Navegando por Tipo "Trabalho de Conclusão de Curso"

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    Ensino de ciências e metodologias ativas: análise de práticas aplicadas no ensino fundamental
    (Universidade Federal do Vale do São Francisco, 2021-06-15) Souza , Josiene Dias de; Pereira, Jocilene Gordiano Lima Tomaz
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    Reflexões da educação na perspectiva da sexualidade e das relaçoes de gênero no contexto da bncc
    (Universidade Federal do Vale do São Francisco, 2026) Barros, Tales de Oliveira; Souza, Manoel Messias Alves de
    This article, entitled Reflections on Education from the Perspective of Sexuality and Gender Relations in the Context of the BNCC, aimed to identify the guidelines for the inclusion of Sexual Education in the school context across the three versions of the BNCC. The specific objectives were to investigate the conceptions of gender and sexuality addressed in the BNCC and to analyze the silencing of these themes in official documents.The methodology used was documentary analysis, accompanied by descriptive qualitative research, to collect data from official education documents. The results indicate a regression in discussions on sex education, compared to other previously published documents, thus evidencing an attempt to silence any approach to the topic in question.
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    Sequência didática inclusiva sobre os reinos moneras, protoctistas e fungos para turma com estudante autista: relato de experiência
    (Universidade Federal do Vale do São Francisco, 2025) Ireno, Ivanilde Pereira; Boas, Anderson Camatari Vilas
    Autism Spectrum Disorder (ASD) is a condition that compromises the way individuals are and lives, and may involve difficulties in language, communication, as well as restricted and repetitive behaviors and interests. In this context, the importance of meaningful learning and the essential role of the teacher in adapting the teaching process is emphasized, aiming at understanding the contents and the inclusion of students with ASD. This paper presents an experience report, with a qualitative approach, which describes the application of an adapted didactic sequence in the discipline of Science, in a class of the 7th grade of Elementary School of a public school in the city of Itiúba-BA. The proposal was prepared based on semi-structured interviews with the pedagogical coordination, the regent teacher, the teacher of the Specialized Educational Service (AEE) and the mother of the student with ASD, in addition to observations in the classroom. The didactic sequence was built considering the level of learning, abilities and difficulties of the student with ASD, with the objective of promoting their active participation, stimulating reasoning and favoring interaction with colleagues. The results showed that the use of active methodologies contributed to greater involvement and learning of both students with ASD and other students. It is concluded that it is essential to train teachers to use inclusive strategies that value all students in their singularities