Pedagogia 2º Trimestre 2023

Permanent URI for this collectionhttp://192.168.2.158:4000/handle/prefix/5416

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EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) CARVALHO, Carolina; CARVALHO, Karina da Silva; SILVA, Josiane Félix de Souza; TEÓFILO, Luciane Rosalino; MEDICI, Fátima A.; JACOMINI, Mariângela L.
Thinking about the topic EJA and DIVERSITY, through research, the present work will address methodologies and curriculum proposal in order to analyze the development of skills, content and learning objectives.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) FERREIRA, Luana Alves; LUZ, Susany de Cássia Cano; PIATO, Thayna cristina; MEDICI, Fátima A.; JACOMINI, Mariângela L.
not providing conditions for this person who did not have the chance to pA Valorization is the objective of this academic work, highlighting the need to include in the axis of teaching for young people and adults the opportunity to create opportunities in life of these people who return to school, training, inclusion through CNE \ CEB resolution number 1, of July 5, 2000, which establishes the Guidelines National Curricula for Youth and Adult Education, highlighting the importance of students (Brasil, 2000).
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) NICACIO, Fernanda Aparecida; SOUZA, Mara Adriana de Brito; FUIN, Vanessa Calixto Valin Marino; MEDICI, Fátima A.; JACOMINI, Mariângela L.
It is important to note the significant advances that EJA (Education of Youth and Adults), in the educational field, promotes the opportunity for students who have not completed the studies at regular age, seek knowledge and fit into society.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) SILVA, Janaina dos Santos; MIGUEL, Patrícia D’ Arcadia; MEDICI, Fátima A.; JACOMINI, Mariângela L.
We know that after many years, so many struggles and achievements for the right of citizenship and quality education, Youth and Adult Education (EJA) is still under construction. There are still many barriers and obstacles that we have to face so that EJA has more visibility and significant advances, so that it brings benefits to citizens
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) JACINTO, Beatriz Aguiar Aparecido; DUARTE, Conceição Aparecida da Costa; LIMA, Isabel Cristina Guarnieri de; GONÇALVES, Juliana Aparecida; COSTA, Larissa Cristina Minussi da; MEDICI, Fátima A.; JACOMINI, Mariângela L Jacomini
In the education of Youth and Adults, it is necessary to work critically the reality in which they are inserted, not forgetting that education is a right of all, thus creating conditions to face and advance through their life reality.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) FREITAS, Dayara Maria de; SILVA, Simone Hosana da; SOUZA, Stephanie Kelly Batista; MEDICI, Fátima A.; JACOMINI, Mariângela L.
Since the teacher's responsibility is mentioned several times, we find in the people who somehow present functional illiteracy. Against of a multicultural society full of differences, the teacher must have practices that favor learning in an integral way, that provide students with a critical reflection on the world, the environments in which it lives and that can contribute to your personal and professional success, these aspects must be further refined when we talk about EJA.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) GOBBO, Gabriela; MEDICI, Fátima A.; JACOMINI, Mariângela L.
This project highlights proposals in relation to a group of youth education students and adults (EJA). This class represents a great challenge for the teacher who will be working on reading and writing in a very diverse class. It's a right constitutional right, enshrined in our constitution in force since 1988, to have broad access to quality education, without discrimination of sex, race, color or creed. we often see that, despite the constitutional law, a certain segment of the population does not have access to this conquest, many times due to the need to enter the market of work, almost always aiming at the basic survival of his family. So, as adults, these citizens look for ways to complete their school work and look for alternatives like EJA. Each person is unique in their achievements and daily tasks. these peculiarities are evidenced in the daily life of an EJA classroom, where students with wide range of knowledge levels related to literacy, literacy, experiences of life, religion, customs and different behaviors.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) CUNHA, Andréa Fernanda; MARTINS, Andresa dos Santos Vaz; FERREIRA, Beatriz Rosa; GUIMARÃES, Keila Alves; SILVA, Luana Carolina dos Santos; MEDICI, Fátima A.; JACOMINI, Mariângela L.
Currently, we have lower and lower rates of illiteracy, there is also a tendency of increasing the number of years studied by the population in conjunction with the understanding of relevance of education for the entire population. However, there is still a portion, which found mostly among the lower social classes, of people, who for reasons diverse and that much refers to their condition in society, did not start or complete the basic education.
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) LEAL, Suelen Rocha Gomes; MEDICI, Fátima A.; JACOMINI, Mariângela L.
The educational system or basic education in Brazil is not always fulfilled by all within the governmental deadline established or expected by society. the education of young people and adults allows people with this experience to have another opportunity, in this guaranteeing education, human rights and diversity
EJA E DIVERSIDADE
(Fundação de Ensino Octavio Bastos, 2023-05-31) GIÃO, Alexandra Henrique Souza; RIVER, Barbara Silva; JEREMIAS, Eidimara; NIGUEIRA, Vânia Isabel Sebastião; MEDICI, Fátima A.; JACOMINI, Mariângela L.
We seek to highlight, through this article, the properties that involve Education of Young People and Adults (EJA), with the general purpose of carrying out a reflection on the reality of teaching working in EJA classes, in the chance to adapt an educational model that has the student as a teaching proposal that will be completed during the school year. A Inclusion should be based on the identities in which students are perceived, whether in terms of social, economic, age, gender, cultural, etc.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-07-30) MELO, Luana
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) CORTÊS, Bianca
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) PEREIRA, Helton Carlos Sabino
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) LOPES, Gleicyane de Lima
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.
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) CIPRIANO, Isabel Cristina da Silva
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) SIQUEIRA, Marina Gonçalves
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.
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) SOUZA, Hebbmara de Fátima dos Reis
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.
Literatura e Formação
(Fundação de Ensino Octávio Bastos, 2023-06-30) GALDINO, Marlene dos Santos
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.