TEDE Coleção:http://www.bdtd.uerj.br/handle/1/36082024-03-29T14:46:58Z2024-03-29T14:46:58ZElaboração do Plano Educacional Individualizado (PEI): proposta de um recurso educacional digitalFrancisco, Priscila Rodrigues Cruzhttp://www.bdtd.uerj.br/handle/1/206292024-02-26T18:47:20Z2023-08-22T00:00:00ZTítulo: Elaboração do Plano Educacional Individualizado (PEI): proposta de um recurso educacional digital
Autor: Francisco, Priscila Rodrigues Cruz
Primeiro orientador: Cruz, Mara Lúcia Reis Monteiro da
Abstract: This research aims to develop an educational resource that offers operational support to education professionals in the elaboration of the Individualized Education Plan (IEP), which is a personalised plan for teaching public students of special education (MASCARO, 2021). We sought to create a software, denominated AppPEI, capable of provoking reflections on this process in order to empower these professionals, with a view to promoting curricular accessibility for students who need different resources and strategies to favor their learning. A descriptive survey was adopted, using a qualitative and quantitative approach. A total of five teachers from the common core of the initial grades of elementary school and from the specialized educational service of a school in the north of Rio de Janeiro city, who used and evaluated the educational resource, participated in the study. The instruments used for data collection were a semi-structured interview and a form. The results were analyzed using Bardin's proposal (2006), which consists of classification by differentiation and then by regrouping according to genre (analogy), with previously defined criteria. This research is justified by the importance of elaborating the IEP, being a student's right (LDB, 1996; LBI, 2015), at the same time that it is a valuable resource for professionals, despite the lack of knowledge or still incipient knowledge on their part. (OLIVEIRA, 2020; PEREIRA, 2018). Thus, the contribution of this study to school inclusion as a whole is discussed, to the school, to the student, to the teacher, to teaching professionals in general, and consequently to society. This research presents as educational products the AppPei, the Interactive User Manual and seven explanatory videos on the use of said software. The results show that the application presents the essential structure to elaborate an IEP, while enabling awareness and raising reflections about this process by the professional user. It was concluded that the AppPEI presents the possibility of facilitating and optimizing the elaboration process of the Individualized Educational Plan and has a collaborative perspective, allowing the sharing of the process in development or of the already elaborated IEP.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2023-08-22T00:00:00ZFormação e autoformação docente na educação básica: um estudo com professores da Rede Municipal de Ensino de Resende/RJPaiva, Quéteri Figueiredohttp://www.bdtd.uerj.br/handle/1/206282024-02-26T18:47:17Z2023-06-29T00:00:00ZTítulo: Formação e autoformação docente na educação básica: um estudo com professores da Rede Municipal de Ensino de Resende/RJ
Autor: Paiva, Quéteri Figueiredo
Primeiro orientador: Oliveira, Esequiel Rodrigues
Abstract: This research aims to investigate the Elementary school teachers education in Resende, in order to identify aspects that influence the evolution of these professionals regarding the teacher education, as well as permanent updates that impact on changes in their teaching practice. The study is based on the hypothesis that: the gap in the contining teacher educationof professionals from the public schools of Resende, with regard to goals 15 and 16 PNE 2014/2024, may be related to lack of opportunity, lack of information, lack of incentives or other factors that make it difficult for professionals to access their continuing teacher education. Methodologically, it is characterized as product development research (RIZZATTI et. al, 2020), which aims to build a collaborative formation digital platform for teachers, based on field research using the google form in the design phase creation and in the product validation stage. This investigation is theoretically based on the concepts of teacher education (TARDIF, 2014; SAVIANI, 2011; LIBANÊO, 2001; MIZUKAMI, 2002); self-training (NEGRÃO E RAMOS, 2020; ROMAOWSKI, 2010; NÓVOA, 1992) and collaborative spaces in virtual environments (IMBERNÓN, 2010; LÉVY, 1999; PRADO E SILVA, 2009; NEVES E OLIVEIRA, 2018).
