Navegando por Autor "Oliveira, Caroline Barroncas de"

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Alfabetizar ou letrar na educação infantil: o conflito entre as funções da educação infantil na prática do professor
(Universidade do Estado do Amazonas, 2021-08-03) Santos, Ana Célia da Silva; Souza, Kelly Christiane Silva de Souza; Oliveira, Caroline Barroncas de
This course conclusion work entitled: Literacy or Literacy in Early Childhood Education: the conflict between the functions of Early Childhood Education in the teacher's practice, has as general objective to understand the literacy and literacy processes with children aged 05 years in early childhood education. To respond to the objectives outlined in the study, we built a theoretical chapter, dialoguing with authors such as Oliveira (2010), Souza (2019), Àries (1981), LIMA (2014) among others. The research was designed from the qualitative paradigm in a field research. The reports in this study were able to relate what it proposes to do in theory and what is actually practiced, but above all, it was responsible for presenting the teachers' voices about their challenges in working with five-year-old children. Thus, this research has the researcher's narratives from the observation of the field and that of the teachers, allowing an exchange of experiences to, in this way, favor the perception we have about what we do in early childhood education and seeking answers to some existing paradigms.
O alfabetizar, a BNCC e minha formação docente
(Universidade do Estado do Amazonas, 2022-06-02) Lima, Gabriela da Silva; Aikawa, Monica Silva; Oliveira, Caroline Barroncas de; Silva, Wenderson Cruz da
Reading and writing appear in my daily life when I start school, just as they do in other people's lives. other people and at that moment in my life, I feel very excited about entering the world of letters. the world of letters. As I continue my Pedagogy course, I think back to that first experience with literacy. with literacy, I think about them in relation to my new learning about pedagogical practice and literacy methodology and I begin to look at them in a different way. In the midst of this initial in Pedagogy, we come into contact with public policy issues and certain acronyms permeate this time: LDBEN, DCNE, etc. LDBEN, DCNEB, BNCC, RCA, among others. Thus, the general objective of this research revolved around reflect on the literacy discourses present in the BNCC and their relationship with the reality of local children, based on my of local children, from my perspective as an assistant teacher in initial training. In order to do this, we used the tools of autobiographical narrative research, bringing up small facts that were remarkable in my school and academic training, searching my memories for these emerging events (LARROSA, 2002) with literacy, placing myself in front of myself as a student and teacher. In the theoretical discussion on the subject, I relied on Freire (2011), Soares (2006), Kleiman (1995), among others. Among the memories and reflections on literacy, I find myself practices centered on the processes of coding and decoding, in which the context of the children is not in which the children's context is hardly taken into account, the social use of language is neglected. for a different kind of literacy. KEYWORDS: Literacy. Teacher training. Autobiographical narrative research.
Ambiente e educação: uma invenção discursiva
(Universidade do Estado do Amazonas, 2018-12-05) Rodrigues, Tayana Catunda; Costa, Mônica de Oliveira; Sarmento, Jackeline Ferreira; Oliveira, Caroline Barroncas de
This monograph has as general objective to investigate the ways of seeing and saying the environment in the comic The group of Monica - 50 years from the discursive analysis of Michel Foucault. The specific objectives are: To study the tool of the speech in Michel Foucault and to map the ways of seeing and saying the environment produced/taught by the comic The group of Monica - 50 years. The collection Turma da Mônica - 50 years presents five almanacs, with five characters (one for each almanac) that are: Mônica, Cascão, Cebolinha, Magali and Bidu. We randomly chose Cascão Almanac as empiria. Michel Foucault's discourse tool is used in theoretical-methodological terms, which enabled us to map the statements that produce an idea of the environment from the characteristics of the discourse for this author. In this way, the categories of analysis are not defined a priori, but in the development of analysis when we use the tool of Foucault's discourse. Thus, the almanac is seen in this work in the pedagogical sense of teaching correct ways of seeing and saying the environment. The chosen statements are: Polluted Environment and Beware of the planet, be sustainable. The statement Polluted environment produces an idea of polluted urban environment, which needs intervention, with vulnerable people, powerless in the face of the situation. The statement Beware of the planet, being sustainable produces an idea of environment that needs to be thought for future generations, with a good use of natural resources.
