Browsing by Author "SANTOS, Maria Aparecida de Oliveira"

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    Avaliação e Gestão
    (Fundação de Ensino Octávio Bastos, 2022-11-30) MARTIMIANO, Amanda A. F.; BERNARDO, Amanda Leonel; RIVER, Bárbara Silva; GONÇALVES, Juliana Aparecida; SANTOS, Maria Aparecida de Oliveira
    School management aims to bring elements to make institutional processes more efficient, encouraging and improving the relationship between the public and the basis of school activities.
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    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.
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    Gestão e Espaços Escolares
    (Fundação de Ensino Octávio Bastos, 2022-11-30) SANTOS, Maria Aparecida de Oliveira; AZARIAS, Lidiane Rosa Courel
    Participatory and democratic School Management is today a claim of society, which understands this as one of the presumed ways for a good school to bring its students together in a more democratic society.
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    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.
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    Letramento e Alfabetização em Língua Portuguesa e Matemática
    (Fundação de Ensino Octávio Bastos, 2022-06-30) GIÃO, Alexandra Henrique S.; BERNARDO, Amanda Leonel; LEANDRO, Giuliane Luciane; GONÇALVES, Juliana Ap.; SANTOS, Maria Aparecida de Oliveira; MEDICI, Fátima A.; JACOMINI, Mariângela L.
    Literacy and literacy and mathematics are the target of pedagogical studies nowadays in Brazil, since the literacy of writing and numbers are the knowledge that the individual needs for his personal, social and professional development. Therefore, it is essential that the teacher uses playful tools in literacy such as: games, music, videos, etc. This article brings information and knowledge about literacy and literacy, which underlie the modernized pedagogical project of Colégio Madre Teresa.