Spelling suggestions: "subject:"educa??o inclusive"" "subject:"duca??o inclusive""
31 |
Educa??o inclusiva e forma??o continuada: contribui??es dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professoresDuek, Viviane Preichardt 22 February 2011 (has links)
Made available in DSpace on 2014-12-17T14:36:19Z (GMT). No. of bitstreams: 1
VIVIANEPD_TESE.pdf: 1954656 bytes, checksum: caf0430958c7b77ed89919f33c2b1fb0 (MD5)
Previous issue date: 2011-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study focuses on processes of learning and professional development experienced by
elementary school teachers who have students with special educational needs in their
classrooms. Cases and case methods can be used as methodological resource to articulate the
continued training of teachers in an inclusive perspective. This research-intervention adopted
a constructive-collaborative model for continued teachers formation. The main objective was
to investigate the possible contributions of teaching cases, while investigative and formative
strategies, for the processes of learning and professional development of teachers who work in
the regular school. The data were collected by means of analytical activities, drafting
collective discussion and teaching cases, having eight teachers as participants in a regular
public school, located in the municipality of Natal/RN, Brasil. The theoretical reference
covers the inclusive education, teaching learning, teachers professional development, the
knowledge base for teaching and teaching cases as a resource for continued teachers
formation in an inclusive perspective. The results indicated that teaching cases allowed
description and analysis of educational practices developed by regular education teachers and
adoption of reflective processes about situations reported and on their own pedagogical
actuation, achieving indications of changes. It also indicates the contribution of cases for the
clarification, systematization and extension of professional knowledge about inclusive
education process as well as for involvement by the teachers of the study in a pedagogical
thinking process. The lessons learned are related mainly to own role as teachers of regular
education, to the role of professional support and specialized institutions faced to school
inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric
training process, allowing teachers to seek in their actual environment alternatives for
construction of a new logic of teaching that encloses diversity. The conclusion is that the
cases, while bringing educational situations closer to the reality experienced by teachers in
their daily professional role, causes relevant improvement on teachers education, because it
offers training in conjunction with the experience and knowledge that teachers already have / Este estudo focaliza os processos de aprendizagem e desenvolvimento profissional vividos
por professoras do Ensino Fundamental que t?m alunos com necessidades educacionais
especiais em suas salas de aula. Nesse sentido, aposta nos casos de ensino e m?todo de casos
enquanto recurso metodol?gico capaz de articular a forma??o continuada de professores em
uma perspectiva inclusiva. Nesta pesquisa-interven??o, foi adotado o modelo construtivocolaborativo
para a forma??o continuada de professores, que teve como principal objetivo
investigar as poss?veis contribui??es dos casos de ensino, enquanto estrat?gia formativa e
investigativa, para os processos de aprendizagem e desenvolvimento profissional de docentes
que atuam na escola regular. Os dados foram coletados por meio de atividades de an?lise,
elabora??o e discuss?o coletiva de casos de ensino, tendo como participantes oito professoras
de uma escola p?blica regular, localizada no munic?pio de Natal/RN. O referencial te?rico
abarca a educa??o inclusiva, a aprendizagem da doc?ncia, o desenvolvimento profissional de
professores, a base de conhecimento para o ensino e os casos de ensino como recurso para a
forma??o continuada de professores em uma perspectiva inclusiva. Os resultados indicaram
que os casos de ensino oportunizaram a descri??o e a an?lise de pr?ticas pedag?gicas
desenvolvidas pelas professoras do ensino regular e o estabelecimento de processos reflexivos
sobre as situa??es relatadas e sobre o seu pr?prio fazer pedag?gico com ind?cios de mudan?as.
Apontaram tamb?m, a contribui??o dos casos de ensino para a explicita??o, sistematiza??o e
amplia??o dos conhecimentos profissionais acerca do processo educacional inclusivo, bem
como para o envolvimento pelas professoras do estudo em um processo de racioc?nio
pedag?gico. As aprendizagens evidenciadas dizem respeito, principalmente, ao pr?prio papel
enquanto professoras do ensino regular, ao papel do profissional de apoio e das institui??es
especializadas frente ? inclus?o escolar. As an?lises demonstram que a op??o metodol?gica se
mostrou bastante adequada ao desenvolvimento de um processo de forma??o centrado na
escola, permitindo que os professores busquem, em sua realidade, alternativas visando ?
