Projetos Integrados (PI) Online - Pedagogia
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Projetos Integrados Online realizados pelos estudantes em cada módulo.
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Item História e Geografia(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-09-30) SILVA, Lidiana Rodrigues da; JACOMINI, Mariangela Leocárdio; SALA, Patrícia VasconcellosTeacher Ana Paula Silva is planning an interdisciplinary project that combines Geography and History content for her 3rd grade students. The goal is to help students better understand the concepts of geographic space, culture and society, using approaches that make learning more meaningful and engaging.Item Eja e Diversidade(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-06-30) SILVA, Lidiana Rodrigues da; SANTOS, Sérgio Ricardo dos; JACOMINI, Mariângela LeocárdioThe texts highlight the importance of art and freedom of expression in times of censorship. While Text I focuses on the ability of art to challenge and transform culture, addressing the limits of tolerance in society, Text II highlights the legal protection of these fundamental rights, as guaranteed by the Federal Constitution of Brazil.Item Inclusão e Libras(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Lidiana Rodrigues da; SALA, Patrícia VasconcellosThe 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.Item Sociedade e Psicologia(Fundação de Ensino Octávio Bastos, 2023-09-30) SILVA, Lidiana Rodrigues da; JACOMINI,Mariângela LeocárdioThe idea of a citizen school evidenced in the 1990s, as an expression of an educational innovation movement in Brazil that includes the themes: school autonomy, integration of education with culture and work, supply and demand, school and community, vision interdisciplinary and the permanent formation of teachers. The Citizen School defends permanent education and has its own formatting for each local reality, in order to respect the historical-cultural characteristics, the rhythms and specific conjunctures of each community, without losing sight of the global dimension of the world in which we live. To this end, its political-pedagogical project is prepared based on the realization of a diagnosis of the school reality called ethnography of the school, which enables the construction of a school curriculum based on the creation of intercultural spaces, in turn worked from the inter and transdisciplinary perspective that take into account the dimension of reason and emotion, therefore, technique, sensitivity and creativity. In this sense, the citizen school is democratically organized and pedagogically cheerful, creative and bold.