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We noticed the lack of information about Coffin-Siris syndrome during the pedagogical monitoring of a 3-year-old child with this condition. In the biomedical literature, the diagnosis is described as a set of characteristics of hypoplasia or aplasia, facial dysmorphisms, intellectual interruptions, etc. Through the historical -cultural understanding of the development of people with disabilities, and based on the Dias-Presotti Method, we organized resources and strategies for the teaching process. We present our experience report of a psychopedagogical intervention that occurred over 5 months, and the resulting evidence of the child's learning processes and language development. With this work, we intend to contribute to the expansion of dialogues about this condition. [ABSTRACT FROM AUTHOR]

This study aims to reflect on the practice of self-assessment at the Salesian School, as an innovation, in view of the quality of teaching. Through bibliographical research, with the review of the ideas of several renowned theorists, it is concluded that, traditionally, evaluation processes are understood, almost exclusively, as itineraries for verification, selection and classification of students. However, reflections on self-assessment discuss such itineraries as integrated processes that aim to develop learning, not being static, but procedural, cyclical and continuous. In this scenario, it is worth thinking about how to improve these itineraries with the aim of developing student autonomy and meaningful learning, especially when it is an ally to school management, which aims to achieve successful learning as a service to society. [ABSTRACT FROM AUTHOR]

This study addressed the interaction between Computer Assisted Education (CSE) and Learning Psychology, aiming to understand its effects on student performance, engagement and satisfaction. Using a mixed methodology, participants involved with EAC were selected, with data collected through questionnaires and interviews. Quantitative analyzes indicated improvements in academic performance and student engagement, while qualitative analyzes highlighted the appreciation of the flexibility and personalization that EAC offers. Challenges such as the need for digital skills and efficient instructional design were also identified. The results suggest that EAC can significantly enrich the educational process, emphasizing the importance of pedagogical strategies that integrate technology effectively and the need for policies that facilitate the adoption of EAC, ensuring its access and effectiveness for all students. [ABSTRACT FROM AUTHOR]

Indiscipline currently presents itself as an important element within the school space, since the entire school community, teachers, students, parents and management nucleus perceive its presence, often placing it as one of the aspects that hinder the teaching-learning process. The general objective of the research is to search for an explanation about the construction of indiscipline that deviates from common sense and comes closer to a scientific explanation, since discussions on the topic always refer to different opinions without reaching a common denominator. The work was carried out based on the analysis of indiscipline in two elementary schools in the municipality of Banabuiú. As a research instrument, we chose a questionnaire in which, answering the guiding questions raised in the research, it was found that the different actors in the school space still cannot understand indiscipline in a meaningful way, as a construction. We understand this work as a possibility and a proposal for a different view on (in)discipline within schools, and thus seek to resize our actions. We are aware of the limits and shortcomings of this work, which is why we leave it open to criticism and suggestions. [ABSTRACT FROM AUTHOR]

This article highlights the development of visual arts in Early Childhood Education, showing that Art is of great relevance for the growth of children in all aspects. Without a doubt, Visual Arts are part of every child's daily life. They bring with them baggage from home, as their parents, in some way, passed on something involving the artistic field. This research shows that all these languages are ways for children to express themselves and communicate. Regardless of the help of a professional, she will demonstrate her artistic side, expressing herself naturally. Considering that each child is unique, it is necessary to know unique aspects of each one of them to understand the right way to achieve the desired goals. This type of work that values the child's individuality, as well as their way of seeing and interpreting the world, contributes to providing opportunities for small activities related to Visual Arts so that they feel free when carrying out them. [ABSTRACT FROM AUTHOR]

This article seeks to demonstrate the importance of playfulness in the child development process, seeking to reveal its contributions to the educational and social scenario. When applying learning to a more playful method, it can help the child feel like participating, and thus develop their skills. In addition to adding knowledge that will be developed during classes, thus promoting a pleasant and interactive environment. Play can also stimulate the development of cognitive skills, where the student can use their imagination and creativity, thus contributing to the construction of knowledge, where the teacher will use materials and games as a tool to attract students' attention, so that they can participate and thus contribute to their teaching-learning process. Proposing a more dynamic and creative method can help both the students and the teacher, which will involve the class, leaving them increasingly excited, interested and participating in classes. Showing that play related to learning is an important factor, which makes it clear that play has its value in contributing to learning and it is not just a form of fun, you just need to define its objective in the classroom, if it is used in a way that contributes to students' learning, it will increasingly favor the performance of the class, thus favoring a welcoming environment, where children can have a good relationship with their classmates, where in this way everyone can always be in contact with each other, helping. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the potential and the main challenges of introducing new information and communication technologies (ICTs) as a tool for school inclusion for students with visual impairments. To this end, a bibliographic review methodology (literature review) was carried out, with an emphasis on the survey of academic studies, published between the years 2018 to 2021, on the main online research platforms. Thus, after reading and selecting the studies, it is concluded that there are many challenges and obstacles that prevent the development of inclusive practices in schools, especially regarding the use of ICTs for students with visual impairments. Among the challenges, the low infrastructure of schools, lack of access to materials for pedagogical use and lack of training of teachers to work with this target audience predominated. [ABSTRACT FROM AUTHOR]

