A formação docente e suas implicações no desenvolvimento de habilidades de leitura e de escrita dos alunos do 2º ano do Ensino Fundamental da Escola Luis Gonzaga Lopes, Guaraciaba do Norte
Tesis Materias > Educación Universidad Internacional Iberoamericana Puerto Rico > Docencia > Trabajos finales de Máster Cerrado Portugués Este trabalho, versa sobre uma pesquisa realizada, no período atípico causado pela Pandemia da COVID-19, onde as aulas foram ministradas de forma remota, utilizando-se das Tecnologias da Comunicação e da Informação - TIC, cujos resultados obtidos pelos alunos do 2º ano do Ensino Fundamental da Escola Luís Gonzaga Lopes, Guaraciaba do Norte, no ano de 2020 foram insatisfatórios, no que tange à consolidação da alfabetização. O objetivo geral foi investigar sobre os impactos da formação docente no desenvolvimento das habilidades e competências básicas de leitura e de escrita dos alunos do 2º ano do ensino fundamental dessa escola, no sentido de que estes sejam aprovados para a série seguinte, com as habilidades e competências atinentes à série em curso, consoante a Base Nacional Comum Curricular – BNCC. Utilizou-se como aporte teórico, a BNCC - Brasil (2017); Oliveira (2008); Ceará (2007); Imbérnom (2011); Libâneo (2012), dentre outros. A amostra foi constituída por 25 alunos, sendo 13 do sexo masculino e 14 do sexo feminino, na faixa etária de 7 anos de idade. A metodologia de pesquisa caracteriza-se como uma pesquisa mista, com estudo de caso com abordagem quantitativa e qualitativa, utilizando-se de entrevista fechada e análise documental (fichas e testes aplicados aos alunos). Os principais resultados e conclusões mostraram que mesmo em um período atípico - Pandemia da Covid-19, já no ano subsequente, 2021, onde as aulas continuaram de forma remota, pela internet, o professor, por ter formação acadêmica na área de Língua Portuguesa e também por trabalhar há anos na área da alfabetização e ser capacitado pelo Programa Alfa e Beto - cujo método de ensino é o fônico, bem como ter lecionado na respectiva turma por dois anos consecutivos, ser dedicada e responsável, onde zela pela aprendizagem dos discentes, ter contado com o apoio dos pais, do núcleo gestor da escola, no que tange às orientações aos familiares e responsáveis e a disponibilidade de recursos para trabalhar com as crianças, da equipe técnica da Secretaria de Educação do Município, por meio das formações pedagógicas, do Programa Mais Paic do Governo do Estado do Ceará, permitiram que as crianças alcançaram níveis satisfatórios de aprendizagem em leitura e escrita, embora não se tenha atingindo 100% em todos os quesitos avaliados. Por fim, sabe-se, portanto, que a formação docente, é fundamental, para que os alunos logrem êxito na aprendizagem, pois através dos conhecimentos adquiridos, o professor poderá fazer intervenções pedagógicas eficazes, na zona de desenvolvimento proximal, essenciais ao processo de alfabetização, tendo em vista à aquisição da leitura e da escrita de forma significativa e satisfatória. Palavras-chave: Formação Docente, Alfabetização, Leitura, Escrita metadata Matos Soares, Antonia Márcia mail fernandocr7gba@gmail.com (1978) A formação docente e suas implicações no desenvolvimento de habilidades de leitura e de escrita dos alunos do 2º ano do Ensino Fundamental da Escola Luis Gonzaga Lopes, Guaraciaba do Norte. Masters thesis, Universidad Internacional Iberoamericana Puerto Rico.
