Pedagogia 1º Trimestre 2024

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Infância e Educação: criando o novo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Alesandra de Cássia da; BAPTISTA, Elisiane Graziele; CABREIRA, Juliana Cons; PACCIOLI, Luísa Corrêa; MASCHIO, Suelen da Silva; MEDICI, Fátima Aparecida
Early childhood education is important for several reasons, including because it marks the beginning of children's schooling and is considered the first stage of basic education; secondly, because of the particular characteristics of children and their childhoods. Early childhood education is where the educational process begins in search of the integral development of the human being, involving aspects of care and education, and the educational stage is today guaranteed as a right to all children from 0 to 5 years of age. Early childhood education is considered the first stage of basic education, as established in the Law of Guidelines and Bases of National Education (Law No. 9394/96), and must be offered in daycare centers and preschools. These educational spaces, whether public or private, are intended to educate and develop children from 0 to 5 years of age. Early childhood education teachers cannot consider a routine as something monotonous and repetitive. The early childhood education routine must be dynamic, creative and organized based on the group of children in each class.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) FERNANDES, Patricia Pereira; SALA, Patrícia Vasconcellos
In the school environment, the right to learn is directly linked to inclusive education, which seeks to ensure equal opportunities for all, regardless of their differences. Each student is unique, with specific needs, so it is essential to offer support, resources and adaptations so that everyone can actively participate in learning activities. Inclusion recognizes diversity as something positive and essential, promoting a welcoming and equitable environment for all students.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) ZANGIACOMI, Antonia Alvisi; PEZUTO, Dayane Arribet F. Pereira; BERNARDINO, Débora Pereira Martins; SUEIT, Laura Bianucci; MEDICI, Fátima Aparecida
When teaching mathematics to children aged 6 to 7, it is essential to understand that each child has their own pace and assimilation in this journey of numerical discovery. For this reason, the interaction of the child with their environment is very important for the construction of knowledge. We also emphasize the crucial role of social interaction and the support of parents and adults in learning. Respecting their level and development process, stimulating their imagination and integrating playful activities that allow them to develop fully are also essential for achieving success in the learning process. We will work on how to apply these principles in a case study with Suzana and her students.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Ruth Cecilia dos Santos da; PIRES, Priscila Cavalcante da Silva; FLAUSINO, Karoline Paulino; COSTA, Guilherme Anastácio da; SILVA, Débora Pereira da; MEDICI, Fatima Aparecida
Education is one of the most important means for the development of a society. School is an important institution that helps in social development, improving students' skills and abilities. In education in general, but especially in Early Childhood Education, play is a methodological resource of utmost importance for children's learning. Games teach content through rules, as they allow children to explore their surroundings, providing enjoyable and meaningful learning, thus adding a lot of knowledge. Within the classroom, it is quite common for students to lack attention and interest in Early Childhood Education. To attract their attention and attract them to the subject, playful and attractive activities help teachers a lot in the school environment and are essential for acquiring and memorizing the content to be taught, in addition to helping them maintain interest in the subject.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Kathleen Aparecido da; VENTURA, Julio Cesar Guimael; MEDICI, Fátima Aparecida
This paper presents the case study of a teacher named Suzana, who teaches in elementary school. Recently graduated and new to the school where she works, she was immediately faced with the challenge of improving student performance. The school is recognized for its innovative methods and respect for child development.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MATOS, Ana Carolina Maldonado; BORDIN, Maria Vitória; MEDICI, Fátima Aparecida
Starting a career as a teacher can be an exciting and at the same time scary challenge, as it will be a time full of uncertainty, obstacles to overcome and certainly many discoveries. To go through this process, the professional needs to be very well prepared, organized and know how to be flexible to be able to solve any problem that they encounter along the way.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) ROSA, Haila da; SANTOS, Eliane Bento dos; MEDICI, Fátima Aparecida
Psychology in education plays an important and essential role in the lives of students. Through research, observation and evaluation, it determines which problems are important for understanding learning difficulties in the educational environment, and can intervene in this environment and generate improvements.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) FELISBERTO, Ana Júlia; PALHUCA, Ana Luiza França Pires; DAMALIO, Brenda Carvalho; CARMO, Ellaine Aparecida do; ROSSI, Flávia da Silva; MEDICI, Fatima Aparecida
The Integrated Education and Learning Project is a comprehensive approach that interconnects different disciplines, new skills and experiences. With the intention of promoting a deep and meaningful understanding for children.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) ANDRADE, Roberta Cristina de; SALA, Patrícia Vasconcellos
Every student has the fundamental right to receive a quality education that welcomes and values them as individuals regardless of their differences or specificities. When we address inclusive education in the school environment, the main objective is to achieve the right to learn for all students, not only to attend school, but to access an adapted curriculum, with inclusive teaching methodologies, and support resources in an environment that promotes equal opportunities for all students, promoting not only integration but inclusion.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) GONÇALVES, Mirian Barbosa; SALA, Patrícia Vasconcellos
Under the law, children have this right, and we seek to improve the school environment every day to welcome each child, regardless of the issue presented. However, there is still a long way to go, both in terms of professional qualifications and in terms of family acceptance. Nowadays, children are included in schools, but not all of them are included. Inclusive practices are a daily and collective process. Today, schools receive children and direct them to the classroom, but there is not always a support teacher. The teacher responsible for the class is not prepared to handle the situation. What should be a benefit for the child becomes traumatic. There is a deficiency in the education system, with a lack of knowledge, professional qualifications, resources, and empathy for the topic being addressed.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) BALBINO, Amanda de Souza; MANOEL, Endriélly Doval; SANTOS, Franciele Israel dos; PAULINO, Jennifer Paloma de Souza; PEQUENO, Veronica Ariane; MEDICI, Fatima Aparecida
The purpose of the project is to study and present which teaching methods can be used to ensure student learning, involving the process of educational psychology.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MOURTHE, Cristiana Sanchez de A.; FERREIRA, Isabel Cristina; NASCIMENTO, Sarah Emily Gomes do; SILVA, Silvana Costa Mendes da; MEDICI, Fatima Aparecida
This work aims to explore concepts and theories that deal with didactics and the psychology of learning, the importance of self-knowledge as a person and professional in the path of teaching and learning, and also to present teaching that involves playful and attractive activities appropriate for the age group of its students, describing the materials used, the time required and the objectives to be achieved.
