Trabalhos de Conclusão de Curso de Especialização

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Navegando Trabalhos de Conclusão de Curso de Especialização por Orientador "Agra, Christiane Batinga"

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    Atribuições e desafios vivenciados pelo professor na perspectiva na educação inclusiva
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-04-20) Silva, Monize Karoline da; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
    The purpose of this paper was to reflect on the role of the teacher based on the Educational Policies from the Perspective of Inclusive Education, checking the challenges faced by the teacher. This research aims to analyze the teacher's role in the face of educational policies so that students are the center of the classroom. Inclusion is treating those who are different in a different way, thus one can perceive real equality being applied. According to Sassaki (1997, p.3), inclusion can be conceptualized as "the process by which society adapts to be able to include people with special needs in its general social systems and, at the same time, people with special needs prepare themselves to assume their roles in society. To deal with the process of inclusive special education and the role of the teacher, we refer to Bueno (2001), Mantoan (1993, 2003), Sassaki (1997), and others. This is a qualitative bibliographic research based on the public educational policies aimed at inclusive education and how the teacher should act according to them, taking into account that the environment interferes in the propositions available to teachers. In addition to the theorists, we used as a basis, articles that deal with the same aspect, as well as documents, legislation, laws and others. School inclusion is not the sole responsibility of the educator, since he/she needs the means and conditions to put their knowledge into practice that should be made available by the government, as well as the family should participate in the inclusion process, since it is co- responsible for the training.
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    Textos e intertextualidade: a criação de uma nova história
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-03-31) Santos, Wellington Ferreira dos; Tavares, Roseanne Rocha; http://lattes.cnpq.br/4961168921977877; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
    This work deals with intertextuality, making a relationship between the series Chaves (1971) and the saga Harry Potter (1997). With the objective of analyzing these works in the perspective of identifying common aspects, despite having a 26 years distance between them. Conceptualizes the intertextuality evidencing when it is implicit or explicit. It presents the series Chaves, making an explanation about its way of life and the importance of Chiquinha and Kiko. Already in the work of Harry Potter, explaining the context that surrounds it. Analyze the two works to identify the dialogues between both. The methodology is focused on bibliographic research of a qualitative nature, whose theoretical basis is based on the consultations of books, articles and scientific works available on the internet from which selective readings and recordings were made. Results show that it is possible to have common aspects between the two even though there is no connection between their authors. It is concluded that intertextuality was established with propriety in both works studied, since the convergent pints became quite evident.