A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado

2021 ◽  
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Field Research ◽  
Theory And Practice ◽  
Early Years ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Object Of Study

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.

scholarly journals The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual

2021 ◽  
Vol 23 (1) ◽  
pp. 53-79
Author(s):  
Débora Luana Kurz ◽  
Everton Bedin ◽  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Elementary School ◽  
Scientific Knowledge ◽  
School Environment ◽  
Scientific Literacy ◽  
Basic Education ◽  
Early Years ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Research Perspective ◽  
Objects Of Knowledge

Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.

scholarly journals Nativos digitais e a prática pedagógica: pontos e contrapontos

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Thaís Cristina Rodrigues Tezani
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Early Years ◽  
Theoretical Studies ◽  
Pedagogical Practice ◽  
Theoretical Discussion ◽  
De Se ◽  
Information And Communication

Resumo: Nosso objetivo nesse artigo é realizar uma breve discussão teórica e analisar alguns dados empíricos de uma pesquisa que articula a temática atual dos nativos digitais e a prática pedagógica em escolas dos anos iniciais do ensino fundamental. Pesquisas apontam alterações no processo de ensinar e aprender, nas relações sociais, mediadas pelas Tecnologias Digitais da Informação e Comunicação (TDIC). Como base para nossas discussões nos apoiamos em estudos teóricos para fundamentar a temática. Além disso, analisamos dados coletados com os alunos dos anos iniciais do ensino fundamental, que podem ser considerados nativos digitais e assim apresentamos algumas possibilidades de se (re)pensar a prática pedagógica, uma vez que as TDIC estão cada vez presentes nas relações sociais e nas escolas. Estudos sobre essas temáticas são essenciais para analisarmos a atual conjuntura do processo de ensinar e aprender dos nativos digitais.Palavras-chave: nativos digitais, prática pedagógica, tecnologias digitais da informação e comunicação, educação escolar.  DIGITAL NATIVES AND PEDAGOGICAL PRACTICE: POINTS AND COUNTERPOINTS Abstract: Our goal in this article is to perform a brief theoretical discussion and review some empirical data from a survey that articulates the current theme of digital natives and the pedagogical practice in schools in the early years of elementary school. Polls indicate changes in the process of teaching and learning, social relations, mediated by digital t technologies of information and communication (TDIC). As a basis for our discussions, we lean in theoretical studies to substantiate the topic and our discussions. In addition, we analyzed data collected with the students of the early years of elementary school, who can be considered digital natives, and so we present some possibilities of (re)thinking the pedagogical practice, once the TDIC are ever present in social relations and in schools. Studies on these themes are essential to analyze the current situation of teaching and learning processes for digital natives.Keywords: Digital natives. Pedagogical practice. Digital technologies for information and communication. School education.

Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

2022 ◽  
pp. 174795412110707
Author(s):  
Guy Ginciene ◽  
Camila Amato ◽  
Eduardo Rodrigues de Oliveira ◽  
Ivan Oliveira dos Santos ◽  
Eduardo Dell Osbel ◽  
...  
Keyword(s):  
Learning Process ◽  
Research Group ◽  
Teaching And Learning ◽  
Diagnostic Assessment ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
University Professors ◽  
Assistant Coach ◽  
Over Time ◽  
Made In

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals Práticas letivas de sala de aula de Matemática nos anos iniciais

2018 ◽  
Vol 29 (70) ◽  
pp. 254
Author(s):  
Isabel Cristina Rodrigues de Lucena ◽  
António Manuel Águas Borralho ◽  
Josete Leal Dias
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Early Years ◽  
Learning Assessment ◽  
Cooperative Research ◽  
Process Learning ◽  
Palabras Clave ◽  
De Se