The general objective of this study is to understand the importance of using music as a teaching and learning tool in early childhood education. The methodology used is of a qualitative nature, based on bibliographic research and field research, serving as a support to reflect on the ability to think, create, produce and provide pleasant moments and learning in the school environment. It appears that music is an interdisciplinary learning instrument, with which various activities can be worked, in addition to having the potential to develop different skills in children. The dialogues are from professionals both in the pedagogical and music areas, which add up to a significant, contributing and precise study in the scope of research and for the knowledge of the reader of this article. [ABSTRACT FROM AUTHOR]

The aim of this study was to show the importance of the school mediator in the learning, inclusion and development processes of students with Attention Deficit Hyperactivity Disorder (ADHD). This is a field research, of the case study type, with a qualitative approach. It consisted of the observation and follow-up of school mediation with a student with ADHD in the 5th year of elementary school at a school in the city of Salgueiro-PE. Throughout the article, reports of teachers and activities carried out by the student are presented. Analyzing the teachers' speeches and comparing them with the student's recent attitudes and behavior, it was possible to notice the difference and the general progress of this child after the interventions and strategies developed by the mediator. It was concluded that the student with this disorder needs monitoring throughout basic education, which is essential in their learning and socialization process at school. In this way, the progressive advancement of the child in the school environment tends to be noticed with greater effectiveness. [ABSTRACT FROM AUTHOR]

Inclusion is a topic in evidence and talking about the inclusion of people with special educational needs has aroused a lot of interest, especially in the case of children with Autistic Spectrum Disorder (ASD), the focus of this study. Because it is a disability that is difficult to diagnose and is still being studied, it has increased interest in the subject and made people understand more about it. The objective of this study is to understand the importance of family participation in the process of school inclusion of students with ASD, in order to favor their learning and development process. The methodology of bibliographical research was used, of a qualitative nature, carried out through a survey in electronic databases and printed material (books, scientific articles, periodicals, among others), where its basis was through studies by Campelo (2009), Gillberg, (2005), Nunes (2012), Vasques (2008) among others. At the end of this study, it is considered the great importance of family participation in the process of inclusion of students with ASD, as well as for other students with any special needs. By actively participating in school actions, they become aware of their child's school life, when they play their role, the family contributes to the children's learning. [ABSTRACT FROM AUTHOR]

The affective feeling is part of our life story, essential in the psychological, cognitive and social development of the child, and due to this it must be present in every moment and place. In the first stage of basic education, especially, this feeling is essential, since it is for the little ones, a moment marked by anguish, fear and insecurity of being in a different social environment than they are used to living. In this way, this work aimed to identify the relevance, as well as the influence of affectivity in the development and relationship between individuals for teaching and learning. A qualitative bibliographic methodology was used, using a specific theoretical framework, investigating the importance of affection in children's lives, the perspective of theorists on the subject and the contribution of affection in the teaching and learning process, specifically during early childhood education. To analyze the teaching perspective on the subject, a case study was carried out with a questionnaire aimed at teachers of early childhood education, with the participation of 4 teachers, who present their conceptions about affectivity, regarding the importance and influence for the development of learning, as well as to have a good relationship between teacher, student and colleagues. From the acquired knowledge, the observations made within the framework and through field research, it is emphasized that the affective process is a pedagogical instrument that goes beyond the teacherstudent relationship, encompassing everything that surrounds it, in this context, this relationship it should be based on complicity, friendship and security, so that children feel welcomed, accepted and motivated in the space they are in. [ABSTRACT FROM AUTHOR]