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2023-06-29T00:00:00ZCom açúcar e com afeto: práticas dialógicas na educação de jovens e adultosCoutinho, Paulo Gomeshttp://www.bdtd.uerj.br/handle/1/206172024-02-26T18:47:20Z2017-11-06T00:00:00ZTítulo: Com açúcar e com afeto: práticas dialógicas na educação de jovens e adultos
Autor: Coutinho, Paulo Gomes
Primeiro orientador: Araújo, Helena Maria Marques
Abstract: The central point of this work is an approximation with pedagogical action in teaching based on dialogue and affection. The adult and youth education-EJA is the large field and the program of Education of young people and adults – PEJA, the Municipal network of Education of the city of Rio de Janeiro is the scenario where the research takes place. Understanding the Exchange and affectivity as fundamental elements for a successful pedagogical action to tackle truancy in mode, the research was to verify the occurrence of such practices in School Units that offer the program, for both, the text is structured into six times. Starting with a historical retrospective of the EJA, the first part seeks place in history, of social care initiatives in early 1940, the conceptual and structural transformations of adult education, to your Constitution as modality and as a right. At this point, work intends to address two points: one, the reflections of historical and systemic dependence imposed by international agencies to Brazil in educational policies and in the EJA, which makes the game a tensioned and another field, as a consequence, the movements that transformed those policies in public subjective right, guaranteed in consolidating. We present the assumptions, arguing that our society is structurally exclusive and that this drawing reproduced in school education; the guiding concepts of work: failure/school dropout, affectivity, Exchange and against hegemony and finally, his chances, from fields of education-related theoretical criticism and popular education, argues that the teaching practice in adult and youth education, riddled with affectivity and Exchange can be presented as a possibility to fight against hegemonic. From a methodology based on action research and the use of questionnaires targeted to collect the data, the research covered twelve schools located in the West zone of the city of Rio de Janeiro involving 11 teachers of history. Then the work brings the analysis that the information collected in the field have raised. Finally, we present a product, a mini course for teachers of PEJA, which proposes a reflection on the need to address the functions of adult and youth education in the daily lives of pedagogical actions and the conclusion in the form of propositions.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2017-11-06T00:00:00ZInclusão social e ballet clássico: um estudo de caso sobre a percepção dos atores sociais de um clube escolar no município do Rio de JaneiroCunha, Marluce Fabíola Coelhohttp://www.bdtd.uerj.br/handle/1/206152024-02-26T18:47:15Z2023-05-31T00:00:00ZTítulo: Inclusão social e ballet clássico: um estudo de caso sobre a percepção dos atores sociais de um clube escolar no município do Rio de Janeiro
Autor: Cunha, Marluce Fabíola Coelho
Primeiro orientador: Vianna, José Antonio
Abstract: This case study aimed to verify the perception of social actors of a School Club in the city of Rio de Janeiro which uses sport and art as a means of social inclusion, the reasons for
admission, permanence and evasion, of students from the Classical Ballet Workshop. To carry out the investigation, the triangulation of the data found in the bibliographic review was used, with data collected in the field through document analysis and semi-structured questionnaires applied to 84 respondents (80 women and 4 men), who participated in the workshop in the period between 2017 and 2022. The subjects were divided into 4 groups: group of studentes (A = 36 girls and 2 boys), with a mean age of 12.5 years, group of teachers (P = 2 women), with a mean age of 40 years, group of dropped out students (E = 19 girls), with a mean age of 12.5 years and group of graduates (EG = 23 women and 2 men), with mean age of 21.7 years. The quantitative data were analyzed from descriptive statistics and the qualitative data from the perspectiva of Certeau (1988) valuing the voice of the interviewee in full, for later description, decomposition and synthesis. The results found between the groups indicate that the subjects seek to learn the modality with a utilitarian and professional sense and remain in the space because they feel partially attended to in their aspirations. The data point to the importance of Family incentives both for the admission and for the permanence of the subjects. In the perception of the subjects in groups A, P and EG, the reasons for dropout are linked tp personal aspects such as changing the teaching network or school schedule, while for group E the reasons are pedagogical, structural, social and personal reasons. It is possible to conclude that the teaching of classical ballet in Social Inclusion Projects can be a positive intervention in the democratization of knowledge and a means of social transformation, provided that agréments are built between the institutional proposals and the expectations of the actors, wich favor the adherence of the participants. As negative points, the lack of investments can be considered, added to the litthe autonomy of teachers and directors, to interfere in the organization of the program, which can affect the quality of the pedagocical action, causing problems that result in evasion.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Dissertação2023-05-31T00:00:00Z