Ambientes: achadouros de infâncias
(Universidade do Estado do Amazonas, 2018-12-05) Figueiredo, Raiana Cunha de; Oliveira, Caroline Barroncas de; Costa, Mônica de Oliveira; Gomes, Salatiel Rocha
The work presents some reflections originated from the objective of analyzing the ideas of childhood in the environment of the plot of the feature film "Zootopia: This City is the Critter", through some tools of Foucault. We consider that, in the present day, the media perform the production of docile bodies much more effectively through discourses and that it has several statements, which can not be confused as a sentence, proposition or an act speaks, since its characteristic is the function of existence. Discourse is not synonymous with language or something that names objects or even a set of signs, but rather, it is a social mechanism that imposes truths on those who hear them. When it comes to Environment, our first movement in relation to this terminology is to affirm that environment goes far beyond the forest theme, so that environment can also be the social space where the plot of the Discourse takes place. Given this situation, the need arises to analyze which types of statements for childhood are being constructed in our time and for this we observe the discursive and non-discursive practices of the plot. We identified for analysis two statements of manufactured child: dreamy child and child with misconduct. The result is a discursive network that reveals the same conception of childhood idea that works for the dominant discourse of capital. This movement was made from the analysis of the discourse and the Declarations having the Environment as the stage where they act and can draw the lines and outlines of the models of childhood required in this century. If there is a current childhood? No, there is an improved way of producing this childhood through the plasticity of statements and discursive practice, that is, what is modified here is the difference of how this child looks and the values attached to it, or rather, it is resignificated , acquiring a new garment due to the social moment that presents itself, regardless of whether it is for "good" or "evil", but for the greater good of the absolute truth that Foucault condemns so much in the discourse of capital.
A Constituição de uma professora emancipadadora no ensino de ciências
(Universidade do Estado do Amazonas, 2018-12-05) Barros, Gisele Kelly da Silva; Costa, Mônica de Oliveira; Oliveira, Ethel Silva de; Oliveira, Caroline Barroncas de
This monograph entitled "The constitution of an emancipating teacher in Science Teaching" is the work of completing the course of Pedagogy of the University of the State of Amazonas (UEA). It is set in a resumption of the course lived in elementary school, high school, university (monitoring, PIBID, some disciplines, monitoring, internship), intertwined by situations considered relevant for the choice of teaching as a profession and emancipation as a constituent element of the Teaching of Sciences, that is, the reflection articulates lived experiences that made possible the formation of an emancipating teacher in Science Teaching. In this way, the overall objective that the author in the course of the research was: to understand from the life experiences, the contours of a teaching practice in the Teaching of Sciences for the emancipation of the subject; the specific objectives were: to narrate episodes of school and academic life that portray experiences for the constitution of teaching; to understand in what ways the experiences lived in the school and academic life made possible a formation for the emancipation in the Teaching of Sciences; to identify the confrontations and possibilities that permeate the formation / performance of an emancipating teacher in Science Teaching. Believing that the experiences lived since the initial period of the educational process are present in the life of the education professional, including that the reminiscing practice allows the interaction between the past and the present, the Autobiographic Method was chosen because it was considered more appropriate for the work with the rescue of memories, trying to establish a relation of this practice with the authors approached. It was understood that the formative knowledge intertwined with the daily experiences, mobilized to understand Science Teaching as precursor of emancipation. In this proposal of remembrance it was possible to (re) discover a formation for the teaching exercise capable of promoting a critical and reflexive education to the students.
