988 resultados para Professor teletrabalhador UFMS
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This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the Global Developmental Disorders (PDD) and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of So Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.
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Introduction: public health politics and education privilege school for disease prevention and healthpromotion activities. Objective: this paper describes inter-sector action for childhood accidentsprevention, teachers assessments and the knowledge of the students involved. Methods: it wasdone in a kindergarten City School in So Paulo interior. Thirty students from the Pre school secondyear, in the 5-6 age range and the teacher through a signed Consensus Term. The actions wereperformed in the classroom. Questionnaires were used with the teacher and school books with thechildren, formulated by speech and language pathology interns, who lead the actions in school.Results: the results showed an improvement in knowledge about children accident risks and formsof prevention by children and teacher. Conclusions: the educational activity was positively evaluatedfor both participant segments, being suggestive for other classes and/or schools, with health andeducation professionals partnership.
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Using qualitative and collaborative research, this article refl ects on the professional development of high school teachers in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context, and discusses the contribution of research with teachers in the generation of a scientifi c culture. The research project involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were formed with the group participants. Changes in the concept of Nature among the teachers and changes in teaching topics focused on the understanding of nature were identifi ed. The article concludes that the construction of didactic innovations helps teachers to make decisions about what, how and why to teach subjects that relate nature to society.
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The way teachers will coordinate the writing appropriation process assumes an especial importance, sharing their knowledge with the deaf student, assigning importance and meaning for what this student was capable to produce, even if his production isnt resembled to the idealized pattern of an adult writing. This study is proposed to investigate the mediation in rewriting activities, along with deaf students, held by eight trainee students of a Pedagogy course, with ages between 20 and 28 years old. Thereunto, this activities were recorded on video, for later transcription and descriptive analysis, subsided by a new model proposed in the literature. The results indicate: the importance of the rewriting in the understanding of write contents produce by deaf students, the participants attitudinal change about their role like coordinator and interlocutor in such activities and the greater teachers comprehension about notational and discursive aspects involved in the deaf student write production. These results allowed to conclude the future teachers need that will work in inclusive classes or in multifunctional classes, understand and use rewriting activities in their daily pedagogical practice for the appropriation for the promotion of the Portuguese write by the deaf student, user of LIBRAS. It should be noted these teachers need to know the LIBRAS grammar and have access to linguistic knowledge enabling them to comprehend the nature of the occurrences present in the texts produced by deaf students.
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Individuals with autism are often unable to communicate through speech, and the ones that are able to speak sometimes cannot begin or to maintain a conversation. This article presents a case study that observed the communicative profile of a young student with autism interacting with his teacher during classroom activities using adapted PECS. The results demonstrated that the autistic student enhanced communicative initiatives in the interaction with his teacher, and the augmentative and alternative communication system was a facilitating tool used in the communicative learning process.
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The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.
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Ps-graduao em Lingustica e Lngua Portuguesa - FCLAR
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Speech has been regarded as a social communicative modality required for building relationships in different contexts and cultures. Nevertheless, this is not always a readily available resource, especially for those who have developmental disorders. In this sense, Augmentative and Alternative Communication resources and strategies have been used by nonspeaking students with disabilities as useful tools to achieve greater social participation in different environments. Therefore, the present study examined the interaction between teachers and a student with cerebral palsy before and after the use of Alternative Communication strategies in the classroom. The study had a quantitative and qualitative nature and was designed as an intervention study. There were four main stages: 1) filming before the introduction of the resources in the classroom, 2) training the school teachers 3) providing technical assistance regarding the use of alternative communication to the child's teacher 4) filming teacher-student interactions using these technological resources. The interactions were transcribed and grouped into links. In this research, a link means the initiator's behavior directed to the exchange partner and the response in sequence from the interlocutor back to the initiator. It was found that the established interactions presented a maximum of four links, with greater frequency for episodes of 1st and 2nd links. After the intervention, there were different contexts with the presence of interactions up to the 6th link, often greater frequency for episodes of 1st, 2nd and 3rd links. In addition, the teacher showed a tendency to use symbols only as a tool for evaluating and teaching concepts. This perception changed as the teacher became familiarized with the Augmentative and Alternative Communication technology resources.