<p>Este artigo visa caracterizar as práticas letivas que ocorrem nas salas de aula dos anos iniciais, na área curricular de matemática, a partir de uma pesquisa em cooperação internacional. Por meio de uma metodologia de investigação qualitativa, em que a recolha de dados foi realizada a partir de observações de aulas e entrevistas assentes numa matriz de investigação, foram elaboradas sínteses conclusivas e interpretativas as quais denominamos de narrativas. A análise dessas narrativas mostrou alguns resultados: práticas avaliativas ainda centradas na classificação; participação efetiva dos alunos no processo de ensino e aprendizagem muito reduzida; ausência de integração no que diz respeito à relação entre os processos de ensino, avaliação e aprendizagem; dentre outras. Pelo estudo ainda é possível afirmar que há um desejo de se realizar uma avaliação para as aprendizagens, porém é necessário fortalecer o campo teórico sobre avaliação para que em aula se possam problematizar e transgredir práticas estabelecidas.</p><p><strong>Palavras-chave:</strong> Processo de Ensino-Aprendizagem; Avaliação das Aprendizagens; Matemática; Anos Iniciais do Ensino Fundamental.</p><p> </p><p><em><strong>Prácticas lectivas de Matemáticas en aulas de primária</strong></em></p><p><em>Este artículo tiene como objetivo estudiar prácticas lectivas en aulas de los primeros años de enseñanza, en el área de las matemáticas, en base de una investigación de cooperación internacional. A partir de una investigación cualitativa, donde la recogida de datos se fundamentó en observaciones en el aula y entrevistas basadas en una matriz de la investigación, se realizaron síntesis conclusivas y interpretativas a las que denominamos de narrativas. El análisis de estas narrativas produjo algunos resultados: las prácticas evaluativas todavía se centran en la clasificación; la participación real de los alumnos en el proceso de enseñanza y aprendizaje es muy reducida; la ausencia de integración en lo que se refiere a la relación entre los procesos de enseñanza, evaluación y aprendizaje, entre otros. Por el estudio sigue siendo posible afirmar que existe un interés en realizar una evaluación para las aprendizajes, no obstante, es necesario fortalecer el campo teórico de la evaluación de modo que, en aula, se puedan problematizar e transgredir las prácticas establecidas.</em></p><p><em><strong>Palabras clave:</strong> Proceso de Enseñanza-Aprendizaje; Evaluación del Aprendizaje; Matemáticas; Años Iniciales de la Educación Básica.</em></p><p><em> </em></p><p><em><strong>Mathematics clasroom practices in the elementary school</strong></em></p><p><em>This article aims to characterize teaching practices that occur in the classrooms of the elementary school, in the area of mathematics, based on an international cooperative research. Conclusive and interpretative summaries were developed using a qualitative methodology in which data were gathered from classroom observations and interviews, grounded in an investigative matrix, which we called narratives. The analyses of these narratives showed the following results: assessment practices are still centered on classification; effective participation of students in the teaching and learning process is greatly reduced; lack of integration regarding the relationship among the processes of teaching, assessment and learning; among others. This study also shows that there is a desire to conduct an assessment for learning. However, it is necessary to strengthen the theoretical field on assessment so that, in the classroom, we can problematize and counter established practices.</em></p><p><em><strong>Keywords:</strong> Teaching and Learning Process; Learning Assessment; Mathematics; Early Years of Elementary School.</em></p>

scholarly journals Theoretical Foundations of Education: contributions of the Psychology of Mathematics Education of the Early Years of Elementary School L

2020 ◽  
Vol 9 (10) ◽  
pp. e8899108976
Author(s):  
Carlos Luis Pereira ◽  
Marcia Regina Santana Pereira
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Learning Process ◽  
Large Scale ◽  
Early Years ◽  
Social Dimension ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Brazilian Students ◽  
Teaching Learning

The central scope of this research addresses the Psychology of Mathematics Education for professionals with a degree in Pedagogy courses, focusing on teachers who exercise the  teaching of mathematics teaching in the early years of elementary school I. This article analyzes and presents the potentialities and contributions of this theoretical field of knowledge in       the teaching-learning  process of Mathematics. Education aiming at improvements of the Brazilian student in the external evaluations of the Brazil Test published by the SAEB of 2017 and 2019, as well as the pedagogical practice between teacher-student-knowledge. It was justified the insufficient proficiency in mathematics of Brazilian students of about 70%, as well as the reduced number of scientific productions on the theme of this article. The objective of this study was to present contributions of the Psychology of Mathematics Education in the early years of elementary school I. On the methodological path, it was characterized within the qualitative approach and in the procedures of bibliographic research. Among the main results were the discourses of the interviewed subjects pointing out the potentiality of the theoretical basis of Psychology of Mathematics Education in their pedagogical knowledge/doing. It was found that the psychological, cognitive and affective-social dimension have implications for students' learning. It concludes an emergence of a further discussion of this field of knowledge in the degree of pedagogy courses in Brazil to increase the quality of pedagogical intervention of pedagogue teachers in mathematics classes, aiming to increase the quality teaching-learning process of mathematics in the early years and the results of institutional and large-scale evaluations.

scholarly journals Contação de Histórias: Relevância no Processo Ensino/Aprendizagem na Educação Infantil / Storytelling: Relevance in the Teaching-Learning Process in Early Childhood Education