(Des)construção de um devir pessoal e pedagógico antirracista: experiências narrativas de um percurso curricular formativo
(Universidade do Estado do Amazonas, 2022-06-02) Vasconcelos, Fanuela de Oliveira; Moura, Maria Edeluza Ferreira Pinto de; Oliveira, Caroline Barroncas de; Silva, Vanderlete Pereira da
This work is crossed by an important social issue: Racism in Brazilian Education. The text is supported by an autobiographical narrative through which I sought, as a general objective, to understand how an education based on anti-racism can be essential in the construction and strengthening of the black teaching identity as well as in overcoming the racism present in the structures of Brazilian society. I opted for this perspective, as it makes it possible to record the impacts of my life experiences and my education, strained by a racist past that still persists. In terms of the political relevance of this work, I try to join black Brazilians and black Brazilian women in the struggle for the recognition of the relevance of our culture and ancestry and for the transformation of the negative view that was historically constructed and intentionally perpetuated about the African and Afro-descendant people in Brazil. our country. The majority of scholars and scholars, who are part of the theoretical foundation of this narrative are black men and women. In a text that defends the value and history of blackness, I consider it fair and coherent to show the production and movement of intellectual blackness in Brazil. Finally, I make some considerations that make me believe that “everything can be otherwise” and that teacher training can greatly contribute to the making of the (de)constructions of fixed and crystallized ideas that operate to strengthen the alienation of racism. Keywords: Structural Racism; Narrative; anti-racist; Curricular Training.
Discursos sobre educação escolar indígena em tempos de pandemia COVID-19 nos jornais de websites
(Universidade do Estado do Amazonas, 2022-10-26) Souza, Rhanny Mary Sales de; Oliveira, Caroline Barroncas de; Costa, Mônica de Oliveira; Estácio, Marcos André Ferreira
The work aimed to problematize ideas of Indigenous School Education in times of Pandemic COVID-19, produced by the statements that institute reports on journalistic website portals, such as: Innovations in Education, Telefônica Vivo Foundation, Brasil de Fato and G1, as well as aiming to present some reflections of the actions that made me know the movement made by the current school that began in the 1970s and, with the strengthening of the Federal Constitution, understand the recognition of indigenous rights. That is, they were excluded from carrying out certain discourses, an interpretation that was carried out from the perspective described by Foucault (1970). Thus, power is not only related to institutions such as the State, or to something that the the State, or to something that the smallest must yield to the largest, it is a relationship of forces and this form is present everywhere, encompassing all places everywhere, encompassing all personal and social activities. In view of this, considering what we have discussed relations between the State and indigenous peoples, in the light of Michael Foucault's theory, we start from the idea that legal that legal practices are exercises of power and these practices convey a will to truth, that is, discourse discourse. It is worth mentioning that my encounter with Foucalt was quite complicated, who introduced us was my dear advisor Caroline Barroncas, who dear advisor Caroline Barroncas, it was very challenging to rewrite this work in the Foucaltian form. I had to read several times, reread a lot, watch several videos about him to be able to understand, because is not easy to understand. In addition, we emphasize the neglect of indigenous communities for the lack of basic sanitation, adequate food basic sanitation, adequate food, provision of health services, among others. In communion with the issues presented in newspapers and magazines, we must understand what really happens in the experiences around of indigenous peoples, especially in the scenario of the COVID 19 pandemic, where we can verify that this situation of difficulties to follow classes during the Pandemic did not happen only with them, but also with other non-indigenous also with other non-indigenous students in the public network. From the mapping, it was also possible to choose teaching methodologies that would help in pedagogical practice and student care. No one of the main objectives of indigenous peoples, which is to keep their culture and customs alive customs. In view of this, it was possible to find a total of 4 statements that permeate the indigenous experience of each report. indigenous experience of each report are: "Precarious Indigenous Education", "Indigenous Education to overcome", "Look of renewal and adaptation" and "Fear of the pandemic", each one denotes the encounters with education and the indigenous indigenous peoples during the current pandemic moments. The search was done randomly on the Google platform. I emphasize that in the SECAD citations, it was still with this nomenclature, but later, it was renamed SECADI, as the term "Inclusion" was added to the program and actions, as we saw on the Inclusion, as we saw on the MEC website. KEYWORDS: Indigenous school education, Discourse, COVID-19 pandemic.