Early childhood education, the child's first school stage, needs to be offered by the school in a way that preserves childhood and through activities that are of interest to them and that at the same time contribute to the development of their skills and construction of new knowledge. In this context, the present article aimed to discuss games and games, which have in their essence playing, fun and pleasure, as a teaching strategy of great importance for the full development of the learning skills proposed for this phase. Since the discovery of knowledge based on activities that provide children with a spontaneous desire to get involved in the process and actively participate is viable, for the school it becomes a desired space and development takes place respecting childhood and the entire context. which is her own. In this perspective, the present work was developed, making considerations about the importance of games and games in the process of knowledge construction, as well as the contributions to the student's motor, cognitive, social and affective development, emphasizing the role that the educator must assume. in this process, also reporting as viable resources for teaching and learning. These are strategies that have a peculiar educational value, their use brings many advantages to the teaching-learning process, such as greater assimilation of contents and achievement of objectives quickly and effectively, helping to motivate the child's educational, who obtains pleasure, performs effortlessly, spontaneously and voluntarily. Therefore, it is opportune to reflect on the teacher's need to dynamize the practice and its actions in the perspective of providing opportunities for the integral formation of children in a pleasant way. [ABSTRACT FROM AUTHOR]

Learning is an individual reading of each subject, depending on the teaching procedure and their respective methodologies to carry out the action. In elementary education, play is the great differential that allows new acquisitions and own mastery of content. Playing is one of the main activities in childhood, and it is also one of the essential characteristics of the teaching-learning process in schools. The objective of this work is to show in a differentiated way the importance that the ludic develops in the teaching process, generating motivation, greater participation and contributing to the creativity, respect and spontaneity of the child. The writing was developed from bibliographic research. However, it is necessary that playfulness is directed and objectified so that it can have satisfactory results for all those involved in the literacy and literacy process. [ABSTRACT FROM AUTHOR]

The present study discussed storytelling in early childhood education as an extremely important pedagogical tool for teaching and developing children's learning at this school stage. Thus, aiming to know the role and contributions of this practice for the integral development of children, the study was carried out. Considering in this context, the great relevance that early childhood learning has for the formation of children, with regard to interaction, socialization, orality, attentive listening and reading skills. In view of this, discussions were listed on the various aspects of the development that is provided from the act of storytelling, as well as the favoring of this act for the formation of critical readers capable of listening, interpreting and debating points of view and conclusions, thus allowing access to learning and care rights. In this vein, the importance of this practice in the context of early childhood education was also emphasized, since to ensure success in education with children, it is essential to promote a fun and pleasant space, in which children feel welcomed and awaken the desire to participate and build their own learning, with storytelling being a methodology capable of guaranteeing all these premises. For the accomplishment of this article, a bibliographic research was used by authors such as FARIAS (2021), VAZ (2012), BNCC (2017), CURRICULO DE PERNAMBUCO (2018), among others, which allowed from the analyzes carried out to conclude that the counting of stories favors learning, contributing to children's socialization, communication and learning. Debating the importance of reading was extremely important, as it allowed for deeper reflections on the actions that should permeate the education and care process in this institution. [ABSTRACT FROM AUTHOR]

This article discusses ideas present in some bibliographic studies regarding the functioning of neuroplasticity and its relationship with learning in an attempt to perceive some situations that may go unnoticed by education professionals. The objective was to understand how the relationship between learning and neuroplasticity occurs. The specifics were: to understand what neuroplasticity is; understand what happens to the brain when learning; relate the stimulus to learning. The theoretical framework of the work was based on the studies of Andraus (2009), Bruno (2010), Campos (1971), Lent (2001), Moreira (2015), Relvas (2011, 2012) and Vygotsky, Luria and Leontiev (2006). It is necessary to understand what brain suppleness is and how it influences human life in different aspects, emotional, affective, cognitive, social, cultural, religious, etc. From this perspective, there is a need for targeted stimuli and the promotion of learning. It was possible to understand that genetics is only an influencer, and not determinant for the ability to learn. Therefore, the understanding of why someone's behavior, attitudes, ideals and beliefs during the development of a given learning is characterized as essential, in addition to developing a more horizontal relationship between those who teach and those who learn, because all can teach, and everyone can learn. [ABSTRACT FROM AUTHOR]

This research addresses the issue of literacy and initial reading instruction: Conceptions and pedagogical practices in the school environment. It contextualizes and emphasizes how the teacher has been working with pedagogical practices in the teaching-learning process regarding literacy in elementary school I of municipal public schools in the city of Miraíma/CE. The non-probabilistic sample had 24 teachers who work in elementary school I of the municipal school system, 04 managers and 04 pedagogical coordinators, who work, respectively, in the urban and rural areas of that municipality. Its theoretical contribution was built from the perspective of the authors: Freire (1981;1983); Blacksmith (2013); Dowing, 1990) and Soares (2017), among others. The results expressed that there is, to a certain extent, a joint vision regarding the importance of adopting more playful and interactive pedagogical practices. However, some obstacles and difficulties were mentioned, especially regarding the participation of parents in the process of educating their children and access to varied pedagogical materials at school. [ABSTRACT FROM AUTHOR]

