Browsing by Author "JACOMINI, Mariângela L."

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Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) CICUTTO, Ana Caroline P.; PRADO, Carina Santos Mattos; SOUZA, Mara Adriana de Brito; SOUZA, Maristela Corrêa Lameo de; FUIN, Vanessa Calixto V. Mariano; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
Didactics contributes to the construction of knowledge and provides teachers with reflections on the practice that involves theory, awakening optimized actions. It is worth mentioning that we will approach the formation of the pedagogue, because an adequate preparation points out each discipline, science and/or school level, not only for the preparation of the citizen for the job market. Another point addressed was to highlight the benefits of constructivism, continuing education in a new didactics and the updating of teachers.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) BASILIO, Nayara Mendes; SOUZA, Stephanie Kelly Batista; GONÇALVES, Juliana Aparecida; SANTOS, Maria Aparecida de Oliveira; FERREIRA, Karoline N.; JACOMINI, Mariângela L.
Developing creativity in childhood stimulates your imagination which leads you to become a safer adult, a child who uses creativity and moves builds greater autonomy and has more motor coordination, in addition to being easier to learn to To relate, the teacher often wants his students to be constantly quiet and seated, but when they become adults they are charged to be critical and reflective. Movement for children is a form of language of paramount importance.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) JACINTO, Beatriz Aguiar Aparecido; DUARTE, Conceição Aparecida da Costa; COSTA, Larissa Cristina Minussi da; ANDRADE, Viviane Borges de; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
The purpose of this will be to demonstrate the action plan containing new practices and methodologies for teaching Literacy and Literacy of the Portuguese Language and Mathematics, prepared by the students of the tenth module of the EaD Pedagogy course at Unifeob, which was required through a e-mail, by the coordinator Pedro, who had just arrived at the “Emeb Capitão Nascimento” school located in the poorest region of the municipality of Borda da Mata Fechada. Pedro asks for help to innovate, bring interest and enthusiasm to the classroom and reports his concern with the methodologies used in the institution. We will see the importance of teachers reviewing their educational practices, including knowing the social environment of students, in order to provide quality education.
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.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) CUNHA, Andréa Fernanda; FERREIRA, Beatriz Rosa; GUIMARÃES, Keila Alves; SILVA, Luana Carolina dos Santos; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
The search for new knowledge and techniques must always be present in the lives of education professionals, so that they can adapt to what the modern world proposes. With time dedicated to the training of teachers and, that it is of quality, so that they have a basis in demanding that their work be praised and live with the respect and income that they are entitled to.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) OLIVEIRA, Angélica de Lima; SILVA, Janaina dos Santos; SILVA, Jheniffer Maria Pereira da; MIGUEL, Patrícia D’ Arcádia; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
This work aims to expose the importance of trained and prepared professionals for possible changes in the school environment, in order to meet the needs of the education system, improving the performance and work of literacy teachers. Show that there are several ways to teach literacy and other more innovative teaching methods. Conceptualize literacy and literacy considering the school environment and the prior knowledge of each student. Define the most appropriate educational objectives for each student in question.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) SCALON, Elen Cristiane; GOBBO, Gabriela; OCTAVIANO, Gláucia Maria Marquiti; LIMA, Isabel Cristina Guarnieri de; TEÓFILO, Luciane Rosalino; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
The present research work elucidates the subject much commented on by educators, which is the professionalization of the teacher and its valorization, demystifying the priesthood of the profession with a brief report, since the beginning of education in Brazil, based on the themes of Current Practices of Literacy Teaching. and Literacy of Portuguese and Mathematics based on the current laws of the country (LDB) Law of Directives and Bases of Education and also referring sources such as the BNCC (Base Nacional Comum Curricular) among others, aims to propose improvements in education, demonstrating for example , the importance that undergraduate courses for teacher training, such as Pedagogy and other Degrees, are well evaluated by the MEC (Ministry of Education) so that there is solid training, synchronous learning in theory and practice, making future teachers able to to teach with quality in the face of the challenges of the classroom routine in the nowadays and continue in the study process after graduation, with a view to updating pedagogical practices.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) MACENA, Bianca da Silva; MACEDO, Carmen Ferreira de; ALVES, Fernanda Cristina da Silva; CERBONCINI, Giuliana; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