2021 ◽  
Vol 15 (58) ◽  
pp. 687-697
Author(s):  
Marluce Iraneide Da Silva ◽  
Aurênia Pereira de França ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Pedagogical Practice ◽  
Theoretical Contribution ◽  
Childhood Education ◽  
Teaching Learning ◽  
Significant Factors

Resumo: Este estudo tem como principal objetivo compreender a relevância da contação de histórias durante o processo do ensino e aprendizagem das crianças na etapa da Educação Infantil. Como objetivos específicos procurou: identificar de que forma a contação de história na educação infantil contribui para o desenvolvimento da criança no âmbito escolar; entender que a contação de histórias pode proporcionar às crianças o desenvolvimento do seu imaginário e suas possibilidades de forma ampla e significativa, através de experiências durante toda a vida e identificar os saberes necessárias no fazer pedagógico da contação de histórias na educação infantil. A metodologia adotada foi de forma bibliográfica, descritiva de uma abordagem qualitativa, fundamentado em estudo documental. O aporte teórico foi composto por Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) entre outros. Espera-se dessa forma contribuir para um relacionamento lúdico e prazeroso da criança com a contação de histórias que tem uma das possibilidades de formação do leitor, sendo na exploração da fantasia e da imaginação que se instiga a criatividade e se fortalece a interação entre texto e leitor, fatores significativos para os processos de ensino/aprendizagem. Palavras-Chave: Contação de histórias. Ensino/aprendizagem. Família e Escola. Prática pedagógica. ---Abstract: This study aims to understand the relevance of storytelling during the teaching and learning process of children in the Early Childhood Education stage. As specific objectives, it sought to: identify how storytelling in early childhood education contributes to the child's development in the school environment; understand that storytelling can provide children with the development of their imagination and its possibilities in a broad and meaningful way, through lifelong experiences and identify the necessary knowledge in the pedagogical practice of storytelling in early childhood education. The methodology adopted was bibliographical, descriptive of a qualitative approach, based on a documentary study. The theoretical contribution was composed by Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) among others. It is expected in this way to contribute to a playful and pleasurable relationship for the child with storytelling, which has one of the possibilities of educating the reader, being the exploration of fantasy and imagination that instigates creativity and strengthens the interaction between text and reader, significant factors for the teaching/learning processes. Keywords: Storytelling. Teaching/learning. Family and School. Pedagogical practice. 

scholarly journals ESTUDO DAS NECESSIDADES FORMATIVAS EM GEOGRAFIA PARA PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2020 ◽  
Vol 10 (20) ◽  
pp. 148-173
Author(s):  
Robson de Oliveira lemes ◽  
Claudivan Sanches Lopes
Keyword(s):  
Elementary School ◽  
Field Research ◽  
Training Needs ◽  
Early Years ◽  
Pedagogical Practices ◽  
Geographical Education ◽  
Teacher Formation ◽  
Level Of Education ◽  
Female Teachers ◽  
Private Network

O presente artigo centra-se no estudo das “necessidades formativas” em Geografia dos professores que atuam nos Anos Iniciais do Ensino Fundamental. Verificamos que são diversos os trabalhos que tratam criticamente das lacunas entre os conteúdos previstos nos programas de Geografia para os Anos Iniciais e a forma com que são trabalhados na prática escolar. Nosso objetivo neste artigo é destacar a importância da análise das necessidades formativas como possibilidade de melhor planejar intervenções na formação do professor pedagogo considerando a perspectiva desses profissionais. Metodologicamente, o artigo fundamenta-se no exame da literatura na área e em pesquisa de campo na qual participaram, por meio de questionários, entrevistas e observações de práticas pedagógicas, professoras que atuam nesse nível de ensino na rede municipal e privada dos municípios de Maringá e Sarandi, no Estado do Paraná. Descrevemos os resultados em quatro categorias e subcategorias de análise que sintetizam as necessidades formativas identificadas na pesquisa, ou seja, os imperativos subjacentes ao esforço docente de organizar suas ações em sala de aula visando conduzir os alunos a uma educação geográfica. PALAVRAS-CHAVE Formação de Professores, Anos Iniciais, Necessidades formativas, Relação conteúdo/forma.   STUDY OF TRAINING NEEDS IN GEOGRAPHY FOR TEACHERS OF THE INITIAL YEARS OF ELEMENTARY SCHOOL ABSTRACT This article focuses on the study of the "formative needs" in Geography of teachers working in the Early Years of Elementary School. We note that there are several works that critically address the gaps between the contents of the Geography programs for the Early Years and the way they are worked in school practice. Our objective in this article is to highlight the importance of the analysis of the formative needs as a possibility of better planning interventions in the formation of the pedagogical teacher considering the perspective of these professionals. Methodologically, the article is based on the examination of literature in the area and on field research in which female teachers who work at this level of education in the municipal and private network in the municipalities of Maringá and Sarandi, in the state of Paraná, participated by means of questionnaires, interviews, and observations of pedagogical practices. We describe the results in four categories and subcategories of analysis that synthesize the formative needs identified in the research, i.e., the imperatives underlying the teaching effort to organize their actions in the classroom to lead students to a geographical education. KEYWORDS Teacher formation, Elementary school, Formative needs, Content /form ratio.

