Aula com o Professor - Licenciatura Em Foco - FLD6795314HUM

Welcome to the New Semester

Introduction and Class Setup

• The instructor encourages students to take their time during the class, indicating that the first session may be longer than usual.

• Students are reminded to update their LEO app due to potential updates during the break, which might affect access.

• A warm welcome is extended to students for the new semester, inviting them to share their feelings about starting classes again in the chat.

Student Engagement

• Students are prompted to introduce themselves by sharing their location, course of study, and current feelings about returning to school.

• The instructor emphasizes ensuring that all students have updated their LEO app; if issues persist, they should consider reinstalling it.

Class Codes and Attendance

• The entry code for class will be provided 10 minutes before each session; however, there may be exceptions based on scheduling conflicts with other classes.

• Students are instructed on where to find both entry and exit codes in the chat for easy access.

Class Structure and Expectations

Evaluation Process

• Upon entering or exiting a class session, students must evaluate their experience and provide feedback on instructors.

Instructor Background

• Professor Marlí Hammer introduces herself as a graduate in pedagogy with specializations in various educational fields including neuropsychopedagogy and distance education.

Course Logistics

Important Reminders

• A welcome video from the prorector is shared with students as part of orientation for the semester.

Scheduling Details

• Classes will always start at Brasília time; students living in different time zones need to adjust accordingly.

• The course schedule indicates that classes occur every Friday at 20:30. Students should check this regularly on their AVA platform.

Access Requirements

• It is mandatory for students to log into Teams using their institutional email (starting with their student ID), as personal emails will not grant access.

Accessing Classes and Evaluations at UNIACELV

Importance of Institutional Email

• Students must always access classes using their institutional email to ensure proper recognition by the system as enrolled students.

• There may be instances where students wait for 20-30 minutes without being granted access if they do not use the correct email.

• The system is designed to restrict access only to those who are officially enrolled and paying tuition, ensuring fairness among all students.

Evolving Evaluation Processes

• Starting in 2026, evaluations will increasingly focus on practical applications, enhancing the relevance of learning experiences.

• The job market seeks professionals who can analyze scenarios and solve real problems rather than just provide answers; this shift influences evaluation methods at UNIACELV.

• Graduates need qualifications that demonstrate both theoretical knowledge and practical skills to stand out in a competitive job market.

Introduction of Professional Challenges

• A new "professional challenge" will be introduced as part of the evaluation process, emphasizing a comprehensive understanding of course material through practical application.

• This assessment method encourages students to take an active role in problem-solving, guiding them with structured steps towards solutions based on real-world scenarios.

Structure of Professional Challenges

• The professional challenge will be integrated into theoretical courses that have multiple assessments but will not apply to already practical disciplines like internships or pedagogical practices.

• Changes include adjustments in grading weights for assessments: earlier evaluations had a weight of two; now they will weigh 1.5, while the professional challenge will carry a weight of three points due to its complexity.

Evaluation Schedule and Guidelines

Overview of Evaluations

• The first evaluation will be available in the second week, with a duration of 15 days for completion.

• The second evaluation opens in the third week and can be completed during the third and fourth weeks of the course.

• The professional challenge (evaluation three) is released on the first day of class, with a deadline set for March 7.

Professional Challenge Details

• The professional challenge is designed to simulate real-life situations that students may encounter in their teaching careers, requiring them to find solutions.

• Resources such as FAQs and a student manual will be provided to assist students in completing their challenges effectively.

Accessing Evaluations

• Students can find evaluations in the same location as previous assessments under "grades and evaluations."

• A template for the professional challenge will be accessible at the end of the evaluation guidelines.

Handling Deadlines and Opportunities

Late Submission Policies

• If a student misses a deadline, they have a second opportunity to complete assignments but only within 15 days instead of 30.

• To qualify for a second opportunity, students must have completed at least two evaluations (including the professional challenge).

Recovery Options

• Students who do not achieve an average score of seven after all evaluations can request recovery options similar to previous exam formats.

• Two recovery dates will be available during the semester; however, new students (freshmen) cannot request recovery until their following semester.

Additional Resources and Support

Video Guidance

• A video from Professor Luciana discussing further details about the professional challenge will be shared with students.

Simulated Assessments Update

• The previous simulated assessments are being replaced by "Simulado Avance," ensuring continued support through practice assessments.

