Revista Formadores

ECOLOGIA, TECNOLOGIAS, APOIO SOCIAL E ESPIRITUALIDADE

Hebert Davi Liessi, Lucicleide Maria Silva Liessi — Wed, 02 Oct 2024 00:00:00 -0300

O artigo intitulado "Ecologia, Tecnologias, Apoio Social e Espiritualidade: O Ensino Religioso e Sua Contribuição à Cultura" explora a interconexão entre ecologia, apoio social e espiritualidade no contexto do Ensino Religioso e das tecnologias. O estudo parte da premissa de que o Ensino Religioso pode ser um instrumento valioso para promover a conscientização ecológica e o apoio social, incentivo e relevância tecnológica no ambiente de ensino, além de fortalecer a espiritualidade dos alunos e professores. O problema central investigado é como o Ensino Religioso pode contribuir para a formação de uma cultura que valorize a sustentabilidade ambiental e o suporte comunitário social e espiritual, fazendo uso das tecnologias para tornar-se atrativo e relevante aos alunos. Os objetivos deste estudo são: analisar como o Ensino Religioso aborda questões ecológicas e de apoio social, investigar a eficácia dessas abordagens na formação ética e espiritual dos alunos e discutir sobre o impacto dessas práticas na promoção de uma cultura sustentável e solidária através de processos de ensino com tecnologias. A metodologia utilizada inclui revisão bibliográfica. As conclusões indicam que o Ensino Religioso, quando integrado de forma inclusiva e contextualizada, fazendo uso das diversas tecnologias disponíveis, pode desempenhar um papel significativo na educação para a sustentabilidade e no fortalecimento das redes de apoio social, contribuindo assim para a construção de uma cultura mais consciente e solidária. Este estudo oferece sugestões valiosas para a formulação de políticas educacionais que integrem o Ensino Religioso com uma abordagem ecológica e de apoio social.

FORMAÇÃO DE PROFESSORES E A PRÁTICA NEUROPSICOPEDAGÓGICA FRENTE ÀS RELAÇÕES ÉTNICO-RACIAIS DE CRIANÇAS NEGRAS COM DEFICIÊNCIA

Jéferson Felipe Gagliato, Edson Santos Barbosa — Wed, 02 Oct 2024 00:00:00 -0300

This article is the result of the Conclusion Work for the Specialization Course in School Neuropsychopedagogy at the Adventist Faculty of Bahia. The aim of the research is to understand the process of training basic education teachers in relation to the neuropsychopedagogical process and the ethnic-racial relations of black children with disabilities. In this respect, our main intention is to learn about and discuss the contributions of neuropsychopedagogy to the process of initial and continuing training for teachers who work with students who are doubly stereotyped, stigmatized by social issues in the face of disability, which sometimes makes it impossible for them to develop socially and cognitively. The methodology that made the textual production possible as a result of this work is characterized by a bibliographical review that emerges from qualitative research. Therefore, the result of this research contributes to the understanding that basic education teachers, when faced with black students and those with special educational needs and/or disabilities, need to revisit the habit of teaching, using the contributions of neurosciences, especially Neuropsychopedagogy, but freeing themselves from any form of discrimination. In addition to perceiving black individuals in their entirety and reflecting on the importance of their position as agents of change in the realities of these students who live with the intersectionalities of disabilities and ethnic-racial issues.

