Navegando por Autor "Pereira Neto, Lauro Lopes"

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    A criação da régua de números inteiros adaptada para o braille a partir da modificação do material dourado
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-11-30) Nascimento, Douglas Lopes do; Pereira Neto, Lauro Lopes; http://lattes.cnpq.br/2294245620497736; Costa, Camila Lima da; http://lattes.cnpq.br/1430561754887346; Silva, Luiz Galdino da; http://lattes.cnpq.br/6511974471336575; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384
    This study arose from the questionnaire of the inquietations of teachers, in particular teachers of mathematics, and the client with visual students: how to teach a student with visual impairment? How to include it in the classroom? These concerns may be normal, since initial orientation courses are not tailored to needs. In this way, this study proposes a construction of a manipulative didactic material as a didactic proposal for teaching people with visual impairment, making possible the inclusion of this student in the classroom. Thinking about the difficulties facing the problems faced, this is a resource as an aid to the learning process of a student who has, in the hearing and the domain, higher cognitive functions than the learning capacity. This study was to propose the creation of the integral index rule adapted for Braille, from the changes of the golden model including the method of understanding between integers integers integers. It is a low-cost, manipulative teaching material and helps in the process of inclusion of visually impaired students in the classroom, trying to make sense of the exercises related to the set of integers. A qualitative and experimental methodology was used, as well as a bibliographical one, having as main theorists researched: Mantoan (2006); Laplane and Batista (2008), Uliana (2003); Groenald, Silva and Mora (2004); Silva (2012) and Lorenzato (2006). It is hoped that this work as a guiding element in teaching math for the visually impaired and inspire further research into teaching as a whole.
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    Estudantes adultos no ensino superior do Ifal-Maceió: os desafios e conquistas no regresso à vida acadêmica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-03-30) Pereira Neto, Lauro Lopes; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Ana Maria Tomás de; 0000-0003-0036-312X; Dias, Pedro Miguel Brito da Silva; 000-0002-1936-5363; Canal, Cláudia Patrocinio Pedroza; http://lattes.cnpq.br/8984420280257670; Fior, Camila Alves; http://lattes.cnpq.br/7965367748728519
    Higher Education (HE) in Brazil - created to serve a socioeconomic elite - has historically kept excluded a huge portion of the low-income population from its conviviality. In recent years, this reality has changed with the arrival of a "new public" that, benefited by the expansion and democratization movements, enters the HE with peculiar life trajectories, after years apart from formal education. It is in this context that the studies of this thesis are inserted, which aimed: (i) to deepen the concept of "new publics" in HE; (ii) to characterize the non-traditional students who access HE; (iii) to identify the academic expectations and the anticipated difficulties of adaptation when accessing HE; (iv) to appreciate the impact of the variables gender, monthly income and satisfactory digital condition for adaptation to remote teaching; and (vi) to investigate the psychosocial factors that had the most impact on the satisfaction with the academic experience of students during the offer of Emergency Remote Education. The results pointed out that the historical social and economic inequality of these students was aggravated even more with the advent of the pandemic, imposing new challenges to the academic transition process and uncovering a new reality of exclusion: digital inequality. The results identified students dissatisfied with their own economic resources, since they did not have the digital infrastructure conditions necessary to follow the remote activities. This significantly impacted their emotional state, leading them to develop alarming levels of anxiety, stress, and psychological discomfort. However, despite all the difficulties, the students were motivated to continue their studies and convinced that only the investment in their academic formation could guarantee them the desired social and economic ascension. It is hoped that this thesis can help higher education institutions to better understand the psychosocial profile of non-traditional students, to identify their expectations and difficulties experienced in the process of academic transition and adaptation, and to make inferences about the effectiveness of the educational contexts and the institutional actions involved in this process. Thus, anticipating actions to mitigate learning inequalities in order to promote and provide equitable learning conditions to the diverse and heterogeneous universe of its student population.