constru??o de uma nova l?gica de ensino que acolha a diversidade. Conclui-se, portanto, que
os casos, ao trazerem situa??es de ensino pr?ximas ?quelas vivenciadas pelos professores em
seu cotidiano profissional, desempenham fun??o primordial nos processos de aprendizagem
docente, uma vez que permitem tomar a forma??o em articula??o com as experi?ncias e os
conhecimentos que os docentes j? possuem
|
32 |
Educa??o inclusiva e forma??o continuada: contribui??es dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professoresDuek, Viviane Preichardt 22 February 2011 (has links)
Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1
VivianePD_TESE.pdf: 1954854 bytes, checksum: 511721b297d1e1ce6de0e53572d869ff (MD5)
Previous issue date: 2011-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their
classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have / Este estudo focaliza os processos de aprendizagem e desenvolvimento profissional vividos por professoras do Ensino Fundamental que t?m alunos com necessidades educacionais
especiais em suas salas de aula. Nesse sentido, aposta nos casos de ensino e m?todo de casos enquanto recurso metodol?gico capaz de articular a forma??o continuada de professores em uma perspectiva inclusiva. Nesta pesquisa-interven??o, foi adotado o modelo construtivocolaborativo
para a forma??o continuada de professores, que teve como principal objetivo investigar as poss?veis contribui??es dos casos de ensino, enquanto estrat?gia formativa e
investigativa, para os processos de aprendizagem e desenvolvimento profissional de docentes que atuam na escola regular. Os dados foram coletados por meio de atividades de an?lise, elabora??o e discuss?o coletiva de casos de ensino, tendo como participantes oito professoras de uma escola p?blica regular, localizada no munic?pio de Natal/RN. O referencial te?rico abarca a educa??o inclusiva, a aprendizagem da doc?ncia, o desenvolvimento profissional de professores, a base de conhecimento para o ensino e os casos de ensino como recurso para a forma??o continuada de professores em uma perspectiva inclusiva. Os resultados indicaram que os casos de ensino oportunizaram a descri??o e a an?lise de pr?ticas pedag?gicas desenvolvidas pelas professoras do ensino regular e o estabelecimento de processos reflexivos sobre as situa??es relatadas e sobre o seu pr?prio fazer pedag?gico com ind?cios de mudan?as. Apontaram tamb?m, a contribui??o dos casos de ensino para a explicita??o, sistematiza??o e amplia??o dos conhecimentos profissionais acerca do processo educacional inclusivo, bem como para o envolvimento pelas professoras do estudo em um processo de racioc?nio pedag?gico. As aprendizagens evidenciadas dizem respeito, principalmente, ao pr?prio papel enquanto professoras do ensino regular, ao papel do profissional de apoio e das institui??es especializadas frente ? inclus?o escolar. As an?lises demonstram que a op??o metodol?gica se mostrou bastante adequada ao desenvolvimento de um processo de forma??o centrado na
escola, permitindo que os professores busquem, em sua realidade, alternativas visando ? constru??o de uma nova l?gica de ensino que acolha a diversidade. Conclui-se, portanto, que
os casos, ao trazerem situa??es de ensino pr?ximas ?quelas vivenciadas pelos professores em seu cotidiano profissional, desempenham fun??o primordial nos processos de aprendizagem
docente, uma vez que permitem tomar a forma??o em articula??o com as experi?ncias e os conhecimentos que os docentes j? possuem
|
33 |
Concep?es e pr?ticas pedag?gicas de professoras da educa??o infantil na inclus?o de alunos com defici?nciaDantas, Priscila Ferreira Ramos 23 March 2012 (has links)
Made available in DSpace on 2014-12-17T14:36:35Z (GMT). No. of bitstreams: 1
PriscilaFRD_DISSERT.pdf: 2828682 bytes, checksum: 415c8af1c7f223ece7d7ab4c5f99d55b (MD5)
Previous issue date: 2012-03-23 / This research focuses on inclusive in childhood education. Its purpose was to investigate
and analyze the conceptions and expectations of teachers of childhood education, childhood
education center form Natal/RN, on the inclusion students with disabilities, school and
pedagogical practices developed and implications for students learning. Theoric base of the
cultural historic perspective, the search took by qualitative analysis of numbers form the case
study method. It was used methodological procedures: documentary analysis, participant
observation, field journal and semi structures interview.Three teachers participated in the
survey of that school had student with disabilities in their classrooms. These teachers were
called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of
education. The data obtained from the observation indicated the regular school of childhood
education provides educational practices that promote the participation and participation and
development of students with disabilities, live situation that may create barriers to learning
and to the development of these children. The analysing data of interview from Bardin
content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam
(2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation
and divergence of perceptions and expectations about the issues surrounding inclusion in
childhood education. The results shaved that teaching strategies, affective ties, sensitivity
and own routine of childhood education are factors that can promote inclusive proposal, but
also needs a greater fulfillment individual differences of each child in order to their
potentiality. The study also shaved that the negative of pedagogic support to teacher, the
ignorance of them as guidelines and strategies that include the student s diversity, the
importance having positive conceptions about the learning and development of student with
severe learning disabilities and the need for a pedagogic training and of a collective work at
school which everybody collaborates : parents, direction, coordination getting inclusive
school. Believe that this study pointed relevant issues to be focus new research, since the
theme is still lacking in study, therefore emphasize, the importance of conducting research
that continuous this job / Esta investiga??o enfoca a educa??o inclusiva na educa??o infantil. O seu objetivo foi
investigar e analisar as concep??es e expectativas de professoras da Educa??o Infantil, de
um Centro de Educa??o Infantil do Mun?cipio de Natal/ RN, sobre a inclus?o escolar de
alunos com defici?ncia, bem como as pr?ticas pedag?gicas desenvolvidas e suas
implica??es para aprendizagem dos alunos. Tendo como base te?rica a perspectiva
hist?rico-cultural, a pesquisa pautou-se pela an?lise qualitativa dos dados a partir do m?todo
de Estudo de Caso. Utilizamos como procedimentos metodol?gicos: an?lise documental,
observa??o participante, di?rio de campo e entrevista semiestruturada. Participaram da
pesquisa tr?s professoras da referida escola que tinham alunos com defici?ncia em suas
salas de aula. Essas educadoras foram denominadas de: Rapunzel, Branca de Neve e
Bela. A identifica??o das professoras foi baseada em nomes de personagens da literatura
infantil tendo em vista, este estudo envolver professoras dessa modalidade de educa??o.
