Pedagogia 1º Trimestre 2019
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Projetos Integrados Online realizados pelos estudantes em cada módulo.
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Projetos Integrados Online realizados pelos estudantes em cada módulo.
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Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-06-30) ROMERO, Mei Munoz; BORGES, Rosangela Aparecida Manzano JacinthoThe objective of this work is to acquire knowledge about the methodologies that are being used for literacy and literacy, with the game as the main ally for good literacy practices.Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-06-30) FRANCISCO, Cynthia Tófoli; FERREIRA, Luis Cláudio Sassarão; FREITAS, Maria Lídia Guazzeli deIn this work, the importance of mediation for the teaching and learning process is emphasized, that is, the teacher as a mediator of knowledge will work in the child's proximal development zone, so that he / she appropriates systematized scientific knowledge. Thus, it is clear that playing and playing are important sources of development and learning, enabling students to appropriate knowledge and skills in the realm of language, cognition, values and sociability. Therefore, we can affirm that it is in playing and playing that children are constituted as agents of their social experience, autonomously organizing their actions and interactions, elaborating plans and forms of joint actions, creating rules of social coexistence and participation. After all, the purpose of the school is to promote the integral training of students.Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-04-30) STROBEL A., Karina; NAVAS, Márcia Maria Borges Duzi; BOVO, VanessaCurrently, one of the great challenges of Arts Education in the school environment is to fulfill the didactic-pedagogical requirements in educational institutions. In this perspective, Salvador (2007) states that: [...] methodological strategies regularly point to immobility, to the construction of knowledge prioritized in the cognitive aspect, with little attention to body expressions and the movements constructed by students, which translate a set accumulated knowledge, culture, politics and history (p. 246). Thus, the question arises: would it be possible to carry out pedagogical practices in Arts classes in order to provide a meaningful experience for an education for life? In view of this problem, we consider that socio-emotional skills are a likely alternative for planning diverse and potentially relevant activities, using different school environments. Corroborating in this sense, the Reggio Emilia approach presents this approach, in which, in early childhood education, children can communicate their ideas, feelings, observations through visual representation (EDWARDS, FORMAN AND GANDINI, 1999, p. 43).Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-04-30) MARTINS, Andresa dos Santos Vaz; PEREIRA, Maria Olímpia de OliveiraThis project aims to obtain credits for the teaching units, Fundamentals of Early Childhood Education and Current Trends in Teaching Arts, Body and Movement. To this end, a hypothetical problem situation was created as the basis for a proposal for pedagogical intervention in order to promote the development of meaningful learning. To stimulate artistic interest, as an indispensable instrument in the process of intellectual and human construction, this work aims to demonstrate that art is extremely important in the education of children, since it encompasses from the development of their thought processes to perceptual and emotional development, awakening their social awareness and their creative skills. Because it is through the media, dances, theater, dramatic games, paintings, drawings, music and reading that children manifest art in their daily lives. According to one of the main theoretical founders of the area: "If we consider that creation consists, in its true psychological sense, of doing something new, it is easy to come to the conclusion that we can all create to a greater or lesser degree and that creation is a normal companion. and permanent development of children. " (Vygotsky, 1982: 46)Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-05-30) RAMIRO, Káritta Cristina Patrone; RAMIRO, Rafaella PatroneThe true inclusive practice refers to the reception of any and all citizens, regardless of their differences. That is why we need to know that inclusion only happens due to the support network: educators, specialists, professionals, family and community. Recalling that: teacher training in the context of inclusive education results from daily experience and interaction with each student, with and without disabilities, based on a dynamic pedagogical practice that recognizes and values differences.Item Estudos Pedagógicos(Fundação de Ensino Octávio Bastos, 2019-05-30) FORTES, Keila Fernanda dos Santos; ANDRADE, Karina AparecidaIn pedagogy when we talk about Educational Management, especially when it comes to the management of inclusive spaces, it is necessary to have a broad vision and a planning open to possibilities, in a flexible way to teaching and that values differences, learn to work with them, a renewed teaching practice and updated, seeking quality education for students, according to the Special Education Discipline: Pedagogical Practices and Inclusive Processes.