Browsing by Author "VARGAS, Camila Vogt Zanelli"

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Avaliação e Gestão
(Fundação de Ensino Octávio Bastos, 2023-09-30) VARGAS, Camila Vogt Zanelli; FERREIRA,Ingridy Karoline Nogueira
There is a lot of discussion about education in the country, which ends up with many divergences in relation to the average levels of education in schools. Assessment needs to transcend the search for numbers and positions on the scale, it must form a basis for the active and meaningful construction of teaching-learning, making the assessment process a relevant tool to highlight what should be reinforced and improved in the classroom, taking into account the environment to which the student is inserted.
Ciência e Sustentabilidade
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-11-30) VARGAS, Camila Vogt Zanelli; JACOMINI, Mariângela Leocárdio
This case study will address the challenge of a high school teacher in an upper middle class school who is intrigued when he discovers that his students do not know or have not even thought about what they would like to do after finishing high school, nor what profession they want to pursue. In this class, the teacher comes across Carolina, who is known for doing interviews and running a channel, and who claims to want to make this her future.
Eja e Diversidade
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-06-30) VARGAS, Camila Vogt Zanelli; SANTOS, Sérgio Ricardo dos; JACOMINI, Mariângela Leocárdio
The relationship between culture, art and censorship is difficult and complex, and has been the subject of many debates over time. The 1988 Federal Constitution guarantees freedom of artistic expression in our democratic country. However, even with this legal support, there are still many conflicts between culture, art and censorship. To guarantee artistic freedom and minimize these tensions, it is essential to provide educational actions that make possible a deeper understanding of art and freedom of expression.
Gestão e Espaços Escolares
(Fundação de Ensino Octávio Bastos, 2023-11-30) VARGAS, Camila Vogt Zanelli; MEDICI,Fatima Aparecida
The teacher did not give the student the opportunity she needed so that she could expose the incident of the humiliating attitude on the part of the other students, which in turn went unnoticed in the eyes of the teacher who was unaware of the movement in the classroom, the educator ended up providing of a stance that contradicts what is expected of a teacher in relation to attitudinal content in the classroom, since such content corresponds to the experience of values, some of these values being solidarity, respect and empathy. Such values are essential for the educator to master the classroom, since he must present coherence between his speech and his attitudes. Democratic management is the basis for the active and integral practice of the school community, as it is one of the ways to practice citizenship in schools, as it relies on education professionals and community members in decision-making, considering various points of views and ideas. The development and implementation of a political pedagogical project, which seeks training for citizenship and its practices while respecting diversity, can be a way to expand citizenship and its exercise.
História e Geografia
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-09-30) VARGAS, Camila Vogt Zanelli; JACOMINI, Mariângela 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. José de Alencar Municipal School is located in an urban neighborhood with a rich local history. Most of the students are local residents, and their families have diverse cultural backgrounds, which contributes to a multicultural environment. Teacher Ana Paula wants to take advantage of this diversity to enrich her students’ learning.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) VARGAS, Camila Vogt Zanelli; SALA, Patrícia Vasconcellos
The right to learning is deeply linked to inclusive education, since it is based on the proposal to provide equal opportunities for learning to everyone without distinction. Inclusive education seeks to ensure quality access to learning in the classroom for all students, taking into account their needs and particularities, thus guaranteeing equal opportunities for all. Thus, the relationship between the right to learn and inclusive education is based on the principle that every citizen has the right to access quality education, since this right is guaranteed by law. Therefore, it is the duty of the government to ensure that it is fulfilled, considering the student and their right to equal education. To guarantee quality education in inclusion, it is necessary to adopt some practices to implement an educational project based on the principles of school inclusion. Examples include adapting the school environment to ensure access for everyone and providing inclusive pedagogical practices, enabling the active participation of all students, without exclusion.
MATEMÁTICA E LETRAMENTO
(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) VARGAS, Camila Vogt Zanelli; MISTURA, Damares da Silva; VARGAS, Fabio Ronan Tavares; LOTITO, Maria Eduarda
Through the case study of the Madre Teresa school, we will witness the importance of improvements and updates in the school environment, where the importance of having a pedagogical planning with theories and methodologies of teaching and learning current and broad, with interdisciplinarity, and active methodologies of Mathematics and Literacy and literacy, and technology, as such improvements are important and necessary so that the school follows the evolution of society, corroborating so that the student become an active and thinking citizen. With so much new information, it is impossible not to question whether certain theories are really correct, or if something needs to be modified, but not everyone accepts changes, new meanings, new knowledge and methodologies. This is what we will report on present work where we will talk about the Madre Teresa school, which is an institution located in the municipality of Arapongas, where about 250 students are enrolled Early Childhood Education and the early years of Elementary Education, which was formerly run by nuns, but was sold a few years ago to two modernist teachers of the city, who believed in new methods of teaching and learning and who dreamed of include technologies in the school's educational planning, which had the coordinator Vera, who in turn was always very rigid in her concepts and resistant to modernization because I believe that several generations have learned from the traditional teaching acquired by the former administrators, believing there was no need for such changes, opted for resigning.
Planejamento e Gestão
(Fundação de Ensino Octávio Bastos, 2022-06-30) MIRANDA, Anielle Querobim Ferreira; VARGAS, Camila Vogt Zanelli; VARGAS, Fabio Ronan Tavares; NICACIO, Fernanda Aparecida; LEAL, Suelen Rocha Gomes; SANTOS, Sérgio Ricardo dos; JACOMINI, Mariângela L.
Analyzing the Brazilian scenario, it can be said that the core of literary history is a kind of “indoctrination of children” that has undergone transformations over time, changing socially until the present day.
Práticas da Matemática e Letramento
(Fundação de Ensino Octavio Bastos, 2023-06-30) VARGAS, Camila Vogt Zanelli
Curriculum proposals for Early Childhood Education should ensure that children have varied experiences with different languages, recognizing that the world in which they are inserted, by virtue of the culture itself, is largely marked by images, sounds, speeches and written. In this process, it is necessary to value the ludic, games and children's cultures.
Sociedade e Psicologia
(Fundação de Ensino Octávio Bastos, 2022-11-30) VARGAS, Camila Vogt Zanelli; MISTURA, Damares da Silva; TEIXEIRA, Fabiana Cássia da Silva; VARGAS, Fabio Ronan Tavares; BORDIN, Helena A. R. L.
Through the case study of Professor Mateus, we will analyze how the psychology of education that was based on Vygotsky's theory, managed to help the teacher to seek new tools to stimulate and bring meaningful learning to his students, since the formation of human consciousness materializes through social and cultural relations.
Tecnologia e Planejamento
(Fundação de Ensino Octávio Bastos, 2022-11-30) VARGAS, Camila Vogt Zanelli; MISTURA, Damares da Silva; VARGAS, Fabio Ronan Tavares; FERREIRA, Josiana Aparecida; HARA, Lucilene de Jesus Pinheiro
Through the case study of the pedagogical coordinator Helena, we will see how important it is to have assertive and dynamic plans in the school environment, with better possibilities of success when explored and elaborated together with the school community, aiming at an attractive and effective education.