Navegando por Autor "Freitas, Cristiane Rodrigues de"

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Guia didático-instrucional: Inclusão escolar de alunos surdos: E agora, o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; http://repositorio.ifam.edu.br/jspui/handle/4321/308
The inclusion of deaf students in regular education based on national educational legislation is a challenging reality, but already present in the school environment who need to organize and structure so that all the barriers and difficulties if turn on real access in the inclusive process of these students. In order to contribute to the inclusion of deaf students is made possible, the educational product Didactic Guide - Instructional: inclusion of deaf students - and now what to do? has the objective to provide the school community previous knowledge regarding deaf that will provide an inclusive process more conscious and close to the reality of this student. For this the first educational product will address matters of General knowledge about the deaf, in your second part will deal with issues related to inclusive pedagogical practice and finally will bring proposals for training through workshops, lecture and educational planning to be worked with teachers, educators, students and school community listener who live daily with these students in the school context. We craving that this guide is a tool to help in the implementation of actions in the educational institutions which allow a real inclusion of deaf students in regular school.
A inclusão de alunos surdos no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas: e agora,o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062
This masters research arose during my experience as an educator of a techn ical cou r se in an integrated manner at the Federal Institute of Education, Science and Technology of Amazonas ( IFAM), Manaus Campus Center (CMC), to come across me with th e in clusion of deaf students in school and share doubts and concerns expressed by fel low peda g ogues and also teachers . So, the goal of the research was to understand how was the process of inclusion of deaf students in mid level technical courses in an int egra ted manner the IFAM/CMC. To do this, choose perform a qualitative study through a case st u dy. The data collection instruments used were interviews, field journal and wheel of conversation. For the analysis of the data we use content an alysis allowed us to identify three analytical categories finals: 1. Inclusive process and school real ity; 2. T he relevance of integrated pedagogical practices in school inclusion; 3. Policies and practical actions for the school inclusion of the deaf stud ent. For each cat egor y we developed an argumentative text to describe the developments brought by each categor y . In category inclusive process and school reality was evidenced characteristics such as isolation, lack of interaction, no field of sign languag e by listeners an d th e Portuguese language by deaf determining an inclusive process on school reality complex a nd partial yet. In the second category have identified as essential to the process inclusive teaching practices built via integrated planning for real feasibility of including the deaf student, having highlighted the methodological adaptations . Th e third c ategory treated on policies and practical actions for the inclusion of the deaf student school where it became apparent the demand by creating a policy of profess iona l training, educational, communicational, accessibility and pedagogical attitudin al need t o be solidified in school, in addition to being the center of attention to People with special educational Needs (NAPNE) as the primary inclusion policy of IFAM. In t his way, research has shown that there are several factors that need to be consid ered by t he school community the IFAM/CMC to develop an inclusive process for the student deaf ranging from the training of professionals who work with th ese students and scho ol community who plays with such students to the systematization of integrated pl anning t h at allows not only t he entry of that student in the institution, but your permanence and success. The unfolding of the three categories obtained led to the elabor atio n of a Didactic Guide school: adding Instructional deaf students and now what to do? that comes with the propo sal to contribute to the process of inclusion of deaf students in the regular school system through basic information, but ne vertheless releva nt a bout the context of school inclusion, history, language and deaf culture, pedagog ical pra c tices and suggestion s of proposals on the process of school inclusion of the deaf student.
Jogo da memória como ferramenta para o ensino de funções orgânicas oxigenadas e nitrogenadas
(2021-08-09) Bentes, Gabriel da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Villani, Fernanda Tunes; http://lattes.cnpq.br/7767105531688783; Freitas, Cristiane Rodrigues de; http://lattes.cnpq.br/5009896185255191
Teaching organic chemistry in high school requires teaching strategies (ANASTASIOU, 2015) that enable the appropriation of knowledge as well as human development. This monograph aims to investigate the thought operations developed through the memory game in the teaching of oxygenated and nitrogenous organic functions in high school at a State School in the city of Manaus-AM. The study is characterized through qualitative and descriptive approaches, using an observation diary carried out in a pedagogical intervention project as a scholarship holder in the Institutional Program for Teaching Initiation Scholarships (PIBID). To achieve the general objective, the didactic game in the teaching process of Chemistry and the identification of the thought operations developed in the memory game of oxygenated and nitrogenous organic functions were discussed. The fundamentals of the teaching strategy (ANASTASIOU, 2015) allowed the identification of thought operations developed in the memory game. The construction of the game, the elaboration of the rules and the participation in the game allowed the students to verify the following thought operations: comparison, summary, observation, classification, project planning and research. the memory game built by the teacher-student avoids the "game for the game" and focuses on the effectiveness of learning when considering the group, the steps, the linked thoughts and especially the feedback in the student's speech that demonstrates the effectiveness of the game.