In this present work, we will address the issue of Special Education from the perspective of inclusion, which is relatively new in Brazil, in which it generates many questions and doubts on the part of educators and the population. Therefore, we know that not all teachers had training for inclusion and many still see it with insecurity and unnecessary.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) DOMINGOS, Elisângela; FERREIRA, Josiane Feitosa; SACODA, Mariana Tamie Rigolin; MIGLIORINI, Elaine Cristina Alves; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
This work aims to address the importance and need for inclusive education in schools, not only for students with disabilities, but so that everyone can have the same rights to quality education, respecting the individuality of each one. Currently, Special Education from the perspective of Inclusion still faces many challenges, schools and teachers are often not prepared to receive students with special needs.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) ANTONIO, Ana Carolina; ZALTRÃO, Flávia; MORAES, Natália da S.; COURELLE; PACOBELLO, Levinía R.N.; JACOMINI, Mariângela L.
When approaching the subject of inclusive education, we must emphasize that we currently find some barriers in the thinking and acceptance of some educators, given that most pedagogues trained for some time, find it difficult to work pedagogically with such students. Inclusive education aims to educate all children in the same school context, that is, not to deny the difficulties of students, but with inclusion, differences are no longer seen as problems and are treated as diversity. We will present in this project, the laws and ways of working with inclusion in schools, therefore, a way to include them in a pedagogical, positive and human way.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) VASCONCELLOS, Anna Beatriz Cabral de; SANTOS, Daiane Franciele Bortoluci dos; MARCONDES, Josiane Aparecida Trafane; SILVA, Rafaela Aparecida Oliveira da; PACOBELLO, Levinía R.N.; JACOMINI, Mariângela L.
Special education from the perspective of inclusion is new, so it generates a certain discomfort and causes the entire faculty to have many questions not only within the school, but also outside it. Not all teachers are prepared for this inclusion, as are the laws and documents that govern this new methodology. This Integrated Project aims to guide teachers, to include not only disabled students, but all students in general.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) TAVARES, Gizeli Alves; LOPES, Joelma Aparecida Batista; FINAZZI, Natacha Domingues; OLIVEIRA, Tamara Manoela Schiavo; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
In the course of all historical moments, from the most archaic civilization until very recently, there are records of excluding and exterminating behaviors of people with disabilities. These individuals were eliminated through murder, abandoned without any care, incarcerated and exposed to inhumane experiments and research – as seen in accounts of the Second World War (LORENTZ, 2006). Recognizing every historical achievement, valuing all studies and research related to this audience is the duty of those who chose to be a teacher. Education has been transformed over time in the search to offer access to all, to promote integral development for students in their various stages of learning, which brings with it several challenges, one of which is the inclusion of people with disabilities, where education seeks an education of equality and opportunity for all. It will be addressed in the development some of the difficulties of both teachers and students in engaging this new stage in traditional schools, which tools can be used to achieve this purpose, which projects should be adopted for a solid inclusive education. It will also be mentioned, the laws that protect, give rights and guide how education should be promoted to these students.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) MOREIRA, Andrea dos Santos Mangolin; NOVELO, Daiane Cristina; CANDIDO, Lucimeire; BRUNHOROTO, Sabrina Fonseca; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
Aiming at building a society without prejudice, this work will address forms of social inclusion through an intervention in the school community. For this, we started the study knowing the reality of our country in relation to inclusion and then we will analyze the legal bases that give the right to people with disabilities or people with special needs.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) FERREIRA, Leticia Moreira; BARBOSA, Marluce Silva; SANTOS, Paloma Cássia D.; MENEZES, Rubiani C.F.; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