A LUDICIDADE COMO PRÁTICA DOCENTE NA INCLUSÃO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

Wed, 02 Oct 2024 00:00:00 -0300

ABSTRACT: This article, which is the result of a Course Conclusion Work for a specialization course in School Neuropsychopedagogy, addresses playfulness as a fundamental teaching practice for the inclusion of children with Autism Spectrum Disorder (ASD). This topic is of the utmost importance, considering the constant increase in ASD diagnoses in Brazil and around the world. The disorder profoundly affects neurodevelopment, causing significant difficulties in language, communication and social interaction, which can compromise the academic and personal performance of these children. To this end, the aim of this research is to describe how playfulness can help with the inclusion of children with Autism Spectrum Disorder. In this way, the research is anchored in the qualitative approach, as a purpose to achieve the objectives, the methodological path is bibliographic review. Based on these investigations, we understand that toys, games and play, when used intentionally, contribute positively to child development. We therefore conclude that playfulness should be recognized as an effective teaching practice for the inclusion and learning of all children with Autism Spectrum Disorder. By adopting playful teaching strategies, educators can provide an environment more conducive to the cognitive, emotional and social development of autistic children, contributing to a more satisfactory performance in their academic and personal lives.

Keywords: Autistic Spectrum Disorder. Playfulness. Teaching practice. Inclusion. School neuropsychopedagogy.

RECIFES DOS SABERES: A FORMAÇÃO DOCENTE COMO MOSAICO DE INCLUSÃO PARA ALUNOS COM DEFICIÊNCIA

Itielly Rios Lima, Jéferson Felipe Gagliato — Wed, 02 Oct 2024 00:00:00 -0300

: This study delves into the training of basic education teachers when faced with the process of including students with disabilities. The proposed objective was to understand how teachers face and adapt to the challenges of inclusion, with an emphasis on teacher training and practice through narratives, with the aim of improving inclusion in the educational environment. The research, which is qualitative in nature, is based on the (auto)biographical narrative approach. The method used to collect information was narrative interviews, which were recorded, transcribed and analyzed in the light of Ricouer's (2012) and Souza's (2014) comprehensive-interpretive paradigm. The information contained throughout the narratives highlighted the importance of teacher training with a more complete and continuous curriculum to deal with the specific needs of students. Finally, the results showed that the practice of inclusion requires an attentive and adaptive approach, and that teachers' identities are constituted by experiences throughout their formative journey. The narrative experiences provide valuable insights into how to improve educational practice and promote true and meaningful inclusion.

A IMPORTÂNCIA DO ENSINO RELIGIOSO PARA O DISCIPULADO DO ADOLECENTE NO CONTEXTO DA EDUCAÇÃO ADVENTISTA

Hebert Davi Liessi, Rodrigo Tergilene de Souza — Wed, 02 Oct 2024 00:00:00 -0300

This work aims to study the importance of Religious Education for adolescent discipleship in Adventist education. A qualitative research approach to the material was used in the literature review to obtain the proposed objectives. It was noted that Adventist education aims to restore the image of God in their children, which is possible through discipleship. For such fulfillment, there is a great need for educators who are aligned with the principles and values of the institution and willing to embark on the challenge of teaching teenagers what religion is in a theoretical way, especially in a practical way. The educator will be more successful in disciplining when he is a disciple, as well as understanding the profile and the needs of his students - investigating their physical, mental, social, and spiritual characteristics - and using methods and strategies that allow him to reach the mind and the hearts of those teenagers who listen to it.

INTELIGÊNCIA EMOCIONAL DA CRIANÇA NA EDUCAÇÃO INFANTIL

Adriene Portela Prado Corrêa, Adriele Ribeiro Santos, Kézia Barbosa Souza — Wed, 02 Oct 2024 00:00:00 -0300

