Abstract

This paper aims to describe the pedagogical practices developed with deaf students in schools in the city of Nova Cruz/ RN. The research in this paper is based on the principles of qualitative research. This research can be classified as an exploratory approach that enables the researcher to the study object (GIL, 2010). In this work, the research aims to approach to the teaching and learning of the deaf students. As for the results, the study showed the relationship of teaching strategies and pedagogical practices developed with deaf students. The results underscore the relations of deaf teachers and students in teaching practices investigated in the school routine. The study concludes that Libras interpreter mediation contributes to the processes of inclusion of deaf students in pedagogical practices of elementary school.

Abstract

The purpose of this work is to analyze the process of planning and controlling parts sold at the company Casa das Linhas e Aviamentos. Making use of qualitative research, in which it collects information that seeks not only to measure a topic, but to describe it, using impressions, opinions and points of view. For this, a questionnaire was applied to some customers and to the manager of the company Casa das Linhas e Aviamentos, where everyone responded with precision to what was asked, it is observed that it is necessary to be attentive to the details that make a difference in the product offer or service. Factors such as product quality, low price, adequate and agile service have led organizations to rethink their way of managing their activities. greater knowledge was obtained about the activities developed in the company under study, in order to enable the proposition of several improvements in planning and inventory control.

Abstract

The aim of this study is to identify the affective conceptions of teachers and their influences on the teaching and learning of students with disabilities. The research presented in this article can be characterized as descriptive and exploratory qualitative research. As for the data collection instrument questionnaires were used for the description and analysis of the conceptions teachers about the affection in the school context. In order to obtain the characterization of 1 teachers to 5th Elementary School of the Year of a municipal school in the rural area of the municipality of Nova Cruz, the application of an exploratory questionnaire with six teachers was held. As for the results the research showed the different conceptions of teachers about affectivity and learning relations and their implications for school contexts and the inclusion of students with disabilities. The study concluded that affectivity and learning interface is one of the essential dimensions in building an inclusive school.

Abstract

This article presents the experience of mandatory internship carried out in Youth and Adult Education. The objective of this work is to analyze pedagogical strategies used in an internship experience in Youth and adult education. The internship took place in the second semester of 2017, at a State School in Natal during the night shift. The internship had 10 meetings, the observation period, totaling 4 classes and the conducting period totaling 6 classes. The work carried out in the Education of Young Adults expanded the understanding and knowledge about the pedagogical organization of this modality, as well as thinking about pedagogical planning strategies for these students according to the profiles of students. From the internship, it was possible to understand and identify pedagogical strategies, as well as the conducting courses were essential to reconstruct conceptions about teaching and learning in EJA. The study concludes that the analysis of pedagogical strategies that use reading as a social practice can contribute to the teaching and learning processes of young people and adults.

Abstract

Social media consider society and the routine of many people, offering agility speed and wide dissemination in the sharing of information, in addition to facilitating communication. Virtual communication is a great ally in consumption and in increasing sales in companies that they know as virtual tools and aims to increace their profit. However, it’s necessary to have a broader view and beyond the screens of a smartphone, having the possibility of establishing a more human relationship with customers using this type of tool to communicate with the company, generating a relationship of trust and satisfaction that can generate costumer loyalty. Assuming that WhatsApp is a tool that isn’t only personal for personal use, this study aims to cunduct a critical analysis on the sale of products in the actitvities of the branc powered by the WhatsApp platform.

Abstract

The challenges of inserting students with disabilities in Youth and Adult Education (EJA) are related to the demands for continuing education and constant reflection on pedagogical practices aimed at this audience. In this sense, the general objective of this work is to investigate the pedagogical practices directed to people with disabilities in EJA. As specific objectives, the following were considered: To analyze a teacher's conceptions about the inclusion of young people and adults with disabilities in EJA, in a school in the Municipal Education Network of Natal; Describe the profile of the teacher with regard to training and pedagogical practice and identify the main sources and / or materials used to work with these subjects. The adopted methodology was a research of qualitative approach of exploratory character with a teacher of the Education of Youths and Adults who had students with disabilities and worked in the public school system, aiming to know the experiences lived in the EJA, its formation, its pedagogical practice with students with disabilities, pedagogical planning and their role in including these students. For this, a semi-structured script was used to elucidate such issues. Finally, data analysis based on the assumptions of Bardin's content analysis, in which thematic categories for analysis emerged. With the analysis, it was concluded that the teacher training actions to act in EJA in an inclusive perspective, mainly in the initial training, revealing the secondary character of both modalities in the undergraduate courses, and that pedagogical practices developed by teachers they respect and recognize the lifespan and specificities of the EJA public contribute more effectively to both social inclusion and quality education.