a literatura de cordel como um recurso pedagògico para ... - Inesul
a literatura de cordel como um recurso pedagògico para ... - Inesul
a literatura de cordel como um recurso pedagògico para ... - Inesul
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conception that consi<strong>de</strong>rs the string as a Popular artistic manifestation of the Northeastern<br />
Brazilian culture and that can be used in the School Context and the leaflets may have its<br />
pedagogical and educational content that can promote and facilitate the teaching learning<br />
enabling the exploration of diverse typology of themes that represent a Social and<br />
political reality that is of great importance to the everyday culture and history the from its<br />
construction allowing the learner to express the world and life. Therefore this aca<strong>de</strong>mic<br />
paper back in first an introduction involving the subject un<strong>de</strong>r discussion, the importance<br />
of Northeastern culture and Brazilian cor<strong>de</strong>l, in communication, oral and written aspects<br />
in the classroom, on the inclusion of TDH in the teaching of morphology, a history of<br />
special education provi<strong>de</strong>s, including ADHD (attention <strong>de</strong>ficit hyperactivity disor<strong>de</strong>r, the<br />
teaching of morphology (word formation process) through the pedagogical feature of<br />
string). The String to be a rhythmic language, playful and fun that educate, Interact on<br />
improving oral and written expressions, may also interact in the learning of stu<strong>de</strong>nts in<br />
regular classrooms with stu<strong>de</strong>nts with special needs ADHD (attention <strong>de</strong>ficit<br />
hyperactivity disor<strong>de</strong>r) for collaboration for formation of a critical consciousness of the<br />
same.Therefore this article has as theoretical research, in particular for theoretical<br />
contribution of Luyten, Rocha, Perrenoud, Basilio, Freire. Cunha and others connected<br />
the theme un<strong>de</strong>r discussion.Keyword: cor<strong>de</strong>l literature, construction, communication,<br />
inclusion in the teaching of morphology.<br />
INTRODUÇÃO<br />
O movimento atual da Educação Especial propõe a mobilização da escola <strong>para</strong> a inclusão<br />
<strong>de</strong> portadores <strong>de</strong> necessida<strong>de</strong>s educativas especiais. Esse movimento faz com que<br />
alg<strong>um</strong>as instituições educativas e educadores reflitam sobre os fundamentos <strong>de</strong>sta nova<br />
concepção <strong>de</strong> ensino, exclusivamente sobre a especialida<strong>de</strong> <strong>de</strong> sua tarefa no que diz<br />
respeito à convivência com essa clientela que exige mudança nas metodologias <strong>de</strong> ensino<br />
e que compreenda que é <strong>de</strong> gran<strong>de</strong> importância <strong>um</strong>a pedagogia inclusiva na escola.<br />
Assim esta reconhecendo que a inclusão não se refere só a pessoas com necessida<strong>de</strong>s<br />
educacionais especiais e sim a sua essência e legitimida<strong>de</strong> a toda a educação, já que a<br />
mesma é <strong>um</strong> direito <strong>de</strong> todos e todos nòs somos inacabados por sermos diferentes<br />
porque possuímos diferentes sonhos e necessida<strong>de</strong>s. “ homem,por ser inacabado,<br />
incompleto,não sabe <strong>de</strong> maneira absoluta.Somente Deus sabe <strong>de</strong> maneira absoluta” (<br />
Paulo Freire)<br />
Segundo Perrenoud (2010, p. 23 ) afirmar que: “O tratamento <strong>de</strong> certas diferenças<br />
favorece os favorecidos” Nem todos os alunos <strong>de</strong> <strong>um</strong>a classe recebem a atenção <strong>de</strong><br />
estimulo, <strong>de</strong> calor, <strong>de</strong> amor, <strong>de</strong> confiança e apoio do educador, pois essas diferenças<br />
persistem em reforçar as <strong>de</strong>sigualda<strong>de</strong>s. O professor “EDUCADOR” precisa analisar a