Nowadays' demands increasingly leave young children without the constant assistance of their mothers, as a consequence, children go to kindergarden and schools at an increasingly earlier age. Consequently, some children enter school without a good structure of self-concept, self-esteem and with emotional demands that affect their lives, their social interactions and their educational processes. However, Emotional Intelligence in Early Childhood Education is of fundamental importance for the integral development of children, as it is in Early Childhood Education that the foundations for learning and well-being are logical, as well as understanding the self and cultivating emotions are fundamental in this period of life. The objective of this article is to examine the role of emotional education in the academic development of children in early childhood education, investigating how the teaching of socio-emotional skills can influence and favor school performance, engagement in learning, improve social interactions and relationships with peers. , and promote psychological and emotional well-being, as well as understanding which strategies for developing emotional intelligence are effective in the school environment. Associated with this objective, we sought to specifically answer the following questions: What are the positive results of promoting emotional intelligence from the first years of life? How can emotional education contribute to the social and academic development of children in Early Childhood Education? and What are the strategies for developing Emotional Intelligence, promoting socio-emotional skills and ensuring good academic performance? To answer such questions, the research uses a qualitative approach, of a basic and descriptive nature, and with a bibliographic procedure. The study is based on theorists and researchers who focus on reading and knowledge in the practice of children's emotional intelligence in the school environment, namely: Vygotsky (1930); Malaguzzi (1960); Goleman (1995); Antunes (2012); BNCC (2017); Bruner (1960).

LITERATURA EM SALA DE AULA

Wed, 02 Oct 2024 00:00:00 -0300

This article aims to understand and explore the impact and role of children's literature in the educational context of Elementary School, as well as to highlight its importance in the holistic development of children. It addresses the impacts of literature on the cognitive, social, and emotional development of children in Elementary School. It also analyzes and compares different strategies used in storytelling for children in Elementary School, such as the process of socialization and emotional development of children, caused by the promotion of children's literature in the classroom. A qualitative case study was conducted along with a bibliographic review to investigate the impacts of teaching children's literature and storytelling in the classroom on the literary, cognitive, social, and emotional development of children, specifically in the fourth and fifth grades of Elementary School, in a public municipal school in Capoeiruçu/Cachoeira-BA. The research results confirmed how children's literature in the classroom plays a crucial role in the holistic development of children, enhancing their cognitive, social, and emotional capacities, and significantly enriching the educational environment.

GAMIFICAÇÃO NA EDUCAÇÃO INFANTIL: IMPACTOS E DESAFIOS

Wed, 02 Oct 2024 00:00:00 -0300

O presente trabalho argumenta sobre a aplicação dos jogos educacionais na educação infantil, mas especificadamente sobre o método denominado gamificação, como uma estratégia eficaz que aumenta a produtividade, promovendo comportamentos saudáveis em ambiente de trabalho, saúde e educação. Mas o que é gamificação? Qual a sua importância na educação infantil? Como essa abordagem pode ser usada adequadamente e quais as responsabilidades do docente ao usá-la? Diante de tais questionamentos, é possível perceber a carência da compreensão sobre o tema, pois a gamificação é incessantemente entendida apenas como um jogo. Assim, utilizando como metodologia, a pesquisa qualitativa e bibliográfica, de caráter explicativo, através de levantamento bibliográfico de fontes primárias e secundárias, buscou-se como objetivo principal responder questões que esclareçam essa temática na educação infantil e como a proposta dos jogos vem trazendo interações divertidas que aumentam o envolvimento e desenvolvimento dos alunos no processo educacional. Por fim, observou-se assim os seus impactos positivos, vantagens e como o uso da tecnologia pode aprimorar o ensino através da gamificação.

PROFESSOR CINCINATO FRANCA

Jacó Santos Souza — Wed, 02 Oct 2024 00:00:00 -0300

O professor Cincinato Ricardo Pereira da Franca teve uma vida dedicada à docência na cidade de Cachoeira, nas últimas décadas do século XIX. Além de lecionar, Cincinato Franca militou na causa abolicionista, participando dos debates calorosamente travados sobre o fim da escravidão e seus desdobramentos, na década de 1880. É possível encontrá-lo em vários registros da época, participando de sociedades emancipacionistas e gazetas favoráveis à abolição da escravidão. Como educador, Cincinato Franca defendia um projeto de abolição que se relacionava à instrução pública da população negra, sobretudo das pessoas egressas da escravidão. Em seu programa abolicionista, o professor abria as portas de suas salas de aula para ensinar cativos a ler e escrever. Com o fim da escravidão, ele criou escola noturna para alfabetização de libertos, reunindo quase sessenta alunos que exerciam diferentes profissões como ganhador, pedreiro e carapina.

