Browsing by Author "LUZ, Susany de Cássia Cano"

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EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) FERREIRA, Luana Alves; LUZ, Susany de Cássia Cano; PIATO, Thayna cristina; MEDICI, Fátima A.; JACOMINI, Mariângela L.
not providing conditions for this person who did not have the chance to pA Valorization is the objective of this academic work, highlighting the need to include in the axis of teaching for young people and adults the opportunity to create opportunities in life of these people who return to school, training, inclusion through CNE \ CEB resolution number 1, of July 5, 2000, which establishes the Guidelines National Curricula for Youth and Adult Education, highlighting the importance of students (Brasil, 2000).
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.
Letramento e Alfabetização em Língua Portuguesa e Matemática
(Fundação de Ensino Octávio Bastos, 2022-06-30) CARVALHO, Karina da Silva; SILVA, Josiane Félix de Souza; SILVA, Jheniffer Maria Pereira da; SOUZA, Stephanie Kelly Batista; LUZ, Susany de Cássia Cano; MEDICI, Fátima A.; JACOMINI, Mariângela L.
The present work will report along with the theme Literacy and Literacy in Portuguese Mathematics, new theories and methodologies. In order to introduce the necessary changes and assist the faculty to achieve the objectives effectively and satisfactorily.