Os dados obtidos a partir das observa??es indicaram que a escola regular de educa??o
infantil possibilita pr?ticas pedag?gicas que favorecem a participa??o e o desenvolvimento
dos alunos com defici?ncia; como tamb?m, situa??es que podem criar barreiras para a
aprendizagem e para o desenvolvimento dessas crian?as. A an?lise dos dados da entrevista
feita a partir da an?lise de conte?do de Bardin (1994) baseou-se nos estudos de Cunha
(2011), Bruno (2006,2008), Mantoan (2006,2008), Paniagua, Pal?cios (2007), entre outros.
Os dados revelaram concord?ncia e diverg?ncias de concep??es e expectativas sobre as
quest?es que envolvem a inclus?o na educa??o infantil. Os resultados evidenciaram ainda
que, estrat?gias de ensino, v?nculos afetivos, sensibilidade e a pr?pria rotina da educa??o
infantil s?o fatores que podem favorecer a proposta inclusiva, mas tamb?m ? necess?rio um
maior atendimento ?s diferen?as individuais de cada crian?a no sentido de potencializar o
seu desenvolvimento. O estudo, tamb?m, revelou falta de apoio pedag?gico ?s professoras,
o desconhecimento delas quanto as orienta??es e estrat?gias que contemplem a
diversidade dos alunos; a import?ncia de ter concep??es positivas a respeito da
aprendizagem e do desenvolvimento do aluno com defici?ncia e a necessidade de uma
forma??o pedag?gica e de um trabalho coletivo na escola que conte com a colabora??o de
todos: pais, dire??o, coordena??o na busca de uma escola inclusiva. Acreditamos que este
estudo apontou quest?es relevantes a serem foco de novas pesquisas, uma vez que, o tema
ainda ? carente de estudo , sendo assim, ressaltamos, a import?ncia da realiza??o de
pesquisas que deem continuidade a este trabalho
|
34 |
Apoio pedag?gico, a??o coletiva e di?logo: tramas da forma??o continuada em educa??o inclusiva / Pedagogical support, Coletive action and Dialogue: trams of the continued formation in inclusive educationOliveira, Luzia de F?tima Medeiros de 24 November 2006 (has links)
Made available in DSpace on 2014-12-17T14:36:37Z (GMT). No. of bitstreams: 1
LuziaFMO.pdf: 3049131 bytes, checksum: 1d484607433d84c17675cbd3fe7686cf (MD5)
Previous issue date: 2006-11-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work detaches the importance of the continued formation of the educators in terms of the inclusive educational process, pointing as basic elements the
continued formation of the educational professionals. In this direction, it points and it defends the dialogue in the perspective of David Bohm, with interfaces of the freireanas ideas, as a methodological resource of action that allows the
organization of strategies of collective and effective pedagogical support in inclusive schools, in the same time articulates the continued formation of the professionals in education. Characterized as research in a dialogical action with collective participation and collaboration, it counted with the participation of 87 educators, between professors, pedagogical, managing coordinators and specialists of special education in two schools of the state and municipal public
system of Natal/RN. The results had pointed with respect to the viability of the dialogue as articulated methodological tool of the continued formation in service, when providing the establishment of personal and professional relationship between the educators, favoring the discursive enjoyment of the lived experiences, allows the organization of strategies of collective and effective pedagogical support in the scholar environment. On the basis of these results, this work also points to some items to reflections as the reorganization
of the Secretariats and the schools, in the direction to brighten up the fragmentation and the discontinuity of the pedagogical actions evidenced and to instigate a process of changes that has glimpsed the professional development
of the educators through its continued formation in service and the improvement of the school in the way of the concretization of an education directed toward the acceptance, respect and attendance the diversity of its pupils, as detaches the official documents and the studies on the inclusive education / Este trabalho destaca a import?ncia da forma??o continuada dos educadores quanto ao processo educacional inclusivo, apontando como elementos b?sicos o apoio pedag?gico em uma a??o dial?gica com participa??o coletiva e colaborativa. Neste sentido, aponta e defende o di?logo na perspectiva de
David Bohm, com interfaces das id?ias freireanas, como um recurso metodol?gico de a??o que permite a organiza??o de estrat?gias de apoio pedag?gico coletivo e efetivo em escolas inclusivas, ao mesmo tempo em que articula a forma??o continuada dos profissionais da educa??o. Caracterizada
como uma pesquisa de a??o dial?gica, participante e colaborativa contou com a participa??o de 87 educadores, entre professores, coordenadores pedag?gicos, gestores e especialistas de educa??o especial em duas escolas
da rede p?blica estadual e municipal da cidade do Natal/RN. Os resultados apontaram para a viabilidade do di?logo como uma ferramenta metodol?gica articuladora da forma??o continuada em servi?o, ao proporcionar o estabelecimento de v?nculos pessoais e profissionais entre os educadores,