O IMPACTO DA CONCORRÊNCIA DE MERCADO NA QUALIDADE DO SERVIÇO EDUCACIONAL

Luiz Carlos Penteado junior — Wed, 02 Oct 2024 00:00:00 -0300

This article aims to demonstrate the fragile relationship between internal and external assessments of the quality of school services and the intertwined relationship between market pressure and the quality of educational services, based on the assessment processes of educational services offered by four units of the Adventist Educational Network located in the region of [...].
The proposals are based on the results of the master's research entitled [...], published in the annals of [...]. In this analysis, we call internal quality assessment the one carried out by the institution itself or by its sponsor, using standardized indicators validated by the organization itself, chosen as suitable for checking and measuring quality in light of corporate objectives; while we consider external assessment the one that expresses the perception of the client or service recipient, with data collected from opinion polls using an instrument already validated in the literature and widely used in this type of verification. Assuming that the school is a rich and complex space for learning and coexistence, where the principal's performance can be decisive for the success or failure of school objectives, we also checked, in a secondary way, the impact that the evaluation of the school manager's performance has on the client's perception regarding the final quality of the service provided by the school.

This is not a study on the quality of education or the various concepts that orbit this theme, but on the way in which the client's perception and the institution itself qualify the same service, considering the convergences and divergences of the results between both evaluations as well as the expectations of both agents.

The school is a space of diversity where a multiplicity of expectations and interests meet, which makes the conceptualization and verification of quality a challenging task, where market competition exerts an important influence on the formulation of the concept and the perception of quality, in addition to dictating both the pace and the direction of the transformations experienced in the competitive educational market in Brazil, despite public policies.

Considering that individuals in the school community, governments and institutions have their own concepts of educational quality, it is the school principal's responsibility to evaluate the service. In order to meet market expectations, the school administrator finds himself at the center of a dilemma where institutional values and customer expectations clash, often leading him to assume a more political than administrative stance. Considering the pressures exerted on schools, it is worth reflecting on how important the influence of competition is on the quality of the services offered, since the survival of the business depends on its positioning in the market.

REVISÃO INTEGRATIVA: EXPERIÊNCIA EM INSTITUIÇÕES DE ENSINO - UMA ANÁLISE DA LEALDADE DO ESTUDANTE DA EDUCAÇÃO BÁSICA

Edimar Sena Oliveira Júnior, Rebeca Pizza Pancote Darius — Wed, 02 Oct 2024 00:00:00 -0300

Com o crescimento do número de matrículas em instituições de ensino privado na educação básica nos últimos anos, estudar sobre os aspectos que contribuem para a lealdade do estudante, tornou-se necessário para uma maior compreensão sobre os fatores que influenciam na sua captação e fidelização. A maneira como os estudantes interagem com a instituição, afeta sua satisfação e permanência. Nessa perspectiva, a lealdade é construída a partir da sua experiência com a instituição. A abordagem da Lógica Dominante do Serviço enfatiza que a criação de valor é resultado da interação entre estudante e a instituição de ensino. Neste sentido, a pesquisa teve como objetivo conduzir uma revisão integrativa acessar estudos sobre experiência na educação e lealdade do estudante. Para isso foram acessadas as bases de dados Education Resources Information Center (ERIC), Periódicos Capes e Scielo, utilizando método integrado com os seguintes descritores: Lealdade and educação, marketing de relacionamento, lógica dominante do serviço (idioma em português para a base de dados periódicos capes e loyalty and education, education relationship marketing, service dominant logic para base de dados ERIC e Scielo), no período de 2007 a 2023, nos idiomas: inglês e português. A partir da coleta de dados, foram encontrados 378 artigos, sendo 9 utilizados para estudo desse tema. Entretanto foi observado que há poucos estudos sobre lealdade do estudante na educação básica, principalmente no Brasil.