Curricular Extension and Simulated Activities Overview

Introduction to Simulated Activities

• The new simulated activities, referred to as "simulado avance," will be available within the AVA platform. This aims to enhance academic engagement and provide a structured point-counting system for students.

• The previous academic activities have been replaced by the "simulado avance," ensuring that students continue to have access to simulation exercises.

Understanding Curricular Extension

• Curricular extension programs consist of integrated activities that can span medium to long-term periods, allowing students to engage in various projects over time.

• Participation in extension activities is mandatory for all students who enrolled at the university from 2023 onwards, as it is a requirement set by MEC (Ministry of Education).

Importance of Extension Activities

• Extension courses account for 10% of the total course workload, emphasizing their significance in fulfilling graduation requirements. Students are encouraged not to postpone these activities until later in their studies.

• Engaging in extension projects should involve interaction with external communities, aiming for social or territorial impact.

Documentation and Reporting Requirements

• After completing an extension project, students must submit reports including evidence such as photographs and attendance sheets. These documents are crucial for validating participation.

• The percentage of curricular hours attributed to extension varies by program but generally constitutes between 10% and 15%.

Common Issues and Best Practices

• Students often face challenges with project approvals due to documentation errors; thus, maintaining accurate records is essential.

• Attendance sheets must be free from alterations (rasuras), as they are considered official documents. Proper photographic evidence demonstrating community interaction is also required.

Updates on Documentation Templates

• A new template for reporting extension activities has been introduced since January 22, 2026. Students should ensure they use the latest versions available on AVA.

• All submitted files must be in non-editable formats like PDF or image files (PNG/JPG). Submissions in editable formats like Word will lead to disapproval.

Communication Channels

• For any inquiries or issues regarding projects or financial matters, students can contact support through the "Fale com o Mediador" feature within AVA during specified hours.

• Clear communication detailing specific needs will facilitate effective responses from support staff across various platforms including Teams and email.

Classroom Management and Support

Communication and Availability

• The speaker mentions managing 10 classes this semester, leading to a high volume of messages on Teams. They encourage students to reach out directly for assistance.

• Emphasizes the importance of using the mediator for any issues related to course materials or platforms like AVA and LEO app, ensuring that all communications are recorded.

Course Materials and Assessments

• Students are reminded that recorded lectures will be available for review, alongside required readings from textbooks and videos in the learning path.

• The speaker identifies themselves as a generalist educator, willing to assist with content-related questions while acknowledging their limitations compared to specialized faculty.

Collaboration with Faculty

• If uncertain about answering a question, the speaker commits to consulting with Professor Mônica for accurate responses, reinforcing a collaborative support system.

• Students are encouraged to feel secure in seeking help; they will not be alone in their academic journey.

Accessing Recorded Lectures

• Recorded classes will be available shortly after sessions on Teams but may take up to 72 hours before being accessible on AVA and LEO app due to processing times.

• Clarifies that recordings undergo several stages before becoming available on different platforms, emphasizing patience during this process.

Study Organization and Resources

• Students are advised to create a structured study routine beyond just attending weekly classes; consistent engagement is crucial for success.

• Importance of selecting a conducive study environment and utilizing available resources such as reading materials and live meetings is highlighted.

Academic Guidance

• The necessity of staying updated through communication channels like Teams is stressed; important announcements will be shared there.

• Encourages accessing the student guide for comprehensive information regarding academic procedures which can resolve many common queries.

Document Issuance Process

• Instructions provided on how students can independently issue documents like enrollment certificates via AVA without needing direct requests.

Commitment to Student Success

• The speaker emphasizes that student engagement is vital for achieving educational goals; while guidance is provided by faculty, students must actively participate in their learning journey.

Transitioning Between Instructors

Introduction of New Content

• Acknowledges the transition from previous discussions led by Professor Marlise into new content relevant to the Licensure discipline.

• Highlights that most attendees have prior experience (sixth or seventh semester), suggesting they will adapt well to new information presented in upcoming sessions.

Licenciatura em Foco: Introdução e Importância

Understanding the Course and Its Relevance

• The course "Licenciatura em Foco" aims to shed light on various teaching disciplines, including history, geography, pedagogy, and psychopedagogy.

• Future educators need a broader understanding of society, multiculturalism, and prejudice as part of their professional development.

• The instructor encourages students to focus on the current session while addressing questions in the following week.

• Professor Mônica Maria Baruf introduces herself, highlighting her extensive experience in education and her recent completion of a doctorate.

