FE - Trabalhos de Conclusão de Curso
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Navegando FE - Trabalhos de Conclusão de Curso por curso "Pedagogia (RMG)"
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Item As aulas práticas para o ensino de ciências da natureza na educação infantil(Universidade Federal de Goiás, 2023-08-28) Mendes, Sara Cristina Rodrigues de Sousa; Barros, Fernanda; Barrros, Fernanda; Araújo, Michell Pedruzzi MendesThis text refers to the completion of the Pedagogy course at FE/UFG, the theme is: practical classes for teaching natural sciences in the early years of Early Childhood Education. It aims to understand how and why to teach science in Early Childhood Education through practical classes, in a broader perspective, to understand the way that practical classes provide learning. To this end, we systematize this text in two moments, the first chapter allows us to understand the knowledge about teaching natural sciences in Early Childhood Education through scientific research and its importance of carrying out pedagogical planning, and the second chapter about what is teaching through investigation and ways of applying practical classes through collected experiments, whether through other scientific articles, but also through the internship carried out at Cmei Criança Cidadã, in which it was possible to carry out observations and collect data. From this collection we can reach final conclusions about the relevance of practical science classes in Early Childhood EducationItem Cultura, formação e autonomia: reflexões sobre uma educação crítica(Universidade Federal de Goiás, 2023-08-22) Ribeiro, Karla Medeiros Dias; Corbiniano, Simone Alexandre Martins; Corbiniano, Simone Alexandre Martins; Bordignon, Talita FrancieliThe objective of this study, which was based mainly on Paulo Freire's theories, is to investigate the perspectives of a critical education in the midst of a social context whose oppression is established almost as a natural order. In this context, it becomes relevant to identify education models that make reflection impossible and, consequently, do not promote the understanding of the social and ancestral reality to which the subject belongs and, on the contrary, institute hegemonic political-cultural manifestations, reinforcing processes of manipulation and domination. Circumscribed to the area of Human Sciences, this is qualitative research of the bibliographic type and that resorted to theoretical references from books, academic and/or digital texts, having as its core the Freirean reflections of an education for autonomy. The educator Paulo Freire, as a means of resistance and confrontation, defends the right to a critical education so that the subject recognizes himself as a transforming agent, and that education is an instance of awareness and emancipation in opposition to the naturalization of oppression, breaking the shackles of ideological and market domination prevailing in the Brazilian educational systemItem Percepções de mediadores pedagógicos acerca de um projeto de educação inclusiva em uma instituição federal de educação básica de Goiás(Universidade Federal de Goiás, 2023-02-27) Silva, Wéllida Martins da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Oliveira, Fabiane Lopes de; Oliveira, Sheila Santos deThis research comprises a case study developed with pedagogical mediators of inclusion in an inclusive education project in a federal institution of basic education in Goiás, with the general objective of presenting and understanding, from the perspective of these mediators, the processes of inclusion (or exclusion), experienced by students who have Specific Educational Needs (SEN). To achieve this objective, a qualitative and exploratory research was used through the application of a questionnaire structured by Google Forms, which was sent to the subjects of this research and, later, the results were transcribed in their entirety and analyzed. For this analysis, the propositions enunciated by Vigotski (2001; 2003; 2004; 2006; 2007; 2008) were chosen as a theoretical reference, which pointed out above all the possibilities of learning for students with disabilities, and who attributes enormous importance to the cultural dimension , social and the role of mediation for human relationships, which also indicates the relevance of signs through the role of the other and, mainly, the interactions for the learning of the student who has a disability. As a result, the importance of projects that contemplate SEN students, in a holistic way, considering their specificities, but also betting on their potentialities, is highlighted. Furthermore, it highlights how relevant and significant these mediators are in these centers so that interactions, knowledge and development are enhanced to achieve true inclusion that encompasses all human diversityItem Tudo que nois tem é nois: o rap como expressão artística e sua potência formativa em sala de aula(Universidade Federal de Goiás, 2023-02-28) Bernardo, Fernanda Oliveira; Viana, Cynthia Maria Jorge; Viana, Cynthia Maria Jorge; Carvalho, Thaís Regina deThis paper seeks to reflect on the potential of the Rap movement, an element of hip-hop culture, as an artistic expression that has at its base the denunciation of social inequalities. It intends to reflect on Rap as a street movement, in light of the concept of social and racial inequality, understanding it as a favela culture and as a possibility for the construction of critical thinking, as well as to analyze the possibilities of this movement in education. Rap is an acronym for Rhythm and Poetry, which in its free translation into Portuguese means “Ritmo e Poesia”. This musical genre is one of the elements that make up the hip-hop movement. The other elements are: break, which expresses dance; graffiti, painting; and the MC's (Master of Ceremonies or Rappers) and the DJ’s (disc jockeys), which together produce the Rap musical style. From a qualitative, bibliographical research, theoretical references were selected, studied, and systematized, such as: Andrade (1999), in order to understand the origins of the Rap movement in the 1990s in Brazil; Meirelles and Athayde (2014), who discuss the sociohistorical construction of Brazilian favelas as plural environments, crossed by social injustices; and Almeida (2019) who, analyzing the ways of confronting racial inequality, classifies the different conceptions of racism in society. Some excerpts from Rap songs that relate to curricular components of basic education are also analyzed, and that can be discussed in the classroom with students. In the first chapter, there is a discussion about economic inequality, the conditions imposed by extreme poverty, and also racial inequality as a characteristic of a racist society. In the second chapter, it is possible to reflect on the creative potential of the Rap cultural movement as an artistic expression that promotes discussions about blackness and anti-racism in its music, as well as the possibility of mediation of this movement in the classroom, mainly by inviting students to perceive social issues and debate about them. The findings of this research refer to the potentiality of hip-hop culture and the Rap musical movement, while the more the teaching dialogues with the reality of the students, the more valuable it can be. Bringing Rap into the school environment allows not only educators, but also students, coordinators and other members of the educational context to reflect on their pedagogical practices and possibilities of intervention, based on the hip-hop movement, specifically Rap