A docência nos anos iniciais frente a pandemia do COVID - 19
(Universidade do Estado do Amazonas, 2021-08-24) Abensur, Elcyane Nascimento; Costa, Mônica de Oliveira; Ferreira, Keven Sobreira; Oliveira, Caroline Barroncas de
The aim of this work is to narrate how my teaching has been constituted in the early years of the Covid-19’s pandemic, through reflections about the impact of the pandemic on the teaching and the concept of self-care of Foucault. I’ve brought tales of class’s attendance during the pandemic and how I’ve developed my teaching in a private school which needed to reinvent itself to get through the remote emergency teaching. It’s a post-criticism’s research, in which the empirical is developed through important episodes of the journey, that can be multifaceted. I choose to survey the planning (in which I discourse about how the organization of the remote teaching was done and the requirements in face of the scenery made by the pandemic); technologic resources (in which I tell the experience with the digital platforms and how the classes were conducted through notebook’s screens and smartphones); engagement and apprenticeship of the students in remote activities (in which I give consideration about the participation of them). Draw by my experiences as assistant teacher of a private school.
Entre as histórias de vida de alunos da educação de jovens e adultos e o percurso formativo de professora em formação
(Universidade do Estado do Amazonas, 2018-12-04) Martins, Selma Jéssica dos Santos; Oliveira, Caroline Barroncas de; Costa, Mônica de Oliveira; Costa, Lucinete Gadelha da
This work aims to know who are the students of the Education of Young and Adults of a municipal school in Manaus, using their own narratives through their life stories and the course of the teacher in formation. Identifying the elements that characterize the educational process of the students, interpreting these elements and relating them to the life history of the future teacher-researcher. The narrative interview was used to collect the data of the four subjects of the research for allowing them to reconstruct their trajectories until they reach Eja, from a free narrative that does not have an interrogative character, but the request that tell their stories of life. From the description of each of the interviews it was noticed that although they had traveled different ways to reach Eja, there were similarities in their histories that crossed themselves with the theoretical references in order to know more deeply the students of the Eja from their own narratives.
Hypomnémata do estagiar: o cuidado de si na relação escola-família em tempos de pandemia
(Universidade do Estado do Amazonas, 2022-06-02) Furtado, Anny Roberta Gonçalves; Aikawa, Monica Silva; Oliveira, Caroline Barroncas de; Costa, Monica de Oliveira
“INTERN HYPOMNÉMATA: Self-care in the family and school relationship in times of pandemic” constitutes the title of this final paper, in which I record my concerns and astonishments regarding the school-family relationship and self-care (FOUCAULT, 2006). In this self-exercise, the writing of this final paper, changes and modifies me, transforms, transfigures the ways of thinking, elements that speak of our post-critical methodological option, where the investigative process was conceptually and methodologically marked by the Foucauldian care of the self and we propose a breather when we talk about the school-family relationship. Thus, our problem question follows in the sense of: How do I perceive self-care in school dynamics with families in these pandemic times in internship? The general objective of the research was to problematize the care of the self in school dynamics with families in these pandemic times, from the hypomnémata records of the intern. And the specific objectives were: to study the ideas about the family-school relationship and those of Michel Foucault about self-care; to produce my hypomnémata of the internship with events of the school-family relationship in times of a pandemic caused by Covid-19; and to reflect on the statements of self-care in the dynamics of the school-family relationship in times of a pandemic, based on my records. The narrative is constituted by my observation and writing of myself in notes from the curricular internship of the Pedagogy course, where I write about myself, the school-family relationship, the daily life of the school and the care of the self. And among the results, we think of self-care for the production of a being subjectively, modifying its existence in the world, which imposes the realization that there is a need to take care of yourself, look at yourself and consequently at the other. And in this look at the other, the school assumes its role of master (FOUCAULT, 2006) in the face of the multiplicity, of knowing and knowing, of its daily life in the dynamics with families. Keywords: Family-school relationship. Take care of yourself. Hypomnemata.
