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Brazilian educational public policies aimed at education in the countryside have shown great evolution over the last few years. Despite advances, the reality of rural schools still reveals great challenges, with pedagogical, logistical and infrastructural demands, including the socioeconomic conditions of students. Thus, the objective of this work was to analyze the field education scenario through a study carried out at the André Fidelis de Araújo School, located in the municipality of Parnamirim-PE. The objective was to identify the difficulties faced by its teachers and students, taking into account the observance of some main aspects: the political pedagogical project implemented in the institution, the teaching-learning process, the infrastructure of the school environment, the multigrade classes, teacher training and disparities in relation to urban schools. This is a case study, qualitative with an exploratory descriptive character. Data were collected from interviews, with a semi-structured script, applied to a sample of two professors at the institution. There was a similarity in the answers between the two teachers, about the characterization of the school, as well as the reality of the rural school in general. It was considered by the respondents that the biggest challenge faced by the teaching staff at Escola do Campo André Fidelis de Araújo are the multigrade classes, which make their work exhaustive and ineffective in terms of pedagogical practice. Thus, it was concluded that it is necessary, for greater effectiveness in the teaching-learning process, an integrating curriculum, which takes into account the needs of those who live in the countryside, as well as projects that make this process assertive and congruent with the reality where it is experienced. [ABSTRACT FROM AUTHOR]

Early childhood education, the child's first school stage, needs to be offered by the school in a way that preserves childhood and through activities that are of interest to them and that at the same time contribute to the development of their skills and construction of new knowledge. In this context, the present article aimed to discuss games and games, which have in their essence playing, fun and pleasure, as a teaching strategy of great importance for the full development of the learning skills proposed for this phase. Since the discovery of knowledge based on activities that provide children with a spontaneous desire to get involved in the process and actively participate is viable, for the school it becomes a desired space and development takes place respecting childhood and the entire context. which is her own. In this perspective, the present work was developed, making considerations about the importance of games and games in the process of knowledge construction, as well as the contributions to the student's motor, cognitive, social and affective development, emphasizing the role that the educator must assume. in this process, also reporting as viable resources for teaching and learning. These are strategies that have a peculiar educational value, their use brings many advantages to the teaching-learning process, such as greater assimilation of contents and achievement of objectives quickly and effectively, helping to motivate the child's educational, who obtains pleasure, performs effortlessly, spontaneously and voluntarily. Therefore, it is opportune to reflect on the teacher's need to dynamize the practice and its actions in the perspective of providing opportunities for the integral formation of children in a pleasant way. [ABSTRACT FROM AUTHOR]

This article is a bibliographic research with the objective of analyzing the importance of reading for the personal and professional development of the individual, as well as describing the concept of reading, presenting the participation of institutions in promoting reading, and understanding the importance of reading in the construction of the individual. It presents the following issue: What is the importance of reading in the individual's personal and professional construction? To support the discussion, websites, articles, dissertations and authors who discuss the topic in focus were consulted, including: Burke (2003), Silva (1991), Martins (1994), Freire (1989), Chartier (1990 ), Solé (1998), Weiers (2011). This study is expected to be successful in analyzing the importance of reading for the development of the personal and professional individual. In order to learn to read and to read to learn, consider the ability to understand and interpret written texts as a necessary instrument to achieve full development, in the context of a literate society. [ABSTRACT FROM AUTHOR]

This research discusses the analysis of playfulness in early childhood education as teaching-learning processes as a way of educating and presents the following specific objectives: Describe the concept of playfulness; Understand the importance of play in early childhood education and Demonstrate the application of play in the classroom. It presents a problem with the following question: What are the playful methodologies used in children's school education? Thus, we seek to analyze and contextualize the different playful perspectives applied in the classroom, through a bibliographical study based on qualitative, exploratory and deductive methods. teaching-learning process. The need to work with playfulness in the early years of childhood education as an awakening for the teaching-learning process will be explicited. The study in question is based on the following authors: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) among others. This study, based on renowned bibliographic bases for teacher education and also contributions to the academic environment, seeks to explain how important it is to develop dynamic activities contextualized with the educational level (early childhood education). It is noticeable that teachers need to be able to use current methodologies and dynamic ways to expose and share their knowledge with children. In view of the frequent advancement of technologies, it is noteworthy that the teaching-learning process must be aligned with the use of technologies in the classroom, and it is pertinent to expose that classroom knowledge goes beyond the school, implying the construction and training the child as a citizen. [ABSTRACT FROM AUTHOR]

This work analyzes the challenges and possibilities of reading and writing in the early years of elementary school, as well as highlighting how to develop these practices in a reflective conception through adequate textual supports with the construction of meanings. Therefore, when using a collaborative language in learning for a critical understanding of the world, one must know and consider reading and writing methods that can facilitate the individual's creativity. Thus, it is necessary to address the importance of critical reading to understand the world around us, in the desire to clarify the meaning of the languages that surround us. Thus, language is conceived as a form of interaction and construction of meaning and reading and writing are defended as inherent and substantial practices for the teaching-learning process at school, especially in the early years. The theoretical support for the development of the research is based on studies developed by Solé (1998), Paulo Freire (1981, 1997, 1998 and 1996), Zabala (1998), Antunes (2009), Tiba (2012), Barbosa (2006), among others. This work presents a bibliographic, descriptive methodology, using a qualitative approach in order to deepen the studies of reading and writing. It is expected, in this way, to contribute to the teaching of reading and writing in the early years, offering foundations for meaningful learning and, with that, the mastery of technological innovations that the world of languages offers us. [ABSTRACT FROM AUTHOR]

Autism is an early-onset socialization disorder, whose characteristics appear from the earliest years of the child's life, affecting areas of social, communication, and behavioral interaction. Thus, knowing that the communication of autistic children has peculiarities and does not follow the same pattern observed in normal children, the present study aims to discuss the development of language in autistic children. To do so, the methodology chosen was the review of literature in books and articles available in physical and electronic media, the results of which are presented in the form of topics, where initially some general considerations about autism and language are drawn for their final dealing with autistic child acquisition of language. [ABSTRACT FROM AUTHOR]