The Integrated Project of this module has as its theme: Education from an inclusive perspective, the foundations and practices of inclusive education. To better understand this teaching modality and how it is possible to implement this education in regular schools, this work will present ways of working with Inclusive Education, in addition to all the legislation and history that covers this theme. The case study presented addresses the difficulty that the teacher has to improve in special teacher training mainly because there is still a great resistance in the improvement to work with inclusive practices in the classroom.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) FONSECA, Amanda Suehet da; GALETTI, Carollina Scharinger; MARAN, Samantha de Cássia Paiva; MANOEL, Priscila Edilaine Camilo; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
The case study of this Integrated Project, aims to address Special Education from the perspective of inclusion, where it will take place about the teaching staff of an Elementary School, about inclusive education practices, where a broad text will be presented with several questions. and information on the subject, with the aim of training and implementing it in the school routine.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) ABRÃO, Denize Helena da Silva; SILVA, Elaine Cristina Ernesto e; MEGDA, Jessica Toniatti; ERROY, Talytta Massa; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
The main objective of this work is to transform education into a right for all, so that people with some type of disability can enjoy the same opportunities and rights as the rest of society. Through a case study, having the opportunity to know a little more about inclusive education, its pedagogical practices and its importance in the use of good methodologies for the development of students with disabilities.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) REIS, Francine Alves dos; PACOBELLO, Levinia R.N.; JACOMINI, Mariângela L.
We bring to this study the theme of deafness from the perspective of the right to difference in equal rights in a classroom context. Therefore, this text is concerned with looking at deaf students who use – or are in the process of acquiring – sign language. This issue generates anguish in the educator, because in most cases, there is no training for the professional to learn to deal with the issue of linguistic difference – because sign language is indeed a language.
Educação, Sociedade e Tecnologia
(Fundação de Ensino Octávio Bastos, 2022-06-30) FRANZIN, Amanda Augusto; DOMINGOS, Carolini Cristini Barbosa; MISTURA, Damares da Silva; MASCHIO, Gabriel Alves; MEDICI, Fátima A.; JACOMINI, Mariângela L.
Much has been discussed about how the socioeconomic and low schooling of families has increasingly affected the process of motor development in children's lives, limiting them from having a greater recognition of the world around them. In the present case we will report on Ana Carla, a teacher of Early Childhood Education, who passed a public contest and started working in a municipal school where she lives Miracatu do Norte. Most of the population works in sugarcane, and the level of education is very low, 78% of people have not finished elementary school.
Educação, Sociedade e Tecnologia
(Fundação de Ensino Octávio Bastos, 2022-06-30) BOVO, Carolina; GABRIEL, Hellen Cristina de Paiva Patini; MEDICI, Fátima A.; JACOMINI, Mariângela L.
The present work deals with the exploration of the body as a teaching tool in the school field, especially in the kindergarten school, which presents a level of pedagogical and playful nature, simultaneously, which provides the child with the absorption of knowledge in a natural and progressive way. . In this sense, the teacher's commitment is to stimulate the student with activities that demand attention and recreation, allied to didactics, since the formation of the child student requires proactivity, which consists of the profile of children, who have a lot of energy for development in the first school phase. Thus, the objective of this integrated project is to show the importance of motor activities for children, which have numerous benefits, such as: concentration, attention, memory, body awareness; and above all, the cost-benefit, which, for the child, is the cognitive and motor evolution, and for the school, it represents an alternative of the pedagogic, when it comes to low financial resources; but it exhibits a huge gain in the education of students.
Educação, Sociedade e Tecnologia
(Fundação de Ensino Octávio Bastos, 2022-06-30) BOAS, Mariana Lubarino Vilas; PERAL, Ana Paula Beraldo; CARELLI, Maria Eduarda Lotito; MEDICI, Fatima A.; JACOMINI, Mariângela L.
The formation of children is often associated with the development of cognitive ability and retention of content information. Emotional aspects and corporeality are not assimilated as determining factors for the child's development.