• She emphasizes her mission to make a difference in students' lives through education.

Engaging with Students

• The professor invites students to share their feelings about the course and expresses joy at the diversity of participants from across Brazil.

• Students are encouraged to engage with the Pedagogia Unelve channel for additional resources related to their studies.

• Today's topics include culture, multiculturalism, diversity challenges, intercultural education, and both formal and non-formal education methods.

Exploring Cultural Diversity

• Students are prompted to discuss what an image representing cultural diversity means to them in the chat.

• Responses highlight themes such as diversity, miscegenation, and different cultures present within Brazil's rich cultural landscape.

• The professor notes that Brazil is a multicultural country with diverse expressions of culture found in music, dance, theater, etc., exemplified by events like Carnival.

Defining Society

• Discussion shifts towards understanding society; students are asked for their definitions based on personal perspectives.

• The concept of society is central in human sciences; it refers to how individuals organize collectively for living and learning purposes.

• Emphasis is placed on viewing society as composed of people rather than just individuals.

Understanding Society and Individuality

The Concept of Society

• A society is defined as a group of people sharing territory, values, norms, institutions, culture, and forms of organization in both economic and political aspects.

• Sociologist Émile Durkheim views society as a reality that transcends individuals, characterized by its own norms and rules guiding behaviors known as social facts.

• Each individual perceives the world through their unique context shaped by personal history and identity, contributing to a collective consciousness.

Interpersonal Relationships

• Individuals exist within various communities (family, neighborhood), intertwining their identities with those around them.

• Understanding society is crucial for educators and professionals since it involves recognizing one's role within the community and the continuous quest for knowledge among individuals.

Individuality Within Society

• Individuality encompasses unique characteristics, experiences, values, emotions, and thought processes that make each person distinct in society.

• While humans are shaped by social relationships, they also develop their own identities based on life history and interactions with others.

The Importance of Recognizing Individuality

• Individuality should not be confused with isolation; it signifies self-recognition as a singular entity with autonomy and responsibility.

• Each person's interpretation of the world contributes to their uniqueness while enhancing collective life through shared experiences.

The Role of Diversity in Society

Defining Diversity

• Diversity is essential for building a just and inclusive society; it refers to cultural characteristics such as identity, beliefs, knowledge systems, and ways of living.

• Differences enrich human experience; diversity manifests across ethnicity, gender, religion, culture, economic status, physical abilities, cognitive skills, life experiences.

Diversity in Educational Settings

• Schools exemplify diversity through students from varied cultural backgrounds who share learning environments.

• Adapting pedagogical strategies to acknowledge these differences promotes recognition and appreciation of diversity within educational contexts.

Promoting Inclusivity Through Diversity

• Discussing diversity involves recognizing multiple dimensions—cultural (racial/religious), linguistic/generational differences—and necessitates respect for inclusion.

• Fostering democratic coexistence requires dialogue aimed at combating prejudice and discrimination while promoting equity.

This structured overview captures key insights from the transcript regarding societal concepts alongside individuality's significance within diverse settings.

Understanding Multiculturalism and Culture

Introduction to Professional Challenges

• The speaker addresses a professional challenge, indicating the importance of providing a manual for guidance.

Distinction Between Multicultural and Multiculturalism

• The speaker introduces two key terms: "multicultural" and "multiculturalism," prompting participants to engage in a discussion about their meanings.

• Initial responses indicate confusion, with three participants stating they are not the same and one saying they are.

Definitions of Key Terms

• "Multicultural" is defined as an adjective describing contexts where different cultures coexist, such as schools with diverse student backgrounds.

• Brazil is highlighted as a multicultural country due to its historical influences from various ethnic groups including Indigenous, African, European, and Asian cultures.

Understanding Multiculturalism

• "Multiculturalism" is explained as a theoretical concept advocating for the recognition and respect of diverse cultures within society.

• It emphasizes the need for state policies that ensure equality of rights, respect for cultural identities, combat discrimination, and promote social inclusion.

Cultural Insights

• Culture is described as encompassing knowledge, beliefs, customs, values, arts, laws; it shapes individual behaviors and societal norms.

• Participants are encouraged to share dominant cultural elements from their regions (e.g., music or dance), showcasing Brazil's rich cultural diversity.

Types of Culture

• Various types of culture are discussed:

• Material Culture: Includes tangible items like traditional clothing or artworks.