Formação para o Uso das Novas Tecnologias no Contexto Escolar

2016 ◽  
Vol 17 (5) ◽  
pp. 414
Author(s):  
Alessandra Dedéco Furtado Rossetto ◽  
Alessandra Dutra
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Field Research ◽  
Teachers Perceptions ◽  
Autonomy Development ◽  
9Th Grade ◽  
Use Of Technology ◽  
Technological Tool

A escola da atualidade requer mudanças na postura dos envolvidos no processo de ensino e aprendizagem. Essas mudanças podem favorecer a qualidade das aulas, bem como as estratégias de ensino, as quais darão suporte ao desenvolvimento da reflexão e criticidade tanto do professor, quanto do aluno. Baseando-se nessas considerações, o presente estudo busca apresentar resultados de uma assessoria pedagógica direta para docentes do Ensino Fundamental de uma escola particular, localizada na cidade de Londrina-PR, no que se refere à formação docente e ao uso das Tecnologias no contexto escolar, especificamente, a ferramenta Webquest; auxiliar na elaboração de uma proposta de trabalho, empregando conteúdos de ambas as disciplinas; acompanhar a aplicação da Webquest junto aos alunos do 9º ano do Ensino Fundamental e apresentar os resultados da formação pedagógica, bem como as percepções dos professores, após a aplicação da Webquest. A abordagem teórica é baseada nos postulados de Abar e Barbosa; Moran; e Soares. Os tipos de pesquisa selecionados para o estudo são a bibliográfica, a de campo, a pesquisa-ação e a analítica. Os resultados mostraram que os professores compreenderam que a Webquest, enquanto ferramenta tecnológica contribui para o processo de ensino e aprendizagem, oferece aos alunos possibilidades de serem protagonistas de seu aprendizado e possibilita o desenvolvimento da iniciativa e autonomia. Palavras-chave: Assessoria Pedagógica. Ensino e Aprendizagem. Formação de Professores. Mediação Pedagógica. AbstractThe current school requires attitude changes concerningthose involved in the teaching and learning process. Such changes may favor the lessons and teaching strategies quality, which will support the development of reflection and critical of both the Teacher and the student. Based on these considerations, this study aims at presenting the results of a direct educational assistance to elementary school Teachers from a private school in Londrina city, regarding the Teacher’s training and the use of technology in schools, specifically the Webquest tool; assisting in the preparation of a proposal for a work employing content of both subjects; monitoring the Webquest implementation to the students from the 9th grade from elementary school and present the pedagogical training results as well as the Teachers’ perceptions after the Webquest’s application. The theoretical approach is based on assumptions of Abar and Barbosa; Moran; and Soares. The types of research selected for the study are the literature, the field research and the analytics. The results showed that Teachers understood that the Webquest as technological tool contributes to the teaching and learning process, and gives the students opportunities to be protagonists of their learning and enabling the initiative and autonomy development. Keywords: Pedagogical Advisory. Pedagogical mediation. Teaching and learning. Teacher’s training 

Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental

2021 ◽  
Author(s):  
Cristiane Pereira Lima ◽  
Léia Teixeira Lacerda
Keyword(s):  
Elementary School ◽  
Gender Relations ◽  
Early Years ◽  
Pedagogical Practices ◽  
Childhood Studies ◽  
Pedagogical Practice ◽  
School Class ◽  
Children's Narratives ◽  
Teachers And Students ◽  
The Moment

This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studies and their contributions to gender relations”, the contributions of childhood scholars to the analysis of data, its trajectory and ruptures are presented. This section also registers some needs to review teacher training – both in the initial and in the continued phase – choosing the curriculum to implement a critical and reflective pedagogical practice. Section 3, “Record of gender relations in a 2nd year of Elementary School class”, exposes the record of the children's narratives, their drawings and photos elaborated during the production of the data. To conclude, in section 4, “Pedagogical mediation project: pedagogical practices for the education of gender relations with children”, we highlight the moment when the literary text was presented and the proposed activities as possibilities for the debate on gender relations in the school space.

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