Matemática e Letramento
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SOUZA, Hebbmara de Fátima dos Reis; SILVA, Kellem Aparecida da; SIQUEIRA, Marina Gonçalves; LIMA, Mirella Cristina Monteiro de; SANTOS, Sérgio Ricardo dos
The historical aspects involving the journey of literacy and mathematics teaching have been achieved by overcoming several obstacles and developments over the years. When considering the countless actions of governments in trying to make education a productive and quality environment, one must take into account how important it is for families and communities to unite in making the school space a field of mutual growth, learning and development.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MAGNON, Millena Azeredo; CANUTO, Ana Clara; PAIVA, Chiara Souza de; MEDICI, Fátima Aparecida
The big challenge is to improve students' development in mathematics. Since the vast majority of students are having difficulty in this subject, Suzana decided to focus on the intellectual development of students' ability to carry out a fun and easy-to-reason activity so that students can memorize more easily.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) PINHEIRO, Juliane da Costa; SALA, Patrícia Vasconcellos
Inclusive education and special education are different concepts. Inclusive education aims to create an environment that promotes equality and opportunities for all, regardless of physical, intellectual or other disabilities. Special education promotes the development of the skills of people with disabilities enrolled in the regular education system, from early childhood education to higher education. Special education teachers need to be trained to meet the needs of each student.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) MAFRA, Carla Cissa; SALA, Patrícia Vasconcellos
Looking at it from a broader perspective, we can understand that even though it is implicit in the constitution that every citizen has the right to education, the same does not happen in practice. Since Brazil is such a large country and therefore full of inequalities of various genders, inclusion ends up not being placed as a priority, which becomes yet another factor that increases inequality. The inclusion of a child with some singularity, be it physical, mental or even resulting from a chronic illness, is an important and indispensable part of their education process. Since the entire course of this child's life will be based on what was learned in the first years of life. Educators, as well as family members, have the mission of making the child's life as easy as possible, even in the face of their difficulties. Therefore, one way to equalize this current situation would be to provide ongoing education for professionals through courses with an approach focused on inclusion, and after that, these professionals can promote events where they can teach students without disabilities how such disabilities work and how to live with them in everyday life, thus making the school a more harmonious and consequently more inclusive environment.
Educação e Aprendizagem – Conhecendo a si mesmo
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Adriana Rodrigues da; MEDICI, Fátima Aparecida
This project aims to address the importance of education and learning in child development, with a focus on self-awareness and self-knowledge. Through fun and engaging activities, we seek to provide students with meaningful experiences that contribute to the development of mathematical skills and self-understanding.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) JOSE, Bianca Garcia Vitor; SALA, Patrícia Vasconcellos
Everyone has the right to be and learn in schools, and all students have the right to whenever there is a need for some differentiation to ensure participation in learning. We need to propose different, diversified and potentially appropriate pedagogical strategies to work with an unequal group, but at the same time differentiate terms and challenges whenever necessary to ensure equality in the schooling process. Working on this inclusive pedagogy requires not only trained teachers, but also planning, material resources, joint work between schools and families, and an inclusive school culture inside and outside the classroom. Transformation occurs through small actions that occur simultaneously and trigger changes in the practices and organization of education systems, and in educational culture. Some actions can help schools overcome the challenges of school inclusion. Promoting school inclusion campaigns would be one of them. Clarification and effective communication are ways to combat possible negative impacts on the inclusion process. Another way is to understand the needs of each student. A multidisciplinary team for monitoring, for example, will help the school to understand individual needs and provide effective work.
Inclusão e Libras
(Fundação de Ensino Octávio Bastos, 2024-04-30) VITORIANO, Cícera Maria Chaves; SALA, Patrícia Vasconcellos
An environment that is necessary for achieving equality and the right to learn is one that is focused on inclusive education. A school space that is oriented towards promoting equality and equity must ensure the right to learn, respecting the specificities of individuals and valuing their potential, in order to design services that are appropriate for the motor, visual, linguistic and cognitive needs of students enrolled in regular schools. From this perspective, the school must guarantee the right to architectural accessibility, the work of teachers must be collaborative and explore the unique and adaptive function of the school curriculum. Coexistence among students must be promoted through pedagogical activities that encourage respect and recognition of diversity.
Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Lidiana Rodrigues da; SALA, Patrícia Vasconcellos
The Brazilian Constitution of 1988 guaranteed all Brazilians, and children in particular, the right to access and remain in school, from Basic Education to Higher Education. With the recognition of this right, the first step was taken on the path to educational inclusion. Since then, school has not been the same; that homogenizing space where only children considered “normal” were seen and served should, in theory, cease to exist. This proposal has been gaining ground as the discourse of inclusion and diversity has been disseminated, and a desire has emerged in society for the construction of a new school: open to diversity and fully capable of reflecting it in all its constituent instances. Thus, school inclusion goes beyond the mere insertion of students with disabilities into regular school systems; it is a process that must also take into account the cultural diversity in which these individuals are inserted and how this, in turn, is revealed in school. However, does the school space open up paths to include all existing differences? To contribute to the construction of inclusive education, it is crucial to change pedagogical practices, focusing on contextualized learning that enhances student development.