A ludicidade como ferramenta auxiliar no processo ensino e aprendizagem no ensino fundamental I: possibilidades e desafios na prática pedagógica dos docentes
(Universidade do Estado do Amazonas, 2022-11-28) Pará, Ana Valéria Leal; Silva, Vanderlete Pereira da; Oliveira, Caroline Barroncas de
This work aims to analyze playfulness and its use in the classroom, as a pedagogical pedagogical support in the formative and cognitive path of students and as an essential tool for the construction of knowledge and the autonomy of children, students in students. This is a qualitative, bibliographical and exploratory study, based on the theories of approach, based on the theories of authors such as: Kishimoto (2011), Vygotsky (1989), Almeida (2007), Santos (2001), Freire (1996), Piaget (1896), Lopes (2006), Luckesi (2000). In the search for references, we found ten articles published in specialized scientific scientific journals that met the research objective, highlighting issues related to the construction of knowledge such as memory, imagination, autonomy, creativity and attention, among others. creativity and attention, among others. From the survey and analysis of studies studies produced by scholars in the area, great advances in the use of playfulness in the school environment were found. school environment, raising questions about which techniques teachers use in their classes, making for better which techniques teachers use in their classes, making for better socialization and welcoming students and producing a quality education. Keywords: Playfulness, Pedagogical practice, Learning, Primary school.
A minha relação de apoio pedagógico com as famílias no contexto da pandemia da COVID-19
(Universidade do Estado do Amazonas, 2021-07-27) Libório, Helen Cristina Moraes; Costa, Mônica de Oliveira; Aikawa, Monica Silva; Oliveira, Caroline Barroncas de
The theme of this research is: My Pedagogical Support Relationship with Families in the Context of the Covid Pandemic 19. The research aimed to problematize my existence as a pedagogical support in relation to families in the context of the pandemic and as specific objectives : To narrate my experience in the teaching process in a public school in view of the covid 19 pandemic; Point out the consequences of the remote classes system for the participation of families in the school; Understanding my existence as a pedagogical support based on self-care in relation to the relationship with families in the context of the Covid 19 pandemic. The interest in research came from my experiences as pedagogical support, especially during the pandemic period, due to my role in the entire process of planning and developing the school's activities in remote education. The research is based on Michel Foucault's theoretical-methodological contribution, especially self-care. The empiric is constituted by episodes of my constitution as pedagogical support and the relationship with the families. I present as a result the mobilizations that taking care of oneself enabled me and those who are part of my pedagogical support, configuring a more human and living way for what we call technical positions exercised by graduates in Pedagogy.
