Browsing by Author "NEVES, Lethicia Marin"

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    ARTE E FUNDAMENTOS
    (FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) FRANCISCO, Catia Daniela Fonseca; NEVES, Lethicia Marin; MARIN, Maria Emília de Souza
    The teaching of Art in early childhood education provides many experiences and gains for students, both cognitive and emotional. learning to be express, play, live together, participate and get to know each other through activities developed in the classroom or even in the open sky. So we will see how they go together in this process of Education.
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    Fundamentos Pedagógicos: leitura e prática
    (Fundação de Ensino Octávio Bastos, 2022-06-30) NEVES, Lethicia Marin; DOMINGOS, Letícia Silva; ALIENDE, Luana; JESUS, Luana Leal Reis de; SILVA, Margareth Maria da; JACOMINI, Mariângela L.; MEDICI, Fátima A.
    Didactics is nothing other than the teaching practice itself, like the art and science of pedagogy; that is, the teacher's role is to teach and for that he needs several stages present in teaching and learning and to adapt to each one of them.
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    Fundamentos políticos e sociais da educação
    (Fundação de Ensino Octávio Bastos, 2022-06-30) FERREIRA, Josiana Aparecida; CASTILLO, Karina Strobel; NEVES, Lethicia Marin; MARIN, Maria Emília de S.; JACOMINI, Mariângela L.; SANTOS, Sérgio Ricardo dos
    In this work, the topic will be about social public policies, which is an element of State regulation, guided by civil society and which aims to guarantee the quality and full development of the student. That is, the establishment of various actions that will be developed within the educational system to ensure that the student has access to full development. Public policies in education have the role of helping to stabilize rights in the Federal Constitution and one of their objectives is to put projects into practice.
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    Literatura e Formação
    (Fundação de Ensino Octávio Bastos, 2023-06-30) NEVES, Lethicia Marin; NEVES, Maria Emília de Souza Marin
    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, projecting assistance suited to the motor, visual, linguistic and cognitive needs of students enrolled in regular schools.