favorecendo a frui??o comunicativa das experi?ncias de a??es educacionais vivenciadas, oportunizando a forma??o de estrat?gias de apoio dentro do processo de forma??o constru?da e efetivada coletiva e colaborativamente no
ambiente escolar. Com base nesses resultados, este trabalho aponta, ainda, alguns itens para reflex?es como a reestrutura??o organizativa das Secretarias e das escolas, no sentido de amenizar a fragmenta??o e a descontinuidade das
a??es pedag?gicas constatadas e instigar um processo de mudan?as que vislumbre o desenvolvimento profissional dos educadores atrav?s de sua forma??o continuada em servi?o e a melhoria da escola no caminho da efetiva??o de uma educa??o voltada para a aceita??o, respeito e atendimento
? diversidade de seus alunos, como ressaltam os documentos oficiais e os estudos sobre a educa??o inclusiva
|
35 |
Forma??o continuada e representa??o social: implica??es para a educa??o inclusivaCosta, Ademarcia Lopes de Oliveira 28 July 2014 (has links)
Made available in DSpace on 2014-12-17T14:36:40Z (GMT). No. of bitstreams: 1
AdemarciaLOC_TESE.pdf: 1759125 bytes, checksum: f6a986ea07d97cf8d5722cc77898a272 (MD5)
Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching / Este trabalho se insere na linha de pesquisa de Forma??o Docente, circunscrita ao Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte. Nele, tratamos de uma pesquisa de cunho qualitativo, cujo objetivo voltou-se ? identificar a influ?ncia da forma??o continuada na (re)constru??o das representa??es sociais de educa??o inclusiva e de alunos com defici?ncia dos professores do Ensino Fundamental. A mesma foi realizada em uma escola de ensino fundamental localizada no munic?pio de Cruzeiro do Sul/Acre e contou com a participa??o de 11 professores. Partimos do princ?pio de que pensar uma forma??o continuada inclusiva pressup?e refletir sobre a redefini??o e ressignifica??o das pr?ticas assumidas pelo docente. Para tanto, a forma??o docente ? concebida como um continuum na qual o professor vai formando-se ao formar, moldando sua maneira de ser no conv?vio social. Defendemos que nesse contexto de intera??es, v?o-se reconstruindo representa??es sociais que guiam a??es e atitudes sobre os objetos que tenham significado para o grupo. Foi com o intuito de analisar essas representa??es sociais e ao mesmo tempo apresentar uma proposta de forma??o continuada embasada nas necessidades formativas docentes que fizemos uso da pesquisa-a??o colaborativa. Por considerarmos que esta tanto pode atender aos pressupostos de uma investiga??o quanto de forma??o profissional ao possibilitar que pesquisadora e demais professores, coletivamente, problematizem situa??es da pr?tica e, simultaneamente possam intervir na mesma, ressignificando-a. Como procedimentos para obten??o de informa??es e an?lise dos dados, realizamos, respectivamente, entrevistas semi-estruturadas (individuais e coletivas); sess?es de estudos e a an?lise de conte?do. O percurso de pesquisa revelou duas representa??es sociais integradas uma de educa??o inclusiva e outra de aluno com defici?ncia. Notamos que embora os docentes critiquem o car?ter estanque e limitado dos cursos de forma??o continuada que t?m frequentado, revelam representa??es sociais de educa??o inclusiva e de aluno com defici?ncia embasados nas teorias e conceitos advindos de tais cursos, o que caracteriza a forma??o continuada como um dos elementos que influenciam seus discursos e a??es. Assim, representam educa??o inclusiva como uma educa??o para todos e aluno com defici?ncia como algu?m anormal, diferente, mas capaz de aprender algo . ? poss?vel afirmarmos que a partir do momento que os professores se aproximaram de teorias sobre os princ?pios da educa??o inclusiva e sobre as possibilidades do aluno com defici?ncia assumiram novos discursos e, evidenciaram tra?os de reelabora??es nas representa??es sociais antes apresentadas. Al?m disso, evidenciamos nessa produ??o que uma proposta de forma??o no ?mbito escolar, gestada a partir das necessidades docentes e tendo como metodologia a pesquisa-a??o colaborativa, propicia a (re)constru??o coletiva de saberes e fazeres, o compartilhamento de experi?ncias, esperan?as, descobertas e inquieta??es e o desenvolvimento da coopera??o e da atitude para a reelabora??o de estrat?gias que superem as dificuldades presentes no cotidiano docente
|
36 |
O atendimento educacional especializado no processo de inclus?o escolar, na rede municipal de ensino de Mossor?/RNBedaque, Selma Andrade de Paula 12 March 2012 (has links)
Made available in DSpace on 2014-12-17T14:36:40Z (GMT). No. of bitstreams: 1
SelmaAPB_DISSERT.pdf: 1738542 bytes, checksum: a4836045f601da5db70942c61b239a84 (MD5)
Previous issue date: 2012-03-12 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This dissertation aims to analyze the specialized educational services(AEE, Portuguese)
implemented in four municipal schools of Mossor?/RN, with attention to the process of
collaboration between regular classroom teachers and multifunctional resource classroom