This work discusses the results of a research on the influence of social vulnerability in the teaching-learning process, carried out in a public school in the interior of the Northeast of Brazil. Research indicates that the social vulnerability of communities interferes with educational opportunities. Mechanisms capable of producing intrinsic links between social vulnerability and the production of school inequality are evidenced, such as unfavorable social representations for populations living in vulnerable areas of cities, lack of public facilities in the territories, family imbalance and scarce public investments in education and culture in these spaces. Therefore, this study aimed to analyze, through a questionnaire, the perception of teachers from a public school, located in a rural community in the interior of Ceará, regarding the influence of social vulnerability in the realization of basic schooling. Thus, determinant interfaces of this social paradigm can be identified, dimensioned, serving as a basis for the definition of measures to prevent and deal with the problems that afflict children and their families. [ABSTRACT FROM AUTHOR]

Low school performance is a constant concern of educators and school managers, and of society in general, as it is one of the most evident manifestations of learning difficulties. This study tried to draw a parallel between the teacher's didactics and the student's academic performance, observing to what extent the first influences the second, so that we can improve, more and more, the current challenging educational framework. The results led us to believe that there are two contexts to be faced firmly. It is necessary to face the situation with public policies that are more adequate to education (with working hours, salaries, and constant didactic training) and to favor the individualized contexts of schools, taking advantage of the existing structure, bringing the family closer and creating better conditions of service. to the individual needs of the students themselves. Therefore, schools in Paraíba, in general, should consider a strong investment in singing the development of methodologies, didactic material and teacher training, to dedicate to their students a service more suited to their interests. [ABSTRACT FROM AUTHOR]

Inclusive education is known as a way of working with children with special needs in the school environment. Viewed more broadly, it has the role of welcoming diversity and providing assistance to all students, as the objective of educational inclusion is to end social exclusion. The research work aims to assess the difficulties encountered by supportive teachers in the classroom, to know what support and training they receive to act. In addition, the research makes it possible to understand the reality of inclusion from different educational networks, public and private. The methodology applied included data from classroom observation in order to narrate and analyze the daily life of the “supporting school teacher”. The work was carried out in the City of Salgueiro/PE, and in Umãs/PE, with school supporters from three schools, the participants were supporters chosen in random groups, in a total of 10 classroom supporters. [ABSTRACT FROM AUTHOR]

This study aims to investigate the importance of play in the teaching-learning process and in child development. This analysis is justified by the conjecture that playfulness has a great influence on the process of child evolution, as it is through play that child amplifies their senses, and provides a better way to express themselves. To carry out the research, it was deepened how playing influences and contributes to child growth, authors who emphasized the role of play in the growth of student acquisition were used, namely: Soares (2010), Vigotsky (2007), Silva (2012), Malaquias (2013), Barbosa (2010), Violada (2011), Lima Junior (2017), Souza (2015), Almeida (2014) among others cited. For the methodology, exploratory research was used, the bibliographic case study, under a qualitative approach. During the study it was found that teaching playfully makes learning more meaningful for the student, such activities have an important role to assist in development in several aspects. Therefore, playfulness in life is very important, not only for the child, but for every human being. [ABSTRACT FROM AUTHOR]

This study brings a theme that has been a great challenge for education, attention deficit hyperactivity disorder (ADHD), as it is one of the disorders that, in the school environment, has caused a different look, where school and parents need to be partners to contribute to the child's development and adaptation to the school environment. Its objective was to know the causes and diagnosis of ADHD, as well as to analyze the process of construction and realization of learning, to identify the difficulties and achievements of children with ADHD in the school environment. The work is bibliographical and qualitative in nature, based on the research of authors such as: Afonso (2011), Andrade (1997), Antunes (2001), Giacomini (2006), Pereira (2010), Silva (2003) and others. The concepts, characteristics and diagnoses were investigated, seeking to expand knowledge about ADHD in the teaching-learning process, having as target audience the stage of teaching Early Childhood Education and its educators. [ABSTRACT FROM AUTHOR]

