults (EJA), with the general purpose of carrying out a reflection on the reality of teaching working in EJA classes, in the chance to adapt an educational model that has the student as a teaching proposal that will be completed during the school year. A Inclusion should be based on the identities in which students are perceived, whether in terms of social, economic, age, gender, cultural, etc.
História e Geografia
(Fundação de Ensino Octávio Bastos, 2023-09-30) GIÃO, Alexandra Henrique Souza; SILVA, Simone Hosana da; SANTOS, Sergio Ricardo dos
With the emergence of industries in the cities, people left their lives in the countryside and migrated to the cities, bringing new social and technological dilemmas and thus satisfying the population's desire to move from one place to another with ease, so it was increasingly emerging. more cars, buses, bicycles. Cars presented a comfortable and efficient way to solve mobility problems, the technology became absurdly popular, causing harmful gases. One of the main aspects is due to the effects of the global use of motor vehicles, problems involved concern gas residues and pollution released in motor vehicles, which advises campaigns for the use of bicycles and vehicles powered by other fuels such as alcohol, and even even electrical energy. To improve the quality of life in cities, and reduce the high economic costs of transport and to combat air pollution, traffic is also one of the biggest emitters of carbon dioxide (CO2) and other greenhouse gases, responsible for climate change. . The political incentive for alternative transport is essential for sustainable urban mobility such as cycling, the implementation of cycle paths on several roads to guarantee visibility, loans and bicycle parking, encouraging the use of bicycles.
INCLUSÃO E LIBRAS
(FUNDAÇÃO DE ENSINO OCTAVIO BASTOS, 2023-02-01) GIÃO, Alexandra Henrique Souza; FERREIRA, Luana Alves; SANTOS, Maria Aparecida de Oliveira; LUZ, Susany de Cássia Cano
Inclusion is the New School Context! Our responsibility as Pedagogues and Academics, and School Institution, is break with patterns. The child is independent of his/her situation to receive host because she needs to feel welcomed, with all her social baggage, her adequate physical condition or not, we must also understand that the emotional and psychological, are inseparable, loaded with perspectives of the family and its surroundings. Back in our training, INCLUSION was not talked about within the school, it was talked about in NORMAL STANDARD. Despite having a whole compendium of established laws, arising through the Federal Constitution, by the ECA, by the PNE, there are still many difficulties especially with many teachers who have resistance to train themselves to this reality of inclusion, which every day knocks on the doors of schools. And the union of all faculty members, and all agents responsible for this coexistence will be together in this training, to make this moment, propagator of awareness of the inclusive reality in a reflective process, so that they are Significant changes have been made where the child with special needs, whether main beneficiary. For SASSAKI (1997), social inclusion is configured from cooperation between people with disabilities and society, with the aim of seeking solutions to mutual problems and establishing equal opportunities and relationships. In this process of inclusion in school, we present in this work the importance of teacher in the teaching-learning process with proposals for this transformation of these subjects, qualification and built skills, logically in a process that constantly requires a review because each child has a different system of inclusion with numerous particularities, but as the teacher will be the mediator of these actions and a change in this new reality becomes urgent.