teachers. We use as theoretical reference the works of Vygotsky and others authors that
write about education and collaboration. To accomplish the research we chose a qualitative
approach, using as a methodological resources: study of cases, bibliographical, documental
and field research. For the field research we make observations in regular and
multifunctional classrooms. We produce group intervieus with regular and multifunctional
teachers. From the analysis performed we identify that the concepts and the practices of
teachers in regular classrooms changes, with integrationist predominance. The AEE s
teachers had more inclusive conceptions and greater investment in continuing education
than the regular classroom teachers. The practices of regular classroom teachers are more
traditional, what makes the learning process more difficult for the students, even more for the
students with disabilities and pervasive developmental disorders. Teachers of AEE was more
interactive and creative, however, the attention to the students was more individual. In three
of the four schools surveyed stand out the efforts of the teachers of specialist classroom to
collaborate with regular school teachers, by notes, e-mails, phone calls and resource
sharing. In one of the four was noted a good collaborative interactive between the AEE
teachers and the regular school teachers. The school with the worst improvement was that in
which the actions of the teachers of the AEE were limited to actions in multifunctional
resource classroom. The resistance to these professionals was identified in the statements of
the regular classroom teachers. Another issue raised was the lack of time for teachers to
conduct AEE actions that contribute to the process of school students, because their working
hours is restricted to the opposite turn in school. Transport difficulties for the students to
attend the resource classroom multifunctional and the lack of dialogue with the health sector
was challenges for the four schools. The families were with a practically constant interest to
interact with the AEE teachers in the four schools. Thus, we believe that the presence of
AEE school can make contributions to the educational process, however, it is necessary
more attention to the collaborative process between teachers and the school community / A presente disserta??o tem por objetivo analisar o atendimento educacional especializado,
implantado em quatro escolas da rede municipal de ensino de Mossor?/RN, com aten??o ao
processo de colabora??o entre professores de sala de recursos multifuncionais e
professores de salas regulares. Como referencial te?rico utilizamos as obras de Vygotsky e
de autores que tratam de Educa??o Inclusiva e Colabora??o. Para a realiza??o da
investiga??o optamos por uma abordagem qualitativa, utilizando como recursos
metodol?gicos : o estudo de caso, a pesquisa bibliogr?fica, documental e de campo. Na
pesquisa de campo realizamos observa??es em salas de recursos multifuncionais e em
salas de aula regular. Produzimos entrevistas coletivas com professores de sala de recursos
multifuncionais e professoras de sala de aula regular. Pelas an?lises realizadas
identificamos que as concep??es e as pr?ticas dos professores das salas regulares variam,
com predomin?ncia aquelas que tem como base os princ?pios da integra??o. As professoras
do atendimento educacional especializado apresentaram concep??es mais inclusivas e
maior investimento em forma??o continuada do que as professoras de sala regular. As
pr?ticas das professoras de sala regular apresentavam-se mais tradicionais dificultando a
participa??o e aprendizagem dos alunos. Os alunos com defici?ncia e transtornos globais do
desenvolvimento, apresentavam maior dificuldade pela pouca intera??o em sala. Com as
professoras de atendimento educacional especializado a pr?tica pedag?gica era mais
interativa e criativa, contudo, o atendimento era mais individual. Em tr?s, das quatro escolas
investigadas destacam-se tentativas de colabora??o das professoras especialistas com as
professores de sala regular por meio de estudos, intera??o por bilhetes, emails, telefonemas
e compartilhamento de recursos. Em uma escola a rela??o estabelecida entre as
professoras de AEE e as professoras de sala regular apresentou-se com uma perspectiva
mais colaborativa. A escola que menos repercutiu em melhoria, foi aquela em que as a??es
das professoras de AEE ficaram limitadas a a??es em sala de recursos multifuncionais. A
resist?ncia a esses profissionais foi identificada nos enunciados das professoras de sala
regular. Outra quest?o levantada foi a dificuldade de tempo para os professores de AEE
realizarem a??es que contribuam com o processo escolar dos alunos, pois, seu hor?rio de
trabalho fica restrito ao turno inverso do aluno na escola. Dificuldades de transporte para o
aluno freq?entar a sala de recursos multifuncionais e aus?ncia de di?logo com a ?rea da
sa?de foram desafios nas quatro escolas investigadas. J? a participa??o da fam?lia na
escola, por meio das professoras de AEE constituiu-se pr?tica interativa constante nas
quatro escolas. Assim, consideramos que a presen?a do atendimento educacional
