Projetos Integrados (PI) Online - Pedagogia

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Projetos Integrados Online realizados pelos estudantes em cada módulo.

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Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-04-30) FONSECA, Amanda Suehet da; ALMEIDA, Camila do Carmo de; GALETTI, Carollina Scharinger; ABRÃO, Denize Helena da Silva; MARAN, Samantha de Cássia Paiva
Throughout this project, questions involving the practice of storytelling and its use with children in the context of literacy will be presented in order to favor the development of children's learning. Thus, it is known that in the past, storytelling in schools was used as a form of distraction and is currently being used as a pedagogical practice. We are living in a period in which technology is more accessible to children and books are being left out, making it a challenge for the educator to make children enjoy reading. Storytelling awakens the playful side of children, a very important characteristic for their development. It is also important for the education of any child, as it creates the child's imagination, enriches their vocabulary, stimulates the intellect, creates new ideas, feels varied emotions, developing then the child's full potential, leading him to doubt, question and think . It is also interesting that at the end the children have a space to talk about the story, their favorite characters, draw them, or even retell the story to outline the most important parts that intrigued or touched him.
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-04-30) CAMPOS, Beatriz Xavier Bovetto de; LOPES, Joelma Aparecida Batista; BRITO, Maria Eduarda Manoel de; OLIVEIRA, Tamara Manoela Schiavo
We live in a period in which the media and technologies are increasingly accessible to children; information arrives through the media, expanding horizons and knowledge. Books are being left out, stories are being forgotten, which makes it a challenge for the educator to make school children take pleasure in reading Storytelling in schools was a way of distracting children and today it comes resurrecting the figure of the storyteller. According to several scholars, storytelling is a valuable aid to the pedagogical practice of teachers in Early Childhood Education and in the early years of Elementary Education, instigates imagination, creativity, orality, encourages a taste for reading and contributes to the formation of child's personality involving the social and the affective.
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-04-30) MARTINS, Andresa dos Santos Vaz; PEREIRA, Maria Olímpia de Oliveira
This 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)
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-04-30) STROBEL A., Karina; NAVAS, Márcia Maria Borges Duzi; BOVO, Vanessa
Currently, 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).
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-05-30) RAMIRO, Káritta Cristina Patrone; RAMIRO, Rafaella Patrone
The 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.
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-05-30) FORTES, Keila Fernanda dos Santos; ANDRADE, Karina Aparecida
In 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.
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-06-30) ROMERO, Mei Munoz; BORGES, Rosangela Aparecida Manzano Jacintho
The 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.
Estudos Pedagógicos
(Fundação de Ensino Octávio Bastos, 2019-06-30) FRANCISCO, Cynthia Tófoli; FERREIRA, Luis Cláudio Sassarão; FREITAS, Maria Lídia Guazzeli de
In 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.
Fundamentos Pedagógicos: leitura e prática
(Fundação de Ensino Octávio Bastos, 2022-06-30) DIAS, Beatriz Martins; MATIAS, Tabita Rodrigues; JACOMINI, Mariângela L.; MEDICI, Fatima A.
Pedagogical foundations on which education professionals work, who also work on the general lines in the methodological approach, will also be written on the importance of educational values in the practice of reading. It is proposed in this work the aspects in teacher training having as a subject about the BNCC, thus being a commitment to education in relation to the development of competences.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) MACENA, Bianca da Silva; MACEDO, Carmen Ferreira de; ALVES, Fernanda Cristina da Silva; CERBONCINI, Giuliana; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
In this present work, we will address the issue of Special Education from the perspective of inclusion, which is relatively new in Brazil, in which it generates many questions and doubts on the part of educators and the population. Therefore, we know that not all teachers had training for inclusion and many still see it with insecurity and unnecessary.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) DOMINGOS, Elisângela; FERREIRA, Josiane Feitosa; SACODA, Mariana Tamie Rigolin; MIGLIORINI, Elaine Cristina Alves; PACOBELLO, Levínia R.N.; JACOMINI, Mariângela L.
This work aims to address the importance and need for inclusive education in schools, not only for students with disabilities, but so that everyone can have the same rights to quality education, respecting the individuality of each one. Currently, Special Education from the perspective of Inclusion still faces many challenges, schools and teachers are often not prepared to receive students with special needs.
EJA e Diversidade
(Fundação de Ensino Octávio Bastos, 2022-06-30) PEZOTI, Gabriela Miranda; SOUZA, Julia Fabris de; SILVA, Palmira Regiane da; FERREIRA, Thais dos Reis; MEDICI, Fátima A.; JACOMINI, Mariângela L.
This project aims to recognize the diversity existing in the educational environment and its receptivity in the school environment, led by an eminently literacy adapted curriculum, taking into account the knowledge that the individual brings with him, proposing positive and equivalent challenges through an adult language, which can provide the long-awaited reach of their professional, financial, social and intellectual independence, through new opportunities for growth in the society in which they live and are a part.