Uma narrativa formativa sobre a construção da identidade docente no estágio supervisionado do curso de pedagogia da UEA em tempos de pandemia
(Universidade do Estado do Amazonas, 2022-10-27) Carvalho, Emmanuelle Silva; Campos, Raimundo Sidnei dos Santos; Oliveira, Caroline Barroncas de; Jesus, Edilza Laray de
This study addresses the academic narratives experienced during the supervised internship at supervised internship at the Amazonas State University (UEA) in times of pandemic and how this influenced the construction of teaching identity in the pedagogy course at UEA. The Supervised Internship at UEA is part of the curricular components of the course based on CNE/CP Resolution No. 1, of 15/05/2006. Currently, the Supervised Internship complies with CNE/CP Resolution No. 1, of May 15, 2006, with CNE/CP Resolution No. 02, of July 1, 2015 and Resolution No. 14/2019, CONSUNIV/UEA. The internship is one of the key stages in which the teacher-pedagogue in training has the opportunity for contact and experience with their area of work, which influences the construction of their teaching identity. The theoretical contributions that dialogued with the research were Pimenta and Lima (2017), Pimenta, Pinto and Severo (2021), Nóvoa (2022), Passegi, Souza and Vicentini (2011) Souza and Meireles (2018), Araújo and Martins (2020), Goodson (2019). The overall aim of this research is to understand the process of building a teaching identity on the Pedagogy course at UEA, in the supervised internship in times of pandemic. The methodology is structured as qualitative research in education, developed using the narrative method, based on the supervised internship reports, field notebooks and pedagogical experiences. We experienced the supervised internship in three (3) distinct stages: the first being the classes and participation in the school. participation in the school, which were carried out through the "Eba! Let's play!" project. This project was carried out through a partnership between Manaus City Hall and the Amazonas State Government. This project was carried out through a partnership between Manaus City Hall and the Amazonas State Government. remote format, in which participation in the school took place through observation and intervention in the WhatsApp group formed by teachers and students; and the third and last, which was carried out in person at the school. at the school. The results showed that the Supervised Internship had significant influences on the process of building the teacher-pedagogue in training, These influences continue to the present day and have had an impact on his professional performance. Keywords: supervised internship; formative narrative; teacher identity; pedagogy.
Narrativas de uma professora em formação: vivências de educação em saúde nos percursos formativos do curso de pedagogia da UEA
(Universidade do Estado do Amazonas, 2022-10-27) Menezes, Hennyr Regina Oliveira de; Campos, Raimundo Sidnei dos Santos; Menezes, Maria Quitéria Afonso; Oliveira, Caroline Barroncas de
This study deals with health in the school context, based on the experiences that took place in the Institutional in the Institutional Scholarship Program for Initiation to Teaching, Pedagogical Residency, and in the curricular components curricular components of Supervised Internship I, II and III as a teacher in training pedagogy course at the Amazonas State University. The promotion of health promotion at school takes place through health education practices which aim to students' vision of the possibilities of building favorable and healthy environments for health and healthy environments for health. In this sense, it is necessary to understand the concepts of education and health promotion in order to implement these practices at school. In addition official documents from the Ministry of Health and Education will help in understanding of the health proposal at school, through its guidelines. The general aim of this research was to understand the ways in which health practices and experiences practices and experiences take place at school. The methodology is structured as qualitative research, developed using the narrative research method, since autobiographical narrative research allows the research allows the researcher's experiences to be valued. The results obtained point out that building healthy habits through health education can help to improve the autonomy of schoolchildren as they learn more about health, and based on their life context and context and sensitization on the subject, turn these practices into lifelong habits. Furthermore In addition, from the narratives I was able to re-signify the health experiences in my training and understand them as necessary practices in my teaching. Keywords: Health at school. Pedagogy. Health education. Health promotion. Pandemic.
Olhares desviantes de uma estagiária: um ensino de Ciências alfabetizador
(Universidade do Estado do Amazonas, 2021-07-19) Gonçalves, Ana Paula dos Reis; Aikawa, Monica Silva; Lima, Osmarina Guimarães de; Oliveira, Caroline Barroncas de
In this text, we seek a discussion about the pedagogical practices of Science and the literacy process that emerges from the perspective of an intern of the Literacy Management Program (PGA), in a municipal school in Manaus. Through this theme, we seek to problematize the pedagogical practices of Science and its relations with the literacy process in the early years of elementary school, from the experience of an intern at the PGA. Around this, it was necessary to narrate our pedagogical practices of Sciences, as well as to discuss the relations between these science practices and the literacy processes, in addition to analyzing the statements of the relationship between science practices and literacy processes, from the experience of an intern at the PGA.We highlight a qualitative approach through autobiographical narrative research, since the source of the investigation was an experience as an intern, before the pandemic, starting from observations recorded daily in a registration notebook. However, in addition to the records in the notebook, we also carried out a conceptual exploration from the study of important authors in the area, PGA documents, testimonials and events. Later, this look at the theme resulted in devious reflections about some points from actions that unfold in the learning of the sciences, reading and writing closer to the realities of the classes. In general, there is a need to see education as a constant reconstruction, through the valorization of teaching learning, the self-formative rethinking of teachers, as well as the proximity between the knowledge of the sciences and the reading and writing training of children who are necessary beyond the walls of schools.
