Browsing by Author "MELO, Marcela de Cássia da Cruz"

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ARTE E FUNDAMENTOS
(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) MELO, Marcela de Cássia da Cruz; SIQUEIRA, Marina Gonçalves; CIPRIANO, Isabel Cristina da Silva; LIMA, Ana Luiza Pereira de; PONTES, Bianca Cortês
Ana Carla is a teacher who has just started her journey at a school Early Childhood Education in the city where he lives. The city, called Miracatu do Norte, is very small, most of the population works in fields or mills and around 78% of people did not complete elementary school. This school is the only municipal one, and its 5-year-old students are very active, but very limited and the school does not have many resources to purchase materials diversified. However, in this case study, we will see proposals on how Ana Carla can work art with its students in a diverse and challenging way, always emphasizing education and child's learning. We'll also look at the importance of play and how to use it to your advantage. of child development, with sustainable resources.
Avaliação e Gestão
(Fundação de Ensino Octávio Bastos, 2023-09-30) MELO, Marcela de Cássia da Cruz; FERREIRA,Ingridy Karoline Nogueira
The contradiction between the results of official assessments and the opinion expressed by teachers, parents and students about Brazilian education is due to the fact that official assessments only evaluate the final result, not evaluating the student as a whole, their socio-emotional skills. Official assessments are part of the reality of Brazilian schools, as a means of evaluating learning results.
Ciência e Sustentabilidade
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-11-30) MELO, Marcela de Cássia da Cruz; JACOMINI, Mariângela Leocárdio
In the midst of this digital era in which we are currently living, in which technology is part of the daily lives of young people, the so-called generation Z has seen future careers as different professions from past generations. They believe that they can be professionally successful just by using social networks and digital platforms, just like Carolina and other students.
Eja e Diversidade
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-06-30) MELO, Marcela de Cássia da Cruz; SANTOS, Sérgio Ricardo dos; JACOMINI, Mariângela Leocárdio
Art and culture go hand in hand, complementing each other. Art creates tension in culture, taking it to other places. When Brazil was under military dictatorship, music and plays were banned, artists were arrested and tortured. Authoritarian governments and religious groups did not tolerate their freedom.
Fundamentos Pedagógicos: leitura e prática
(Fundação de Ensino Octávio Bastos, 2022-06-30) MELO, Marcela de Cássia da Cruz; CIPRIANO, Isabel Cristina da Silva; LIMA, Ana Luíza Pereira de; PONTES, Bianca Cortês; SIQUEIRA, Marina Gonçalves; JACOMINI, Mariângela L.; MEDICI, Fátima A.
Luiza has been a teacher in the state education system for 5 years and has always believed that working in the teaching profession is a priesthood and that it must be done out of love. After a meeting with the Syndicate, she realized that some things in her life needed to be rethought. In this text we will see how Luiza can improve her repertoire, her plans, her way of teaching based on her experiences and studies, and consequently claim her right to a better salary.
Fundamentos políticos e sociais da educação
(Fundação de Ensino Octávio Bastos, 2022-06-30) LIMA, Ana Luiza Pereira de; CIPRIANO, Isabel Cristina da Silva; PONTES, Bianca Cortês; MELO, Marcela de Cássia da Cruz; DOMINGOS, Mariana Marrichi Lemes; JACOMINI, Mariângela L.; SANTOS, Sergio Ricardo dos
Reading is one of the most important means of communication. Developed throughout history and maintained until the present day, it has a wide variety of functions and is in all areas, especially in studies, helping a lot in the cognitive abilities of human beings. According to Gonçalves (2013), “reading for the early years is of paramount importance for teaching-learning and to acquire new knowledge, the act of reading is the acquisition of new knowledge for the formation of a citizen”.
Gestão e Espaços Escolares
(Fundação de Ensino Octávio Bastos, 2023-11-30) MELO, Marcela de Cássia da Cruz; MEDICI,Fatima Aparecida
The teacher, worried about teaching the content for the test, did not pay due attention to the girl. He remained unaware of what was going on in the room and did not notice that an embarrassing note was circulating among the students. His attitude should have been different, because, in addition to the content being very important, the attitudinal content is also of great importance for the smooth running of the classes. He should have looked at the note and talked to Cátia if this happened frequently or was it the first time. And after this conversation, he approached the class making them reflect on their attitude. Showing them that these attitudes have terrible consequences for the colleague. It can trigger psychological problems such as depression and anxiety. And explain to them about diversity, ethics and the importance of respecting differences.