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O presente trabalho constitui uma tentativa de traar os caminhos do magistrio no plano real/histrico atravs do resgate da imagem dos docentes retratados na literatura brasileira, alm de auxiliar alunos e professores de cursos de licenciatura a entender melhor os processos histricos. Ao longo de nossa histria diversos escritores se propuseram a retratar o professor em suas obras, tais como: Machado de Assis (1840), com Conto de Escola, Raul Dvila Pompia (1888) em O Ateneu, Oswald de Andrade (1926) em Memrias Sentimentais de Joo Miramar, Sylvia Orthof (1980) com a crnica Bicho Carpinteiro, Ziraldo (1995) em Uma professora muito Maluquinha e Thalita Rebouas (2006), em Fala srio, Professor! E a partir dessas obras que ocorre uma reflexo sobre a imagem que os profissionais da educao transmitem/transmitiram para a sociedade, atravs do olhar dos artistas literrios. Alm de influenciar a viso daqueles que lem suas obras, os escritores transpem em seus textos elementos que nos permitem reviver o paradigma por eles vivenciado, fazendo da literatura um instrumento para o resgate da histria.
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A relao professor-aluno hoje muito estudada, pois a educao a base para o ser humano. Nesta monografia, pretendemos abordar alguns aspectos relevantes que interferem na boa ou m relao entre ambos. Encontramos o embasamento terico para essa pesquisa junto a alguns tericos que abordaram essa relao, particularmente, Pedro Morales e Patrcia Patrcio. A metodologia adotada para a verificao buscou-se em observaes diretas em aula ministradas e observadas em uma escola pblica de Ensino Fundamental e Mdio e tambm por meio de um questionrio aplicado com 90 alunos dessa mesma escola. Sendo assim, com o objetivo de identificar os aspectos influentes na relao professor e aluno e avaliar suas consequncias, chegamos a resultados interessantes, como o autoritarismo, o meio escolar, e, principalmente, a dedicao do professor afetam nessa relao. Dessa forma, confirmamos o que os autores dizem com as observaes feitas em relao aos alunos e aos professores
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No disponvel
A importncia do jogo simblico na educao fsica infantil e o papel do professor no seu desenvolvimento
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O presente estudo se propos a verificar as diversas formas de manifestao do Jogo Simblico nas crianas durante as aulas de Educao Fsica no Ensino Infantil, as diferentes formas de abordagem e o desenvolvimento de atividades por parte dos professores durante esse processo. Por meio de entrevista com o uso de questionrio semi-estruturado, investigou com os professores, quais as estratgias utilizadas para o desenvolvimento do Jogo Simblico nas aulas, tanto de modo coletivo quanto individual e qual o papel do Jogo Simblico no desenvolvimento dos alunos. Os dados foram analisados e interpretados frente ao referencial terico levantado e pode concluir que os professores fazem uso do Jogo Simblico em suas atividades, mas que na maioria das vezes no valorizam a manifestao do mesmo de forma individual.
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Este trabalho visa explorar o ensino da matemtica por meio da anlise de livros didticos do aluno e do professor entre as dcadas de 1960 e 1980, focando o 1 ano do ensino primrio, atual fundamental I. Iniciamos por uma reviso bibliogrfica sobre o contexto histrico, desde a introduo do livro na sociedade at a utilizao do mesmo para o ensino na rea da matemtica. A pesquisa tentar retratar brevemente, a histria da educao e da educao matemtica no Brasil, as diferentes concepes de ensino da poca em questo, ou seja, entre as dcadas de 1960 e 1980, onde houve o pice e o declnio do Movimento da Matemtica Moderna. Por fim, este trabalho buscar explorar de maneira panormica, se ocorreram mudanas nos contedos no ensino da matemtica por meio da anlise de livros didticos do aluno e do professor no 1 ano das sries iniciais e relatar quais foram essas mudanas. Utilizar-se- como metodologia a anlise de livros didticos como um objeto pertencente histria cultural, com um enfoque na anlise scio-histrica, na anlise formal ou discursiva e, finalmente, interpretao/ reinterpretao.