EJA e Diversidade
(Fundação de Ensino Octávio Bastos, 2022-06-30) FERREIRA, Leticia Moreira; ROQUE, Luana Ferreira; BARBOSA, Marluce Silva; SANTOS, Paloma de C. D.; MENEZES, Rubiani C. F.; MEDICI, Fátima A.; JACOMINI, Mariângela L.
This project brings to light propositions in relation to a group of students from Education for Youth and Adults (EJA). This class represents a great challenge for the teacher who will work on literacy and literacy in a very diverse class.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) ANTONIO, Ana Carolina; ZALTRÃO, Flávia; MORAES, Natália da S.; COURELLE; PACOBELLO, Levinía R.N.; JACOMINI, Mariângela L.
When approaching the subject of inclusive education, we must emphasize that we currently find some barriers in the thinking and acceptance of some educators, given that most pedagogues trained for some time, find it difficult to work pedagogically with such students. Inclusive education aims to educate all children in the same school context, that is, not to deny the difficulties of students, but with inclusion, differences are no longer seen as problems and are treated as diversity. We will present in this project, the laws and ways of working with inclusion in schools, therefore, a way to include them in a pedagogical, positive and human way.
Fundamentos políticos e sociais da educação
(Fundação de Ensino Octávio Bastos, 2022-06-30) PEREIRA, Helton Carlos Sabino; Raulino, Lauani Rodrigues; GONÇALVES, Vanelly de Oliveira; CARNAVAL, Vanessa dos Santos; VENCESLAU, Vanessa Souza Bovo; JACOMINI, Mariângela L.; SANTOS, Sérgio Ricardo dos
We can say that reading is the basis of human learning, where we absorb knowledge and improve our continuous learning that accompanies us from birth and throughout life. Reading can be understood through writing, sound, art, smells, making the reader have their daily and private experiences, thus transforming reading into a unique and pleasurable process, no matter how much the same story is told, each story brings interpretations. different, previously unnoticed details and this brings the charm of reading. In this way the child becomes independent and assimilates social values.
Criatividade e Movimento
(Fundação de Ensino Octávio Bastos, 2022-06-30) CICUTTO, Ana Caroline P.; PRADO, Carina Santos Mattos; SOUZA, Mara Adriana de Brito; SOUZA, Maristela Corrêa Lameo de; FUIN, Vanessa Calixto V. Mariano; FERREIRA, Ingridy Karoline N.; JACOMINI, Mariângela L.
Didactics contributes to the construction of knowledge and provides teachers with reflections on the practice that involves theory, awakening optimized actions. It is worth mentioning that we will approach the formation of the pedagogue, because an adequate preparation points out each discipline, science and/or school level, not only for the preparation of the citizen for the job market. Another point addressed was to highlight the benefits of constructivism, continuing education in a new didactics and the updating of teachers.
Fundamentos Pedagógicos: leitura e prática
(Fundação de Ensino Octávio Bastos, 2022-06-30) MENDES, Maria Cristina Silva; PEREIRA, Maria Olímpia de Oliveira; GALDINO, Marlene Santos; ROSALIN, Neiva Aparecida; JACOMINI, Mariângela L.; MEDICI, Fátima A.
In this project, it is possible to observe the construction of children's knowledge about the structure of sound when exposed to spoken language. It is in the relationship with the different forms of oral expression that this metalinguistic ability develops as the child is immersed in the world of language.
Educação Especial e Inclusão
(Fundação de Ensino Octávio Bastos, 2022-06-30) VASCONCELLOS, Anna Beatriz Cabral de; SANTOS, Daiane Franciele Bortoluci dos; MARCONDES, Josiane Aparecida Trafane; SILVA, Rafaela Aparecida Oliveira da; PACOBELLO, Levinía R.N.; JACOMINI, Mariângela L.
Special education from the perspective of inclusion is new, so it generates a certain discomfort and causes the entire faculty to have many questions not only within the school, but also outside it. Not all teachers are prepared for this inclusion, as are the laws and documents that govern this new methodology. This Integrated Project aims to guide teachers, to include not only disabled students, but all students in general.
EJA e Diversidade
(Fundação de Ensino Octávio Bastos, 2022-06-30) MACENA, Bianca da Silva; MACEDO, Carmen Ferreira de; ALVES, Fernanda Cristina da Silva; CERBONCINI, Giuliana; MEDICI, Fátima A.; JACOMINI, Mariângela L.
This work will address the trajectory and performance of a recently graduated teacher hired by an NGO called Sonhar, whose work is dedicated to the literacy of young people and adults who are in a situation of total social vulnerability as egresses from the prison system, among others.
Letramento e Alfabetização em Língua Portuguesa e Matemática
(Fundação de Ensino Octavio Bastos, 2022-06-30) JACINTO, Beatriz Aguiar Aparecido; DUARTE, Conceição Aparecida da Costa; COSTA, Larissa Cristina Minussi da; GOMES, Pricila Tonetto; MEDICI, Fátima A.; JACOMINI, Mariângela L.
The present work aims to evidence how literacy and literacy should be worked in early childhood education. The terms literacy and literacy are currently not only linked to the Portuguese language area, they also contribute to the understanding of other areas of knowledge, such as mathematics. It presents a proposal of interdisciplinarity between language and mathematics.