A Produção da infância: é preciso transver as brincadeiras infantis
(Universidade do Estado do Amazonas, 2018-12-05) Silva, Síngrid da Silva e; Costa, Mônica de Oliveira; Oliveira, Caroline Barroncas de; Gomes, Salatiel Rocha
The problematization of childhood production by children's play is the main focus of this work. The work’s objectives are: to map out the games used in two Municipal Centers of Early Childhood Education (CMEI), and describe the childhood ideas produced by the games used by the teachers of the Municipal Children's Education Centers - CMEI. We take Michel Foucault's (1996) discourse studies as a theoretical-methodological tool, because we assume that the discourses that constitute and/or cross the child's play produce ideas of childhood that are true and natural. In the first chapter, we talk about the games that were part of my childhood, establishing an approximation with some concepts of childhood present in the literature. This narrative is constructed from the discussion of the concepts of enunciation, discourse and pedagogization. In the second chapter, we describe the children's games present at two CMEIs, where I undertook two supervised internships. We chose four utterances present in the discourses of these games as producers of childhood ideas: free play (which produces childhood of the imagination); playing with educational purposes (which produces a childhood of miniature adults); compensatory play (which produces a disciplinary childhood); playing for compulsion (which produces a childhood of rights). The empirical analysis allows us to denaturalize childhood as a process / period considered as natural in the development of the child, as well as discussing the objectives of the games that are in the daily life of Early Childhood Education in Manaus.
Professor pesquisador - educação científica: o estágio com pesquisa na formação de professores para os anos iniciais
(Universidade do Estado do Amazonas, 2010-05-05) Oliveira, Caroline Barroncas de; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Shuvartz, Marilda; Ghedin, Evandro
Esta investigación se llevo a cabo durante el período de práctica docente de la materia Investigación y Práctica Pedagógica II, en el noveno semestre de la Licenciatura en Pedagogía de la Escuela Normal Superior de la Universidad del Estado de Amazonas, y se enfocó en el siguiente problema de investigación: Como contribución para la Educación Científica, ¿qué impactos un Plan de Acción podría generar en la formación de profesores de los años iniciales, considerando principalmente las posibilidades de resignificar la concepción de profesor-investigador centrada en la articulación entre práctica e investigación? Los fundamentos metodológicos se basaron en la investigación participante, consolidada a partir de un Plan de Acción constituido en cuatro etapas: diagnóstico, elaboración, ejecución, y evaluación. Los sujetos de la investigación fueron la investigadora y los estudiantes de la Licenciatura mencionada. Se constató que la formación de profesor-investigador, cuando se resignifica a partir de la concepción de práctica docente con investigación, es una alternativa innovadora capaz de contribuir en la Educación Científica durante la formación de profesores.