História e Geografia
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-09-30) MELO, Marcela de Cássia da Cruz; JACOMINI, Mariangela Leocárdio; SALA, Patrícia Vasconcellos
Teacher Ana Paula Silva is planning an interdisciplinary project that combines Geography and History content for her 3rd grade students. The goal is to help students better understand the concepts of geographic space, culture and society, using approaches that make learning more meaningful and engaging.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MELO, Marcela de Cássia da Cruz; SALA, Patrícia Vasconcellos
Throughout history, people who were considered different were excluded and isolated. Currently, there are laws that determine that these people have access to regular education. Access for students with disabilities is provided for in the provisions of the Law of Guidelines and Bases of National Education (Law 9,394/96). The objective is to guarantee these people the same conditions for socialization and development of cognitive skills and socio-emotional competencies. Inclusion determines that all students are part of the same school context, participating in the same activities, although adapted to meet the differences and needs of each one, and to ensure that they remain in school. The school community must know the student in full, their abilities and difficulties, in order to develop a more inclusive curriculum. Teachers must be trained with courses and ongoing education through seminars and lectures to better welcome students. Finally, in search of an education that provides learning opportunities for all, carried out by well-trained professionals, in adapted schools with resource rooms. With a teacher who helps to complement knowledge. Guaranteeing citizenship training for all.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) MELO, Marcela de Cássia da Cruz
The National Education Plan (PNE) 2014–2024 seeks, predominantly in its Goal 4, to universalize school attendance for students with disabilities, global developmental disorders and high abilities or giftedness, preferably in the regular education network. The results of the Goal revealed, in different age groups, discrepancies in the access and rate of schooling, literacy and illiteracy between the population with and without disabilities. The observed differences are accentuated in the population with intellectual and motor disabilities. Such data corroborate the need to rebuild the school educational model for the effective inclusion of people with disabilities. Special education from the perspective of inclusion conceives the school space as an environment for carrying out proposals in the light of equality, in which everyone has the right to learn assured, considering the specificities of the subjects, designing adequate services for motor, visual needs , linguistic and cognitive skills of students enrolled in regular schools.
Projeto Integrado - Pedagogia Online - Matemática e Letramento: Colégio Madre Teresa
(2025-04-30) MELO, Marcela de Cássia da Cruz; JACOMINI, Mariângela Leocárdio; FERREIRA, Ingridy Karoline Nogueira
A educação é um processo que está sempre passando por mudanças e deve adaptar-se às necessidades dos alunos .No Colégio Madre Tereza, a adoção de novas metodologias na matemática ,alfabetização e letramento não consiste apenas em uma mudança, mas uma necessidade para preparar os alunos para os desafios do dia a dia. Isso não significa que os valores tradicionais serão abandonados, mas sim aprimorados para garantir um ensino de qualidade .No ensino de matemática por exemplo ,é necessário superar a memorização mecânica e abordar resoluções de problemas ,atividades lúdicas contribuem bastante para o aprendizado .Piaget investigou os processos mentais inseridos na construção do conceito de número. Os seus estudos comprovam que a criança não pode conceituar adequadamente o número até que seja capaz de conservar quantidades, tornar reversíveis as operações ,classificar e seriar. Uma criança ativa e curiosa não aprende matemática memorizando, repetindo e exercitando ,mas resolvendo situações-problema, enfrentando obstáculos cognitivos e exercitando sua criatividade. .Para alfabetização e letramento pode usar o construtivismo que defende que a aprendizagem ocorre a partir da interação do aluno com o meio, permitindo que ele construa seu próprio conhecimento por meio de desafios e descobertas. Segundo Paulo Freire, o processo de alfabetização não acontece de forma mecânica ou desvinculada de um universo existencial requer uma atitude de criação e recriação. O autor destaca que não basta apenas dominar a escrita, é preciso inserir o sujeito nesse mundo para que desenvolva uma leitura crítica das relações sociais .Pode-se usar os trabalhos de Emília Ferreiro e Ana Teberosky (1985)no qual pensa em como a criança aprende ,se desenvolve e se apropria da língua escrita
Projeto Integrado - Pedagogia Online - Práticas de Matemática e Letramento: Oficinas
(2025-06-30) MELO, Marcela de Cássia da Cruz; SANTOS, Sérgio Ricardo dos
Saber ler e escrever é tão importante quanto saber contar, a alfabetização matemática na infância é importante pois a criança aprende brincando. O letramento no ciclo da alfabetização abrange o processo ensino aprendizagem onde estão envoltos o conceito e o procedimento necessários para as práticas sociais de leitura e escrita. A discussão sobre o letramento matemático tem como referência as produções sobre o processo de letramento e aquisição da linguagem escrita que amplia a visão de alfabetização, sendo assim é importante destacar que as linguagens falada e escrita caminham atreladas a matemática, pois compartilham de uma mesma base cognitiva. Seu foco é a construção do conhecimento através de experiências concretas, da resolução de problemas, e de materiais como jogos e atividades lúdicas que priorizem desenvolver o pensamento lógico e o raciocínio matemático das crianças.
Tecnologia e Planejamento
(Fundação de Ensino Octávio Bastos, 2022-11-30) LIMA, Ana Luiza Pereira de; PONTES, Bianca Cortês; CIPRIANO, Isabel Cristina da Silva; MELO, Marcela de Cássia da Cruz; SIQUEIRA, Marina Gonçalves
We are going through a post pandemic period accompanied by many lags. It took 2 years for an unprepared adaptation of online classes and with no expected return, not to mention that many students did not even have internet access, thus making the learning process difficult.