especializado na escola pode trazer contribui??es ao processo educacional, por?m, torna-se
necess?rio ficar atento a poss?veis processos colaborativos entre os professores desse
segmento e demais agentes da comunidade escolar
|
37 |
A pr?tica pedag?gica de professores de alunos com transtorno de d?ficit de aten??o/hiperativadade / The educational practice of teachers with students Disabilities and Attention Deficit/HyperactivityAndrade, Maria da Concei??o de Oliveira 25 August 2006 (has links)
Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1
MariaCOA.pdf: 399741 bytes, checksum: 9f1d9181ec315c7e264f03bf27532723 (MD5)
Previous issue date: 2006-08-25 / This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. N?voa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADH / Esse estudo se insere na Linha de Pesquisa Estrat?gias de Pensamento e Produ??o de Conhecimento, na qual s?o realizados trabalhos cient?ficos sobre a rela??o do pensamento e produ??o de conhecimento nas pr?ticas educativas. A realiza??o desta disserta??o implicou em pesquisa emp?rica numa escola da rede p?blica municipal de Natal-RN. O nosso objetivo foi investigar a pr?tica dos professores frente a alunos com Transtorno e D?ficit de Aten??o Hiperatividade (TDAH) em sala de aula regular, no que se refere ? organiza??o de pensamento em estrat?gias pedag?gicas. O objeto deste estudo encontra-se no centro das quest?es que envolvem a tomada de ci?ncia dos problemas e necessidades que surgem na escola. Considerando a especificidade da tem?tica, optamos por uma metodologia cujo foco ? o di?logo, o compartilhar de sentidos e significados com os participantes desta pesquisa, atrav?s da observa??o das atividades desenvolvidas na sala/escola e entrevistas/conversas com seis professores do 1? e 2? Ciclos do Ensino Fundamental. Como base do estudo est?o alguns pressupostos te?ricos de Freire (2001), N?voa (1995), Bohm (2005) entre outros. Os dados revelados na pesquisa apontam a fragilidade de uma forma??o continuada direcionada para o desenvolvimento do pensamento reflexivo-cr?tico dos professores. Os professores revelam concep??es quanto ? forma??o, a pr?tica pedag?gica e a rela??o com os pais e coordenadores, atrav?s da sua atua??o e dos discursos, permitindo que possamos identificar algumas estrat?gias pedag?gicas utilizadas. Identificamos que algumas estrat?gias pedag?gicas t?m um efeito negativo para o processo de desenvolvimento-aprendizagem dos alunos, como ? o caso da estrat?gia que denominamos de indiferen?a . A estrat?gia de sentar o aluno nas cadeiras da frente pode ter efeitos positivos e negativos, dependendo da forma como o professor atue e acompanhe o aluno. Outras estrat?gias identificadas que t?m um efeito positivo no processo ensino-aprendizagem e que devem ser refor?ados pelos professores e coordenadores s?o a ludicidade e o trabalho em grupo . Nesse sentido, a escola, para atender a necessidade de todos os alunos e, conseq?entemente, dos professores, precisa desenvolver um trabalho coletivo entre equipe pedag?gica e professores no sentido de aprimorar as estrat?gias positivas, e minimizar as negativas e permitirem a organiza??o de novas estrat?gias com vistas a melhoria do ensino-aprendizagem dos alunos com TDAH
|
38 |
Os jogos com regras na educa??o matem?tica inclusivaKranz, Cl?udia Rosana 01 July 2011 (has links)
Made available in DSpace on 2015-02-24T18:20:51Z (GMT). No. of bitstreams: 1
ClaudiaRK_DISSERT.pdf: 1148880 bytes, checksum: 92024d25b109822d127283668e0e38a9 (MD5)
Previous issue date: 2011-07-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended / O presente estudo teve por objetivo analisar a utiliza??o dos jogos com regras no trabalho com Educa??o Matem?tica em classes regulares inclusivas do Ensino Fundamental I, de escolas da rede municipal de ensino de Natal/RN, atentando para o processo de aprendizagem e desenvolvimento de todos os alunos, principalmente daqueles com defici?ncia. O referencial te?rico utilizado se constitui das obras de Vygotsky e de outros autores da perspectiva hist?rico-cultural, bem como de pesquisadores na ?rea da Educa??o Inclusiva e da Educa??o Matem?tica. Valeu-se, na investiga??o, das diretrizes da pesquisa qualitativa, com a realiza??o de entrevistas semiestruturadas junto a coordenadores pedag?gicos e professores das escolas envolvidas e de observa??es de aulas, buscando nos discursos dos envolvidos e nas suas pr?ticas pedag?gicas elementos para refletir acerca da Educa??o Matem?tica Inclusiva, da utiliza??o de jogos com regras desde seus objetivos, a participa??o dos alunos com defici?ncia, as media??es pedag?gicas, at? sua acessibilidade e da aprendizagem dos alunos com defici?ncia. Os resultados da an?lise apontaram que as concep??es que norteiam as pr?ticas pedag?gicas inclusivas ainda remetem ao paradigma m?dico-cl?nico, entendendo o aluno com defici?ncia a partir de suas incapacidades; que os professores se utilizam, em sua maioria, dos jogos matem?ticos com regras em suas aulas, mas que a media??o pedag?gica, no decorrer dessas atividades, ainda precisa ser qualificada para que eles possam, efetivamente, contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; que os alunos com defici?ncia nem sempre participam dos jogos com os demais colegas; que os jogos com regras raramente s?o acess?veis; e que os princ?pios do Desenho Universal n?o s?o adotados nas salas de aula integrantes da pesquisa. Desse modo, percebe-se que ainda h? muito a ser feito para que a Educa??o Matem?tica possa contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; entre essas a??es, recomenda-se a forma??o continuada de professores
