Pedagogia 1º Trimestre 2023
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Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) FRANCISCO, Catia Daniela Fonseca; NEVES, Lethicia Marin; MARIN, Maria Emília de SouzaThe teaching of Art in early childhood education provides many experiences and gains for students, both cognitive and emotional. learning to be express, play, live together, participate and get to know each other through activities developed in the classroom or even in the open sky. So we will see how they go together in this process of Education.Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) VITORIANO, Cícera Maria Chaves; SILVA, Lidiana Rodrigues da; PEREIRA, Helton Carlos SabinoThe 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.Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) LOPES, Gleicyane de Lima; SOUZA, Hebbmara de Fátima dos Reis; SILVA, Kellem Aparecida da; LIMA, Mirella Cristina Monteiro deArt has been present in human history since antiquity. certainly she can be pointed out as a need for expression of the human being, appearing as a result of the man/world relationship. It is through it that citizens develop, know and express their needs, beliefs, feelings, reflections and cultures. Art exerts a significant role in human development and artistic representations provide elements that facilitate the understanding of the history of different peoples in different times. From an educational perspective, the school, as an educational space, has been one of the environments that most provide the transmission of art to the population since childhood. Promoting art in education is more than enabling and giving freedom to the student, it is being attentive to the child's reaction during the activities, observing the process as a resource, exploring the potential of creation so that it can contribute to the process of learning. As professor and writer João Paulo Gasparini states: Art is a representation of reality, it is a means of understanding historical facts, becoming a socially constructed object. It must be inserted in the environment educational in order to make it school knowledge. Understanding art in the room The classroom should provide subsidies for the student to understand art as a communication, being a means by which man shows the world his aspiration, inspiration restlessness and boldness exposed to the contingencies of reality; becoming necessary, therefore, to awaken in students and future teachers the need to that artistic expression can and should be the result of reflection (2007, p.2) Analyzing the national scenario, many Brazilian schools have little resource in terms of materials for the full application of this discipline, especially in the regions economically disadvantaged, as demonstrated by the case of the teacher of education Ana Carla, who has faced difficulties in enriching the experiences of children in artistic content. Since education professionals need to constantly reinvent itself and seek to provide the best methods for each situation, The aim of this project is to analyze this case in order to propose activities that help Ana Carla and her students to use their own bodies as didactic material, making use of the fields of experience of the BNCC (Base Nacional Comum Curricular) and above all bringing art as a practice that is part of the child's development process, where involves multiple feelings and emotions.Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) MELO, Luana Carolina Ferreira de; GONÇALVES, Miriam Barbosa; NEVES, Sandra CristinaFor a long time, early childhood education was seen only as care. the mothers or guardians needed to work and the children were received in day care centers to be taken care of. However, as time went on, psychology studies began to prove that the first years of a child's life are extremely important for the development and learning. Based on these studies, specialists began to highlight the importance of art in early childhood education. The games, the music, the dance and everything that puts the individual in contact with the learning in a light and pleasant way brings benefits and is necessary. In this work let's talk a little more about art and its benefits.Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) MACIEL, Josiana Aparecida Ferreira; MENDES, Maria Cristina Silva; GALDINO, Marlene dos Santos; MATIAS, Tabita RodriguesAna Carla passed a public contest and now works as an Education teacher Childish. Her biggest challenge is managing to teach classes at the municipal school in Miracatu do Norte, due to the economic situation and lack of encouragement from parents in life children's school. With limited resources but with active and lively children, Ana Carla will have to propose activities reinventing themselves so that children use their own bodies and few materials, learning above all to express emotions, feelings and build knowledge with various artistic modalities that are extremely important in teaching and of Early Childhood Education. “With the LDB of national education (law n. 9.394/96) we obtained a comprehensive view of the arts in schools, starting from the kindergarten to other levels of basic education. Therefore, In the mid-1990s, the teaching of the arts was consolidated in schools, no longer being recognized as artistic education, but as a discipline with its own contents that ceased to be a simple activity to become part of the culture in a way significant”Item ARTE E FUNDAMENTOS(FUNDAÇÃO DE ENSINO OCTAVIO DA SILVA BASTOS, 2023-02-01) MELO, Marcela de Cássia da Cruz; SIQUEIRA, Marina Gonçalves; CIPRIANO, Isabel Cristina da Silva; LIMA, Ana Luiza Pereira de; PONTES, Bianca CortêsAna Carla is a teacher who has just started her journey at a school Early Childhood Education in the city where he lives. The city, called Miracatu do Norte, is very small, most of the population works in fields or mills and around 78% of people did not complete elementary school. This school is the only municipal one, and its 5-year-old students are very active, but very limited and the school does not have many resources to purchase materials diversified. However, in this case study, we will see proposals on how Ana Carla can work art with its students in a diverse and challenging way, always emphasizing education and child's learning. We'll also look at the importance of play and how to use it to your advantage. of child development, with sustainable resources.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 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.