• Immaterial Culture: Encompasses folklore, myths, popular music.

• Erudite Culture: Relates to classical music and academic literature.

• Mass Culture: Involves mainstream media like TV shows and pop music influenced by communication channels.

• Organizational Culture: Pertains to innovation within corporate environments.

Current Societal Challenges

• The speaker identifies contemporary challenges such as prejudice/discrimination and inequality in opportunities that require public policy attention.

Role of Education in Addressing Challenges

• Education is positioned as central in addressing these societal issues by fostering critical consciousness and promoting democratic coexistence.

Understanding Education and Diversity

Principles of Education

• Education must ensure equal access and promote inclusive practices, as outlined in the Federal Constitution and national curriculum guidelines.

• Commitment to a just society requires collaboration with the community to foster equality.

The Role of Differences in Identity

• Differences among individuals contribute to uniqueness; this concept is essential for understanding societal interactions.

• The challenge in education lies in recognizing individual processes while respecting cultural diversity.

Cultural Identity and Social Interaction

• According to Habermas, identity is shaped through dialogue and social recognition, influencing self-perception significantly.

• Educators must create environments that avoid discrimination and labeling among students, promoting inclusivity instead.

Educating for Citizenship

• Educating for citizenship involves raising awareness of rights and responsibilities, encouraging active participation in social, political, and cultural life ethically.

• Global citizenship education emphasizes valuing cultural diversity, sustainability, critical technology use, and social engagement.

Culture as a Dynamic Construct

• Culture is not static; it evolves through socialization processes that shape behaviors from childhood onward.

• Prejudice is socially constructed rather than innate; it can be unlearned through critical reflection and dialogue within educational contexts.

Overcoming Prejudice Through Education

• The role of education is crucial in fostering respect and empathy while dismantling stereotypes for harmonious coexistence among diverse groups.

• Policies should support inclusion and address historical inequalities to enhance educational equity effectively.

Education and Ethnic-Racial Relations

Importance of Education in Promoting Cultural Identity

• The education for ethnic-racial relations aims to promote and value Afro-Brazilian, Indigenous, and other historically marginalized identities and cultures. This is crucial as Brazil is ethnically rich, emphasizing the need for cultural appreciation.

• Schools must actively engage with these movements, highlighting the role of teachers in addressing challenges and possibilities related to ethnic-racial issues. Continuous teacher training is essential for this purpose.

Teacher Training and Curriculum Review

• Teachers require critical and committed training to effectively address various issues, including ethnic-racial topics. This involves a thorough review of educational materials to ensure they represent cultural diversity accurately.

• Valuing different knowledge systems is vital; educators should respect and experience diverse cultures while combating institutional racism within schools, creating an environment free from discrimination.

Types of Education: Formal, Informal, Non-formal

• Formal Education: Characterized by structured curricula regulated by governmental guidelines; it includes professional training for educators across various disciplines such as psychology, philosophy, history, etc.

• Informal Education: Occurs spontaneously without a structured curriculum; it encompasses learning from colleagues or through self-directed study in professional contexts. This type fosters continuous personal development.

• Non-formal Education: Organized yet flexible; it bridges formal and informal education by allowing intentional learning without strict institutional constraints—important for ongoing specialization in specific fields.

Interconnection Between Educational Types

• The dynamic interconnection among formal, informal, and non-formal education is essential as the labor market influences school environments significantly. This relationship helps develop innovative and adaptable professional profiles necessary for modern workplaces.

• All three educational types are crucial for holistic human development; understanding their interplay enhances educational effectiveness in preparing students for diverse societal roles.

Future Discussions on Inclusive Education

• Upcoming discussions will focus on inclusive education practices that cater to diverse learning needs alongside special educational policies like LDB (Law of Guidelines and Bases), PPP (Political-Pedagogical Project), National Education Plan, etc., emphasizing the importance of empathy in education beyond mere knowledge transmission.

• The speaker encourages reflection on teaching practices aimed at supporting children’s growth while fostering respect for diversity within educational settings—a core principle of effective teaching methodologies moving forward.

Closing Remarks

• The session concludes with gratitude towards participants while reminding them about upcoming classes scheduled after the carnival break—emphasizing continued engagement in discussions around educational practices post-holiday period.

• Participants are encouraged to reflect critically on their roles as educators during this course designed to provoke thought about their realities both personally and professionally within the field of education.

(Some timestamps may refer to moments where there was no significant content change or discussion.)