|
39 |
Trajet?rias escolares de pessoas com defici?ncia visual: da educa??o b?sica ao ensino superior / School trajectories of people with visual deficiency: from basic school to universityOliveira, L?via Cristiane Pereira 23 November 2007 (has links)
Made available in DSpace on 2016-04-04T18:32:41Z (GMT). No. of bitstreams: 1
Livia Cristiane Pereira Oliveira.pdf: 4415733 bytes, checksum: fde651c276ad7459be017173e2e7c676 (MD5)
Previous issue date: 2007-11-23 / The present work has as aim to analyze the school way of people with visual deficiency, from Basic Education till University. As a methodological election, it was employed the qualitative investigation approach, with documental and oral sources. As documental sources were utilized: legislation; international documents; national documents; official statistical data and theoretical references. Oral testimonies were developed based on thematic semi-structured interviews, trying to redeem the school processes experienced by deponents. Six adults, with visual deficiency, whether blind or with a low degree of visual acuity, literate through Braille spelling or an enlarged one, have taken part of this research with interviews. Data were organized and analyzed grounded on the following axes: teachers' formation oriented to Inclusive Education; pedagogical practices and daily school interactions; visual deficient student's literacy instruction - pedagogical resources, family's role and social interactions; mature life work and social participation. With this study, it was attempted to come to the analysis of social reality and contradictions there found, when are made some considerations about exclusion in regular national education, since this situation does not respect only to people with visual deficiency aside schooling processes. However, it was also discussed the existing conditions that led visual deficient people to come to complete their school trajectories and to participate in social life in mature age. The outcomes, analyzed with basis on voices very often silenced, show us that the biological factor does not constitute itself as a decisive one to conduct to the exclusion from schooling routes and mature life development. This study brings to light the necessity of public policies fulfillment pointed to teachers formation; improvements on the docent work conditions; accession to knowledge historically produced by mankind and actual participation and social mobilization of persons with visual deficiency. / O presente trabalho tem como objetivo analisar a trajet?ria escolar de pessoas com defici?ncia visual, da educa??o b?sica ao ensino superior. Como op??o metodol?gica, foi utilizada a abordagem de pesquisa qualitativa fazendo uso de fontes documentais e orais. Foram utilizadas como fontes documentais: legisla??o; documentos internacionais; documentos nacionais; dados estat?sticos oficiais; referenciais te?ricos e um question?rio de indicadores sociais realizado com os depoentes. Os depoimentos orais foram constru?dos a partir de entrevista semi-estruturada tem?tica, resgatando o processo de escolariza??o vivenciado pelos depoentes. Participaram desta pesquisa por meio de entrevistas seis adultos com defici?ncia visual, cegos ou com baixa vis?o, que se alfabetizaram utilizando a grafia Braille ou grafia ampliada. Os dados foram organizados e analisados a partir dos seguintes eixos: forma??o de professores para educa??o inclusiva; pr?ticas pedag?gicas e intera??es no cotidiano escolar; escolariza??o do aluno com defici?ncia visual recursos pedag?gicos, papel da fam?lia e intera??es sociais; vida adulta - trabalho e participa??o social. Buscou-se com esta pesquisa analisar a realidade social e estudar as contradi??es nela existentes ao se refletir sobre a exclus?o na educa??o nacional regular, pois n?o s?o apenas as pessoas com defici?ncia ? margem da escolariza??o. Contudo, discutiu-se as condi??es existentes para que os sujeitos com defici?ncia visual conseguissem completar suas trajet?rias escolares e participassem da vida social na idade adulta. Os resultados analisados a partir das vozes, muitas vezes silenciadas, nos revelam que o fator biol?gico defici?ncia visual , n?o se constitui como determinante para a exclus?o das trajet?rias escolares e desenvolvimento da vida adulta. Este estudo nos revela que se faz necess?rio ? efetiva??o de pol?ticas p?blicas voltadas ? forma??o de professores; melhorias das condi??es de trabalho docente; acesso aos conhecimentos produzidos historicamente pela humanidade e efetiva participa??o e mobiliza??o social das pessoas com defici?ncia visual.
