ENS - Escola Normal Superior

URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/2716

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Os desafios da educação na perspectiva inclusiva: o que pensam os professores?
(Universidade do Estado do Amazonas, 2018-12-12) Monteiro, Jória Pereira; Machado, Andrezza Belota Lopes; Souza, Kelly Christiane Silva de; Afonso, Ângela Maria
Inclusive educational practice still seems to be a great challenge for teachers, a perception constructed from observations made in the internship contexts and also in the place where we act as a teacher. Thus the research is born having as questions if all teachers had difficulty in performing inclusive education in the classroom? If you have difficulties and challenges, what are they? To know these perceptions we propose to develop this study, with a qualitative approach, the bibliographic and field types, having as data collection instruments the questionnaire, applied to both public and private school teachers, in order to know different perceptions of the phenomenon. of inclusive education. Thus, the research did not have a single school as a locus, including 06 teachers who work in schools in the south, east, west, north and rural areas of Manaus. As a research method, the studies were based on the socio-historical perspective. We consider this work relevant because we need to know the teachers' perception to reflect on the pedagogical practice in an educational model that gives opportunity to human development through education in an inclusive perspective. Thus, the study allowed us to know the history of Special Education in Brazil, the perceptions that teachers have about the challenges and possibilities of education from an inclusive perspective, as well as the implementation of methodological strategies that contribute to the integral development of the subjects. Similarly, the study raised an analysis of the post and cons of this inclusive education, from the perspective of teachers.
O Desenvolvimento psicomotor e a aprendizagem nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2018-12-12) Batista, Iane Soares; Machado, Andrezza Belota Lopes; Souza, Kelly Christiane Silva de; Afonso, Ângela Maria
Throughout the studies conducted in the Pedagogy course, the importance of psychomotor development for the development and learning of children in early childhood education is evident. For this reason we chose to conduct a research that had as its object of study the psychomotricity and its contributions to the learning process in the early years of elementary school. The aim of the study was: to understand the importance of the psychomotor development of children for their learning process. And by specific objectives: 1. Know the psychomotor development and its importance for the teaching-learning process; 2. Identify in school observations how psychomotor development has been stimulated and how it contributes to learning; 3. Analyze, in the light of teachers' perceptions, the importance of psychomotor development for learning in the early years of elementary school. Methodologically the work is configured as a qualitative field research, which had as research subjects: four teachers, two from elementary school and two from kindergarten of public and / or private schools in Manaus. The data collection instruments were: field notebook and a questionnaire, the method of data analysis was content analysis by Bardin. This scientific work is organized in two chapters, which simultaneously bring the theoretical questions on the subject as well as the data collected in the context of field research. Thus, we brought in the study an exposition on the definition of psychomotricity in the view of authors such as Alves (2012), Bastos (2001), Bueno (2013), Fonseca (1988), Gonçalves (2010), Oliveira (2007) and the teachers interviewed. ; the stages of psychomotor development and their importance for learning; the relevance of psychomotricity within the education of teachers working in kindergarten and elementary school, as well as the difficulties in the learning process of children pointed out by the teachers interviewed, as a consequence of psychomotor delay. The main theorists of the study were: Le Bouch (1987), Ajuriaguerra (1980), Harrow (1972), Wallon (1979), Dupré (1909).