Produtos educacionais

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    Grupo Colaborativo de Estudos: História da Educação a partir da Pedagogia Histórico-Crítica
    (Universidade Estadual do Norte do Paraná, 2024-03-08) Pedroso, Janice Zilio Martins; Ruckstadter, Vanessa Campos Mariano; https://orcid.org/0000-0001-6072-3700; http://lattes.cnpq.br/1096603712663255
    O objetivo desta pesquisa foi promover um espaço de debate a partir de um curso de extensão sobre a História da Educação na formação continuada de professores por meio da constituição de um grupo colaborativo de estudos (GCE). A problemática partiu da hipótese de que os professores da Educação Básica da instituição, locus da pesquisa, não tiveram em sua formação acadêmica contato com os fundamentos da História da Educação. Os apontamentos apresentados surgem a partir da vivência da pesquisadora como docente na Educação Básica (profissional). A fundamentação teórica da pesquisa e a organização do grupo colaborativo de estudos foram pautadas pelo materialismo histórico-dialético e a pedagogia histórico-crítica. O produto educacional desenvolvido foi a organização de um grupo colaborativo de estudos e a elaboração de um e-book com o roteiro e disponibilização dos materiais utilizados nos encontros. A sistematização do grupo de estudos foi a pesquisa-ação. O resultado da pesquisa apontou que a maioria dos professores teve contato superficial com os fundamentos da História da Educação em sua formação inicial, bem como não conhecia a Pedagogia Histórico-Crítica. Os participantes confirmaram, na prática social final, que o contato com a História da Educação possibilitou maior pertencimento ao grupo em que atuam, melhor entendimento de como as coisas evoluíram e a importância do compartilhamento do conhecimento que contribuirá para o aprimoramento de suas práticas docentes.
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    História visual e educação crítica: um aplicativo web bilíngue para o aprendizado de surdos
    (Universidade Estadual do Norte do Paraná, 2025-03-28) Gonzaga, Pâmela Cristina Pereira; Ruckstadter, Vanessa Campos Mariano; https://orcid.org/0000-0001-6072-3700; http://lattes.cnpq.br/1096603712663255
    This dissertation addresses the challenges and possibilities of including Deaf students in History classes, focusing on the development of accessible pedagogical tools. The objective of the study was to develop and evaluate a bilingual educational product (Libras/written Portuguese) for teaching History to Deaf students in the final years of Elementary School, based on Visual Pedagogy and Historical-Critical Pedagogy. The research was guided by the following questions: How does the lack of adapted materials in mainstream classrooms affect the learning of History by Deaf students? And how can the implementation of visual resources and the use of sign language contribute to a more effective and accessible education for these students?The methodology used was qualitative, grounded in action research, and conducted with a study group composed of Deaf alumni from the Specialized Educational Center “Professor Carlos Neufert” in the city of Jacarezinho. The group held five meetings, each lasting three hours, during which topics such as Historical-Critical Pedagogy (HCP), History Teaching for the Deaf, and school inclusion were discussed. Data collection was carried out through observations and testimonials recorded in a field diary, as well as questionnaires written in Portuguese with translation into Libras.The data were analyzed according to the following thematic axes: Inclusion and Continuing Education of Teachers of the Deaf; Integration of Visual and Historical-Critical Pedagogy in Deaf Education and the Construction of Signed Visual Scripts; Accessible Practices in History Classes; Challenges and Possibilities in the Implementation of Educational Technologies; The Role of Libras as a Language of Instruction; Educational Experiences in the Final Years of Elementary School; Impacts of Exclusion on Academic Development; and Interaction and Collaboration between Teachers and Deaf Students.The educational product resulting from the research was a web application designed to support teaching practice. It was developed from a prototype that was analyzed by Deaf participants in the study group, and includes: a guide for the creation of visual scripts and a glossary containing the main concepts presented in the final years of Elementary School. The concepts were selected based on textbooks used in mainstream schools in the municipality, from 6th to 9th grade, particularly História, sociedade e cidadania (2024–2027) by Alfredo Boulos Júnior.The final considerations of this work highlight the importance of Visual Pedagogy and Libras as fundamental tools for the educational inclusion of Deaf students, emphasizing the urgent need for curricular restructuring that incorporates sign language as an essential component and promotes more robust teacher training. The results indicated that the use of signed visual scripts—visual resources that integrate Libras and contextualized images—enhances Deaf students’ understanding of historical concepts. The proposal, developed in collaboration with Deaf individuals, aims to promote accessibility and, being online, seeks to broaden inclusion in different educational contexts. However, the study points to the need for future research with larger samples to better understand the challenges faced by educators in implementing accessible practices.