|
40 |
Pol?ticas p?blicas de educa??o inclusiva: organiza??o pol?tico-pedag?gica na (re) orienta??o da modalidade Educa??o Especial no Munic?pio de Itagua?/RJ / Public policy of inclusive education: political-pedagogical organization in the (re) orientation of the modality of Special Education in the Municipality of Itagua?/RJANDRADE, Patr?cia Ferreira de 24 February 2016 (has links)
Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T19:03:28Z
No. of bitstreams: 1
2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) / Made available in DSpace on 2017-06-09T19:03:28Z (GMT). No. of bitstreams: 1
2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5)
Previous issue date: 2016-02-24 / CAPES / This dissertation consisted in investigating the Municipal Plan of Education of Itagua?/RJ, which was reformulated in the year 2015 and will be current until the year 2025. For this purpose, acknowledging the relevance of the PME (2015) from Itaguai/RJ, (because it acts in a sense of re-orientating the education in the municipality) this study researched the reorientation of that document regarding pedagogical and educational assistance of the target-public students of the special education program of the municipality, and overall of the CEMAEE (Centro Municipal de Atendimento Educacional Especializado, in english "Municipal Centre of Specialized Educational Assistance"). Our researched issues were: Does the Municipal Plan of Education of Ituaguai (2015) contribute to the democratization process of the education system? How is the political-pedagogical organization set in the (re) orientation included in the PME (2015) of Itagua?, regarding the assistance to the target-public students in special education programs? Is the PME Itagua? (2015) in line with the PNE (National Education Plan)? Which are the perspectives of improvement that the PME Itagua? could establish in the CEMAEE's assistance? Which are the difficulties that the participants in this study have found for the implementation of the inclusive orientation for the target-public of the special education program? What do the participants of this study think/know about the current Public Policy of Inclusive Education concerning the special education target-public students? The methodological conception of this research was the "undissociability" between method and theory exposed in the Teor?a Critica (Critical Theory) of education. The thought of Theodor Adorno inspired our analysis, as well as Damasceno and Costa, commentators of his thought. Regarding the methodological procedures, we divided them in two moments, the first moment consisted in the documental analysis, in which we evaluated the previous PME of Itagua? (2010-2020) and the current (2015-2025) and we characterized the Documento de Forma??o (Formation Document) from 2010 from the CEMAEE. In the second moment, we accomplished the interviews with the subjects of the study, as follows: Ex-secretary of Education, Ex-sub-secretary of Education, Secretary of education, manager of the CEMAEE and the teacher of the CEMAEE, and we applied the characterization to them. In our final considerations, we identified that the PME (2015) represents a very important achievement for the education of the Municipality, since it presents political-pedagogical disposals that collaborate with the school inclusion of the target-public students of special education. Nevertheless Itagua? still faces challenges that raise obstacles to reach education for everyone, thus becoming urgent that what was instituted by the PME (2015) is implemented in the sphere of the institutive of the municipal network of Itagua?. We emphasize the importance of this and other researches that have the objective of studying the operational ability of the process of the school inclusion of the target-public individuals/students in the special education programs, in tune with the movement of democratization of the education. / Esta disserta??o tem como objeto de investiga??o o Plano Municipal de Educa??o de Itagua?/RJ, que foi reformulado no ano de 2015, com validade at? o ano de 2025. Para tal, tomando conhecimento da relev?ncia do PME (2015) de Itagua?, no que se refere a (re)orienta??o da educa??o do Munic?pio, este estudo pesquisou/problematizou os impactos deste documento no atendimento pedag?gico e educacional dos estudantes p?blico-alvo da educa??o especial do Munic?pio e, sobretudo, no CEMAEE (Centro Municipal de Atendimento Educacional Especializado). Nossas quest?es de investiga??o, derivadas de nosso objetivos, foram: O Plano Municipal de Educa??o de Itagua? (2015) contribui para o processo de democratiza??o no sistema de ensino? Como est? posta a organiza??o pol?tico-pedag?gica na (re) orienta??o inclusiva do PME (2015) de Itagua?, no que tange ao atendimento dos estudantes p?blico-alvo da educa??o especial? O PME de Itagua? (2015) est? em conson?ncia com o PNE? Quais as perspectivas de aperfei?oamento que o PME de Itagua? poder? instituir no atendimento do CEMAEE? Quais as dificuldades que os profissionais da educa??o, participantes deste estudo, tem encontrado para a implementa??o da orienta??o inclusiva para o p?blico-alvo da educa??o especial? O que pensam/sabem os sujeitos participantes do estudo sobre as atuais Pol?ticas p?blicas de Educa??o Inclusiva no que se refere aos estudantes p?blico-alvo da educa??o especial? A concep??o metodol?gica desta pesquisa se fundamenta na indissociabilidade entre teoria e m?todo posta na Teoria Cr?tica da educa??o. O pensamento de Theodor Adorno subsidiou nossas an?lises, assim como as reflex?es de Damasceno e Costa, comentadores de seu pensamento. Quanto aos instrumentos e procedimentos metodol?gicos, os dividimos em duas etapas: a primeira consistiu na an?lise documental, onde analisamos o PME de Itagua? (2010-2020) e o atual (2015-2025), al?m do Documento de Forma??o (2010) do CEMAEE. Na segunda etapa, realizamos as entrevistas com os sujeitos de estudo, a saber: Ex-secret?ria de educa??o, Ex-subsecret?ria de educa??o, Atual Secret?ria de educa??o, Gestor do CEMAEE e uma Docente do CEMAEE. Em nossas considera??es finais de pesquisa identificamos que o PME (2015) representa uma significativa conquista para a educa??o do Munic?pio, pois apresenta disposi??es pol?tico-pedag?gicas que colaboram com a inclus?o escolar de estudantes p?blico-alvo da educa??o especial. Entretanto, Itagua? ainda possui in?meros desafios que obstaculizam a afirma??o de uma educa??o para todos, tornando-se urgente que o institu?do no PME (2015) se implemente na esfera instituinte dos movimentos democr?ticos desta rede de ensino. Destacamos a import?ncia desta e outras pesquisas que possuem como objeto de estudo a operacionalidade do processo de inclus?o escolar de indiv?duos/estudantes p?blico-alvo da modalidade de educa??o especial, consent?neo ao movimento de democratiza??o da educa??o na contemporaneidade.
|
Page generated in 0.4396 seconds