This article is characterized as bibliographic research of a qualitative nature that sought to analyze the use of games in early childhood education, as a facilitator in the learning process of children. The aim of this work was to discuss childhood, children, early childhood education and play, intending to approach these issues, establishing a relationship between them, and so that it was possible, concepts of authors who have published on the subject, were used throughout the work. This topic was chosen to constitute the article, based on the need to discuss the pedagogical strategies that teachers need to make their work even more attractive, especially in early childhood education. Allied to this, the relevance of playfulness as a mediator of this entire teaching and learning process. From an academic point of view, the work made it possible to acquire notorious knowledge, and from a personal point of view, conducting the research, as well as writing, were essential to know more about issues that appear to be relevant, not only in the field. education, but also in the social environment. Playfulness is not about unrelated games and activities, but rather methodological planning that addresses, among other things, the difficulties of the students, so it is essential to make it clear that playfulness in the classroom needs to have a real objective for its application. [ABSTRACT FROM AUTHOR]

This article has as main objective to present to the reader a new perspective of teaching in the EJA modality through the attributions of playfulness. The term playfulness refers a lot to the children's environment, which comes more from games and games directed in its context, but in EJA it has been opening space for the new, with new playful strategies to expand knowledge. The study has as theoretical bases bibliographic studies of a qualitative character, which was the methodological process used to build the article, as well as analysis in works and speeches by renowned authors on the topic discussed who have formed opinions on the playful aspect as a learning mechanism. Some suggestions of playful procedures for EJA students were pointed out, as well as a perspective considered in the construction for flexible and innovative educators. [ABSTRACT FROM AUTHOR]

The search for ways of teaching and learning in music point each day to models that are far from the conservative model (PENNA; SOBREIRA, 2020). Among the new approaches proposed, cognitive self-management stands out, an attitude related to self-regulation of learning. This literature review, carried out from July 2018 to July 2019, aimed to search the available literature for research that identify Self-Regulation Learning behaviors in music students in Basic and Higher Education. Works in the last 10 years focused on music teaching and self-regulation learning strategies were analyzed. The results found indicate the self-regulated behaviors of students and demonstrate that selfregulated learners tend to better develop their knowledge acquisition activities and those who do not have this profile can develop it based on the adoption of teaching practices proposed by the teacher that encourage attitudes and self-regulatory strategies. [ABSTRACT FROM AUTHOR]

This project has as at main theme the importance of mathematics in early childhood education, aiming to identify the factors that contribute to this learning and how playful practices can provide support to boost and raise awareness of the benefits of learning mathematics. To develop this research, a qualitative methodology was used with sources of bibliographical studies, based on authors who emphasize the importance of mathematics learning in early childhood education and on documents that guarantee the children's rights to play in the school environment and on documents such as Curriculum Reference National in Early Childhood Education, The Law of Guidelines and Bases of Education, Common National Curriculum Base and Curriculum of Pernambuco, with the aim of applying a vision to educators on the learning of Mathematics in Early Childhood Education. [ABSTRACT FROM AUTHOR]

This work aims to demonstrate and analyze the importance of the family in the student's learning process, thus, one of the main reasons to be achieved is to bring the family institution to this school environment. The objective of this work is to understand the construction of the Pedagogical Political Project (PPP) in a Democratic and Participatory Management. Also aiming to highlight the practices, values and routines emphasized in the daily school life, aiming at the local reality that affect the family space. The study is based on reflecting the collective participation in the construction of the Political Pedagogical Project, understood as the organization of the school's pedagogical work as a whole. The work developed is of a qualitative nature with the addition of the field, which took place within the activities of the Pedagogical Residency Program, in addition to adopting theories such as those of Veiga (1994), Garcêz (2012), Polonia and Dessen (2005), Garcia (2006), the Law of Guidelines and Bases of National Education (LDBEN 9394/96) and reading of articles. Therefore, it was possible to understand the importance of the relationship between Family and School not only in the construction of the PPP, but also based on the formation of citizens as a means of transformation in the educational environment. [ABSTRACT FROM AUTHOR]

Self-regulation is an extensive concept and has been used in different contexts and areas of knowledge. The study sought to investigate the association of study attitudes and the use of self-regulated learning strategies by undergraduates of Chemistry and Physics courses. The sample of 66 students from the Petrolina Campus of the IFSertãoPE was analyzed if gender and course could be associated with the use of self-regulated learning strategies. The research used nominal scale questionnaires to describe self-regulated study attitudes and socioeconomic profile of the volunteers. Data analysis was performed using statistical software, using descriptive and inferential tests. The results showed significant correlations between memory and planning, control and procedural knowledge, indicating a linear association between the variables, meaning that students demonstrated an association between study attitudes and the use of self-regulated learning. [ABSTRACT FROM AUTHOR]