Browsing by Author "PINTO, Neiva Beatriz de Souza"

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    Avaliação e Currículo: Atuando Globalmente
    (Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-08-30) LIMA, Isabela Ribeiro; ALVES, Ana Maria; RODRIGUES, Naiara de Souza; PINTO, Neiva Beatriz de Souza; FERREIRA, Ingridy Karoline Nogueira; MEDICI, Fátima Aparecida; JACOMINI, Mariângela Leocárdio
    Practices that develop students' awareness of sustainability, the impact of our choices in collective environments, and our role in environmental balance are fundamental to the educational process and must be described in the schools' Pedagogical Proposal. These practices must be linked to the curriculum and assessment developed at the school, through the didactic sequences existing in the lesson plans, aiming to develop these skills. After getting to know the school and its physical space, the group must develop a proposal for intervention in some environment of the school, with the objective of transforming it into a space in tune with the needs of the school community. After preparing the Proposal, the group must present it to the school community. The Proposal aims to involve the skills studied in the module, promoting situations that challenge the students, allowing them to appropriate different languages ​​and knowledge, ensuring the expression of their interests, desires, and curiosities, and valuing individual and collective productions.
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    Planejamento e Gestão: construindo sua marca
    (Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-10-30) SANTOS, Camila Gabriela Martins dos; VIEIRA, Cynthia Aparecida Rodrigues Mariano dos Santos; LIMA, Isabela Ribeiro de; NORBERTO, Júlio César Restani; PINTO, Neiva Beatriz de Souza; FERREIRA, Ingridy Karoline Nogueira; SANTOS, Sérgio Ricardo dos
    This project contributes to Sustainable Development Goal number 4, “Quality Education”, defined by the United Nations (UN). This extension and School Management Practice project is justified by the fact that education is one of the pillars for the social transformation of a country, given its importance and its power to offer conditions for the development of educational practices with children and adolescents in urban and rural communities (ALVES; WECHINEWSKY, 2022).