Professora particular sim! o cuidado de si em aulas particulares durante a pandemia COVID-19
(Universidade do Estado do Amazonas, 2022-10-25) Mamede, Renata Pereira; Oliveira, Caroline Barroncas de; Moura, Maria Edeluza Ferreira Pinto de; Aikawa, Monica Silva
The paper presents some reflections originating from the objective of problematizing which aspects of self-care flow in the writings of a teacher in training, from her her experience in private classes, during the COVID-19 pandemic. The specific objectives were to study the care of the self in Foucault and the relationship with teacher training and the exercise of teaching in private classes; Narrate events arising from private events arising from private classes from the experience as a teacher in training, during the teacher in training, during the COVID-19 pandemic. Analyze aspects of self-care in statements arising from the events resulting from the narrative of private of private lessons of a teacher in training in the Covid-19 pandemic. With reflections on the impact of the pandemic in the midst of private lessons and the care in Foucault, I bring narratives about how I built my classes in the midst of the period of isolation and social distancing with children living in a period of uncertainties in school education. This is a post-critical research with support in the Foucauldian Foucauldian teachings and centered on the (auto) biographical narratives that built this journey. built this journey. Aspects of self-care flow amid the construction of construction of narratives of classes experienced in a pandemic environment of COVID-19 with sensitivity, self-reflection and an incessant search for inclusive pedagogical processes. inclusive pedagogical processes. Thus, during these classes, dialogues and dialogues and experiences were built that contributed to the formation of a teacher (re)learning her craft and making it a maker of VOC-ACTION, that is, an action of the self in the midst of the action of the self in the midst of teaching in private classes with singularities. Keywords: Self-care. Private Lesson. Self-narratives.
Rodas, experiências docentes e educação infantil
(Universidade do Estado do Amazonas, 2022-07-07) Costa, Jéssica Paula; Aikawa, Monica Silva; Silva, Wenderson Cruz da; Oliveira, Caroline Barroncas de; Silva, Maria do Livramento Galvão da
This paper presents a study of reading circles and their nuances, such as its symbology, formative processes, literacy, children in early childhood education, and teacher training. Here I bring experiences from my initial teacher training. Thus, the aim of this study was to reflect on my experience as a teacher (pedagogue) in training with reading circles in early childhood education. The specific were: to experience reading circles with children in early childhood education and to record these experiences with reading circles, highlighting the formative elements. elements. This research is qualitative in education, based on an a process of action-reflection on my practices with reading circles in early childhood education. education, which took place in parallel with the period of my initial my initial training on the Pedagogy degree course. Among the results, that reading circles, teaching and early childhood education continue to build a logic different way of teaching, horizontalizing relationships and making room for an alternative way of alternative way of living, expanding their knowledge of culture, especially reading. reading. Keywords: Reading circle, Early childhood education, Teacher training.
O trabalho com projetos na educação infantil: percepções das professoras de um Centro Municipal de Educação Infantil da Zona Oeste de Manaus
(Universidade do Estado do Amazonas, 2022-05-31) Santos, Letícia de Souza Sansereth; Araújo, Cristina Carvalho de; Silva, Vanderlete Pereira da; Oliveira, Caroline Barroncas de
The present research aims to approach the work with Projects in Early Childhood Education,in order to understand how the teachers develop the work with Projects in a Municipal Centerfor Early Childhood Education in the West Zone of Manaus. After experiences in the classroom through the Institutional Scholarship Program for Teaching Initiation - PIBID, itwas noticed that most teachers used the methodology of projects on commemorative dates and this intrigued me a lot as a researcher and future teacher. To support this research, the following authors were sought as a theoretical basis: Barbosa (2008) Antunes (2012) Oliveira (2010) and Hérnandez (1998), and we also resorted to the following documents: Statute of Children and Adolescents - ECA (1990), the National Curricular Common Base -BNCC (2017) and the National Curriculum Guidelines for Early Childhood Education - DCNEI (2009). For the methodology, qualitative research was used, outlined by bibliographic research, documental research and field research. The results showed that theprojects are unlimited, collaborate for the development of children and make it possible to bring families to become active participants in the journey, which indicates that the projects are a way to transform the school environment into an open space for the construction of meaningful learning. for all who participate in them and constitute a methodological resignification for working with young children, considering that designing requires research, organization, planning and interaction. Keywords: Projects; Learning; Child education.