Pedagogia 1º Trimestre 2023
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Item 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 CanoInclusion 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.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) JACINTO, Beatriz Aguiar Aparecido; DUARTE, Conceição Aparecida da Costa; GONÇALVES, Juliana Aparecida; COSTA, Larissa Cristina Minussi daInclusive education seeks to promote the encounter between students, bringing them together so that they learn to deal with what is different with more empathy and collaborative spirit. Although guaranteed by law, there are gaps in inclusion due to the difficulty in relationship of what is expected from the school, but it has been opening ways for them to be respected, professionals contribute to overcoming barriers for students, enabling development, thus taking advantage of its potential and including it in the classroom and in society. Everyone should have quality education and Libras should be part of education of the deaf in schools, they must learn through the gestures and language of signals. The use of Libras was recognized as a means of communication and expression of deaf person, allowing the individual the best inclusion, being important the ways to facilitate this communication.Item MATEMÁTICA E LETRAMENTO(FUDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) PAN, Bruna Gonçalves Faquiéri; DOMINGOS, Carolini Cristini Barbosa; SANTOS, Taís Alessandra dos; GRAMA, Jasmini Pereira; CARVALHO, Adriana deThe present work has as objective to present the benefits that have the new up-to-date teaching materials and the insertion of technologies in the daily lives of students and teachers and what they can bring to education, especially to Colégio Madre Teresa. It is common knowledge that the college was of extreme importance for the formation of students who have already graduated, but it is necessary to go in search of new methodologies of teaching and learning with new technologies. Thus, the technology we seek is present in the daily lives of our students and also from many teachers and for that reason there is no reason not to introduce it, promoting improvements in this teaching-learning process. The benefits it can bring are many, one of them is the creation of tools that can be used by teachers in the classroom, allowing access to information and resources for students, making their classes more dynamic, efficient and innovative. In this way, the use of these new tools brings a new teaching methodology, making the student have a more complete and dynamic experience. On the other hand, traditional education brings a model of work that is not very dynamic, with few student interactions, with this, the experiences of these students end up happening only with theoretical materials, not allowing active participation in the learning and not even a practical experience. In teaching with the use of new technologies, these students can “put their hand in the mass", really experience what they are learning, making that learning very more interesting through the use of these technologies, which with just one click can get to know, approach and interact more deeply in matters such as mathematics, through a feature that is the solutions panel “that can be mounted both with direct exposure of the records produced and by placing some of the solutions on the board 4 ISSN – 1678-1783 by the students themselves, or even using technological resources, to design solutions diverse for the class” (Katia Stocco Smole, 2013, p. 18), among many other things.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO BASTOS, 2023-02-01) LEAL, Suelen Rocha GomesThe Brazilian scenario is full of diversity, the difference is innate in the human being and the their union can make all the difference, especially in the educational context, we need talk about inclusion. The challenge will be to present to a teaching staff resistant to changes, the perspective of inclusive education. The target public of special education faced and still faces several prejudices, it was a long journey to reach the right to school inclusion, a right that although conquered still goes through distressing procedures to be contemplated in practice, the objective of presentation to the faculty is to know the concept of inclusion and describe possibilities of action that matches the demands of contemporary times.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) JEREMIAS, Eidemara; MIGUEL, Patrícia D’ ArcadiaIn the case study of this Integrated Project, it aims to address the Special Education from the perspective of inclusion and Libras, where it will take place regarding the body teacher of an Elementary School, about practices of inclusive education, concepts, foundations and a wide text will be presented with several questions and information on the subject, in order to train and implement in the school routine. It is known that the inclusion of all students is essential, and they are found in different ways. ways as a facilitator in the teaching-learning process, promoting a satisfactory quality expanding favorable knowledge, making this interesting learning path for everyone. Analyzing viable and productive ways to work with students within classrooms, reaching everyone in a positive way, even in the face of problems with the lack of accessibility.