Browsing by Author "SILVA, Lidiana Rodrigues da"

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ARTE E FUNDAMENTOS
(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) VITORIANO, Cícera Maria Chaves; SILVA, Lidiana Rodrigues da; PEREIRA, Helton Carlos Sabino
The teaching of arts in a school is currently related to materials that can be used in the classroom and that call the attention of students with their colors, shapes and different textures as an example of these materials we have EVA, paints, clay, glues colorful and several others that are part of a student's daily life. But not all schools that have the necessary means to acquire these materials, either by unavailability of funds or even the difficulty of geographical access. As an alternative to conventional means of teaching the arts, this work aims to purpose is to propose ludic activities of low cost that have benefits not only in the art learning but also in the social construction of the child, who can become learn more about the world you live in, its cultures and the environment. Using materials taken from nature, recyclable objects, his own voice or the body itself, the student can achieve various cognitive, sensitive and in addition to expanding their knowledge of the world, establishing interpersonal relationships, release excess energy, exercise imagination and incite creativity and curiosity, it being enough for the teacher to stimulate and encourage the practice of activities that lead the child to explore their limits, helping them to know themselves and the world that surrounds them.
Eja e Diversidade
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-06-30) SILVA, Lidiana Rodrigues da; SANTOS, Sérgio Ricardo dos; JACOMINI, Mariângela Leocárdio
The texts highlight the importance of art and freedom of expression in times of censorship. While Text I focuses on the ability of art to challenge and transform culture, addressing the limits of tolerance in society, Text II highlights the legal protection of these fundamental rights, as guaranteed by the Federal Constitution of Brazil.
Fundamentos e História da Educação
(Fundação de Ensino Octávio Bastos, 2022-11-30) VITORIANO, Cícera Maria Chaves; LOPES, Gleicyane de Lima; PEREIRA, Helton Carlos Sabino; SILVA, Lidiana Rodrigues da; SANCHES, Julia Polidoro
Traditionally, the family has been identified as a fundamental part of school success or failure. The search for harmony between family and school is part of any educational work that focuses on the formation of an autonomous individual. The student is the motivating source for carrying out school work. He mentally lives the contents and shows us in practice the understanding of what he was passed on or what his experience taught him. It is believed that educating is not just instructing, but offering a meaningful experience that prepares for life. The school space should not only be concerned with the intellectual formation of the student, but also and mainly with his formation as an ethical and participatory human being.
Fundamentos Pedagógicos: didática e formação
(Fundação de Ensino Octávio Bastos, 2022-06-30) VITORIANO, Cícera Maria Chaves; SILVA, Lidiana Rodrigues da; PEREIRA, Helton Carlos Sabino; MARTINS, Andresa dos Santos Vaz; GONÇALVES, Vanelly de Oliveira; JACOMINI, Mariângela L.; MEDICI, Fátima A.
The teacher is one of the most important characters in the process of training a person, in addition to participating in literacy and passing on specific knowledge of a certain area, currently this professional has a role that involves a much more complex responsibility, which consists of forming the student in an integral perspective that encompasses the social, affective and psychological aspects. The field of activity of this professional has always been the school or educational institutions, but nowadays there is a growth in the number of hiring of teachers by companies that invest in the professionalization of their employees.
Fundamentos políticos e sociais da educação
(Fundação de Ensino Octávio Bastos, 2022-06-30) VITORIANO, Cícera Maria Chaves; SILVA, Lidiana Rodrigues da; BASILIO, Nayara Mendes; MARTINS, Andresa dos Santos Vaz; JACOMINI, Mariângela L.; SANTOS, Sérgio Ricardo dos
In this case study we will talk about the importance of reading in early childhood education, how important it is to encourage and motivate children to develop the habit of reading. Creating projects to attract attention, such as the exhibition of a movie based on characters from comics, the famous comic books, also providing the expansion of knowledge and stimulation of the imagination, encouraging children through different types of books, reproducing and creating their favorite stories from known and lived stories.
História e Geografia
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-09-30) SILVA, Lidiana Rodrigues da; 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) SILVA, Lidiana Rodrigues da; SALA, Patrícia Vasconcellos
The Brazilian Constitution of 1988 guaranteed all Brazilians, and children in particular, the right to access and remain in school, from Basic Education to Higher Education. With the recognition of this right, the first step was taken on the path to educational inclusion. Since then, school has not been the same; that homogenizing space where only children considered “normal” were seen and served should, in theory, cease to exist. This proposal has been gaining ground as the discourse of inclusion and diversity has been disseminated, and a desire has emerged in society for the construction of a new school: open to diversity and fully capable of reflecting it in all its constituent instances. Thus, school inclusion goes beyond the mere insertion of students with disabilities into regular school systems; it is a process that must also take into account the cultural diversity in which these individuals are inserted and how this, in turn, is revealed in school. However, does the school space open up paths to include all existing differences? To contribute to the construction of inclusive education, it is crucial to change pedagogical practices, focusing on contextualized learning that enhances student development.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) SILVA, Lidiana Rodrigues da
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 - Avaliação e Gestão - Terceiro Trimestre 2025
(2025-09-30) SILVA, Lidiana Rodrigues da; SANTOS, Sérgio Ricardo dos
A contradição entre os resultados de avaliações oficiais e a percepção de professores, pais e alunos sobre a educação brasileira revela uma dissociação entre os indicadores quantitativos e a realidade vivenciada nas escolas. Enquanto avaliações como o IDEB apontam avanços em índices de desempenho, muitas comunidades escolares relatam deficiências estruturais, metodológicas e de aprendizagem. Essa disparidade pode ser explicada pelo foco das avaliações em competências específicas, desconsiderando aspectos qualitativos, como a formação cidadã, o contexto socioeconômico e as condições de trabalho docente (CNE/CEB, 2010). Segundo Freire (1996), a educação vai além da mensuração de resultados: ela deve promover autonomia e criticidade. Portanto, é essencial que as políticas públicas articulem indicadores quantitativos e qualitativos, valorizando a escuta das comunidades escolares para garantir uma educação verdadeiramente democrática e transformadora.
Sociedade e Psicologia
(Fundação de Ensino Octávio Bastos, 2023-09-30) SILVA, Lidiana Rodrigues da; JACOMINI,Mariângela Leocárdio
The idea of a citizen school evidenced in the 1990s, as an expression of an educational innovation movement in Brazil that includes the themes: school autonomy, integration of education with culture and work, supply and demand, school and community, vision interdisciplinary and the permanent formation of teachers. The Citizen School defends permanent education and has its own formatting for each local reality, in order to respect the historical-cultural characteristics, the rhythms and specific conjunctures of each community, without losing sight of the global dimension of the world in which we live. To this end, its political-pedagogical project is prepared based on the realization of a diagnosis of the school reality called ethnography of the school, which enables the construction of a school curriculum based on the creation of intercultural spaces, in turn worked from the inter and transdisciplinary perspective that take into account the dimension of reason and emotion, therefore, technique, sensitivity and creativity. In this sense, the citizen school is democratically organized and pedagogically cheerful, creative and bold.