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Este trabalho, versa sobre uma pesquisa realizada, no período atípico causado pela Pandemia da COVID-19, onde as aulas foram ministradas de forma remota, utilizando-se das Tecnologias da Comunicação e da Informação - TIC, cujos resultados obtidos pelos alunos do 2º ano do Ensino Fundamental da Escola Luís Gonzaga Lopes, Guaraciaba do Norte, no ano de 2020 foram insatisfatórios, no que tange à consolidação da alfabetização. O objetivo geral foi investigar sobre os impactos da formação docente no desenvolvimento das habilidades e competências básicas de leitura e de escrita dos alunos do 2º ano do ensino fundamental dessa escola, no sentido de que estes sejam aprovados para a série seguinte, com as habilidades e competências atinentes à série em curso, consoante a Base Nacional Comum Curricular – BNCC. Utilizou-se como aporte teórico, a BNCC - Brasil (2017); Oliveira (2008); Ceará (2007); Imbérnom (2011); Libâneo (2012), dentre outros. A amostra foi constituída por 25 alunos, sendo 13 do sexo masculino e 14 do sexo feminino, na faixa etária de 7 anos de idade. A metodologia de pesquisa caracteriza-se como uma pesquisa mista, com estudo de caso com abordagem quantitativa e qualitativa, utilizando-se de entrevista fechada e análise documental (fichas e testes aplicados aos alunos). Os principais resultados e conclusões mostraram que mesmo em um período atípico - Pandemia da Covid-19, já no ano subsequente, 2021, onde as aulas continuaram de forma remota, pela internet, o professor, por ter formação acadêmica na área de Língua Portuguesa e também por trabalhar há anos na área da alfabetização e ser capacitado pelo Programa Alfa e Beto - cujo método de ensino é o fônico, bem como ter lecionado na respectiva turma por dois anos consecutivos, ser dedicada e responsável, onde zela pela aprendizagem dos discentes, ter contado com o apoio dos pais, do núcleo gestor da escola, no que tange às orientações aos familiares e responsáveis e a disponibilidade de recursos para trabalhar com as crianças, da equipe técnica da Secretaria de Educação do Município, por meio das formações pedagógicas, do Programa Mais Paic do Governo do Estado do Ceará, permitiram que as crianças alcançaram níveis satisfatórios de aprendizagem em leitura e escrita, embora não se tenha atingindo 100% em todos os quesitos avaliados. Por fim, sabe-se, portanto, que a formação docente, é fundamental, para que os alunos logrem êxito na aprendizagem, pois através dos conhecimentos adquiridos, o professor poderá fazer intervenções pedagógicas eficazes, na zona de desenvolvimento proximal, essenciais ao processo de alfabetização, tendo em vista à aquisição da leitura e da escrita de forma significativa e satisfatória. Palavras-chave: Formação Docente, Alfabetização, Leitura, Escrita
| Tipo de Documento: | Tesis (Masters) |
|---|---|
| Palabras Clave: | Formação Docente, Alfabetização, Leitura, Escrita |
| Clasificación temática: | Materias > Educación |
| Divisiones: | Universidad Internacional Iberoamericana Puerto Rico > Docencia > Trabajos finales de Máster |
| Depositado: | 04 Dic 2023 23:30 |
| Ultima Modificación: | 04 Dic 2023 23:30 |
| URI: | https://repositorio.unib.org/id/eprint/2274 |
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Nut Consumption Is Associated with Cognitive Status in Southern Italian Adults
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Background/Objectives. Traditional dietary patterns are being abandoned in Mediterranean countries, especially among younger generations. This study aimed to investigate the potential lifestyle determinants that can increase adherence to the Mediterranean diet in children and adolescents. Methods. This study is a cross-sectional analysis of data from five Mediterranean countries (Italy, Spain, Portugal, Egypt, and Lebanon) within the context of the EU-funded project DELICIOUS (UnDErstanding consumer food choices & promotion of healthy and sustainable Mediterranean Diet and LIfestyle in Children and adolescents through behavIOUral change actionS). This study comprised information on 2011 children and adolescents aged 6–17 years old collected during 2023. The main background characteristics of both children and parents, including age, sex, education, and family situation, were collected. Children’s eating (i.e., breakfast, place of eating, etc.) and lifestyle habits (i.e., physical activity level, sleep, and screen time) were also investigated. The level of adherence to the Mediterranean diet was assessed using the KIDMED index. Logistic regression analyses were performed to test for likelihood of higher adherence to the Mediterranean diet. Results. Major determinants of higher adherence to the Mediterranean diet were younger age, higher physical activity level, adequate sleep duration, and, among dietary habits, having breakfast and eating with family members and at school. Parents’ younger age and higher education were also determinants of higher adherence. Multivariate adjusted analyses showed that an overall healthier lifestyle and parents’ education were the factors independently associated with higher adherence to the Mediterranean diet. Conclusions. Higher adherence to the Mediterranean diet in children and adolescents living in the Mediterranean area is part of an overall healthy lifestyle possibly depending on parents’ cultural background.
Alice Rosi mail , Francesca Scazzina mail , Francesca Giampieri mail francesca.giampieri@uneatlantico.es, Ludwig Álvarez-Córdova mail , Osama Abdelkarim mail , Achraf Ammar mail , Mohamed Aly mail , Evelyn Frias-Toral mail , Juancho Pons mail , Laura Vázquez-Araújo mail , Carmen Lilí Rodríguez Velasco mail carmen.rodriguez@uneatlantico.es, Julién Brito Ballester mail julien.brito@uneatlantico.es, Lorenzo Monasta mail , Ana Mata mail , Adrián Chacón mail , Pablo Busó mail , Giuseppe Grosso mail ,
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