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) LIMA, Isabel Cristina Guarnieri de; RAULINO, Lauani Rodrigues; JESUS, Luana Leal Reis de; SILVA, Simone Hosana daThis research work aims to address the importance of themes inclusion and Libras, a very delicate subject that currently exists in all social areas, especially in education. As reported in the case study fictitious, Special Education from the perspective of inclusion is relatively new in Brazil, which generates a series of questions and doubts on the part of educators and general population. Not all teachers who are teaching today have had training aimed at inclusion and many still see it with insecurity and as unnecessary. In response to the case, we will present to the teaching staff resistant to behavior changes in an elementary school, suggestions for teaching based on the inclusive perspective, with knowledge from a brief report on the history of inclusion, fundamentals and practices of an education inclusive basis based on the laws in force in the country. Thus, explain so that they know the inclusive education, all concepts, fundamentals, legal documents and most common deficiencies in a didactic and simple way, reaching all students without any type of exclusion.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) PRADO, Carina Santos Mattos; NICACIO, Fernanda Aparecida; SOUZA, Mara Adriana Brito; FUIN, Vanessa Calixto Valin MarianoIt has been noticed that inclusive education is present in a very relevant way in school environments and in different spaces, how important it is that there is training of education professionals so that you can meet each specificity in a meaningful way. Contextualizing this scenario, it is still possible to witness a lot of insecurity and fear and resistance to changes nowadays , the purpose of this integrated project aims to bring in a clear and objective way the inclusion providing the knowledge and the awakening of the teachers in the inclusive area with fundamentals of special education and inclusive practices. For an inclusive education it is necessary to open our minds, adapt the spaces and change our worldview.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) CARVALHO, Carolina; TEÓFILO, Luciane Rosalino; SILVA, Josiane Félix de Souza; CARVALHO, Karina da SilvaThis IP aims to show how extremely important it is nowadays that one has knowledge about the rights to education, presented by the Legislation and inclusion of students with disabilities in order to contribute and highlight human rights. This will also reinforce that for the teacher to achieve a good result in the midst of an inclusive performance requires the support of the entire school team and professionals who can embrace a way of school management, being fully participative and having more commitment for successful inclusion. In addition, based on reports and research, it will present factors important for this to happen, for example: adaptation in the school environment, the didactic materials and respect for difference above allItem INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) CUNHA, Andréa Fernanda; MARTINS, Andresa dos Santos Vaz; FERREIRA, Beatriz Rosa; GUIMARÃES, Keila Alves; SILVA, Luana Carolina dos SantosWhen we look into the past, often not so far away, we are faced with a society that, in most cases, excluded all people who did not fit into what was considered “normal” and preferred to leave these people on the edge of marginality and social seclusion, rather than seeking strategies to include them in fully with the community. The steps were short and time-consuming so that people with any need could have visibility, making the holders of public powers paid attention to inclusion issues and their importance to society, ensuring that the creation of laws and the protection of the individual with any disability is protected and justice can curb all types of discrimination. With regard to education, there is a growing demand for the inclusion of students with special needs, but these individuals should not be included in the school environment without preparing the environment and adequately training the professionals who know how to get the best out of each student's particularity.Item INCLUSÃO E LIBRAS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) RIVER, Barbara Silva; PROIETTE, Danielle Couto; DOMINGOS, Júlia MajeauThere are many problems in education for students with special needs. specials. In order for the humanization of education to be possible, it is It is necessary that teachers and the school are prepared to use the Pounds in the daily life of classes. However, unfortunately, most do not have any preparation. It is simple to suggest that the teacher should be reflective, listener and understanding, but these changes in teacher attitudes towards their students is certainly one of the most difficult and challenging. Commit to the other it's an easy task, it's not just a question of continuing education, it's a question of Humanization. It is thus observed that efforts have been implemented in favor of instrumentalization of professionals to work with the inclusion of subjects diverse, but these actions need to continue, they cannot stop, so that the teacher training is consistent, so the application of planning Individualized education is a way to promote education in a way really making a difference and helping the child to develop intellectually and socially. It is essential that teachers who work with inclusive education meet these particularities of deaf and hearing people, as each student is unique. O The use of Libras helps in the development of the deaf student's reasoning and makes the much more enjoyable learning. The regular teacher who has one or more deaf children in the class must do everything to communicate with them. However, even if he learns to sign language, the presence of a teacher who masters Libras as a first language and can teach it and facilitate the child's communication, it is also very important. As with children with other disabilities, the deaf student who attends a regular class should receive specific support.