Made available in DSpace on 2014-12-17T15:04:45Z (GMT). No. of bitstreams: 1 LorenaGFB.pdf: 460479 bytes, checksum: aa12e0a9baa8d74666214337a2a8c5f5 (MD5) Previous issue date: 2006-05-19 / Nowadays there are many reasons that aim to include people with special necessities, like those with visual deficiency, in the world of work, education, and in the society as a whole. However it is observed that when we talk about schooling inclusion, especially in High School, there is a huge gap between the theory and the practice. The lack of didactic resources, the inadequate installations, unprepared teachers, the families? lack of information, are some of the factors that hinder the process of inclusion. Furthermore, the educators also have to deal with the roughness of the disciplinary contents and, refering to the study of Chemistry, with the use of signals related to this subject?s language. So, the objective of our research is to reflect about the apprehension of this language by the visually handicapped people, and try to contribute with their process of inclusion in the school life. On this perspective we work with the Periodic Table, which constitutes one of the indispensable tools necessary to the Chemistry learning. In order to acomplish it, the way followed by us happened in three passages. Initially, by means of a semistructured interview, we tried to get acquainted with the blind students opinion, who were participating in the research about the Periodic Table used by them throughout High School, as well as the dificulties felt when using it. After getting the answers, the Table was reelaborated to fill those students?necessities. Here, two new Tables were designed, one in Braille which shape is more compacted, and another made with high printed dots, built with sand and glue. On the third moment, the new designed Tables were tested by the students and, by means of a semi-structured interview, we tried to identify if this new resource would solve the problems concerned to the old Table. The students showed that the compacted Tables would facilitate the touch reading of the chemical elements simbols, making it clear and fast. We hope that, with the elaboration of this learning tools we can contribute with one of the elements to favor the effective participation of blind students in Chemistry classes, when studying the Periodic Table / Na atualidade, in?meras s?o as raz?es que visam ? inclus?o de pessoas com necessidades especiais, dentre essas, aquelas com defici?ncia visual, no mundo do trabalho, na educa??o, e na sociedade como um todo. Entretanto, observa-se que em se tratando da inclus?o escolar dessas pessoas, especialmente no Ensino M?dio, h? um enorme distanciamento entre a teoria e a pr?tica. A falta de recursos did?ticos, as instala??es f?sicas inadequadas, o despreparo dos professores, a desinforma??o das fam?lias, s?o alguns dos fatores que emperram o processo de inclus?o. Al?m disso, os educandos deparam-se tamb?m com a aridez dos conte?dos disciplinares e, no caso do estudo da Qu?mica, com a utiliza??o dos signos relativos ? linguagem que ? concernente ? mat?ria. Logo, o objetivo de nossa pesquisa ? refletir sobre a apreens?o dessa linguagem pelas pessoas com defici?ncia visual, com vistas a contribuir para o seu processo de inclus?o escolar. Nessa perspectiva, trabalhamos com a Tabela Peri?dica, que se constitui em uma das ferramentas indispens?veis para apropria??o do conhecimento qu?mico. Para tanto, o percurso metodol?gico adotado foi realizado em tr?s etapas. Inicialmente, por meio de uma entrevista semi-estruturada, procurou-se conhecer a opini?o de alunos cegos, participantes da pesquisa, sobre a Tabela Peri?dica que utilizaram no Ensino M?dio, bem como as dificuldades sentidas no seu manuseio. A partir das respostas obtidas, a tabela foi re-elaborada para atender ?s necessidades destes alunos. Nessa etapa, foram constru?das duas tabelas, uma em Braille cuja forma ? mais compacta, e a outra em alto relevo, confeccionada com areia e cola. Na terceira etapa, as tabelas elaboradas foram submetidas a an?lise dos participantes e por meio de entrevista semi-estruturada procurou-se identificar se esse recurso atendia ?s solicita??es feitas pelos alunos quanto ao manuseio. Os participantes sinalizaram que as tabelas compactas facilitavam a leitura t?ctil dos s?mbolos dos elementos qu?micos de forma mais ?gil e clara. Espera-se que, com a elabora??o dessas ferramentas, possamos contribuir com mais um dos elementos a favorecer a participa??o efetiva de alunos cegos nas aulas de Qu?mica, ao estudar a Tabela Peri?dica

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-02-15T13:37:24Z No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) / Made available in DSpace on 2017-02-15T13:37:24Z (GMT). No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Talking about inclusion implies in a change of attitude in relation to the actual social order, contemplating differences such as the point of reflection about the school and the performance of its roles. It means a physical, pedagogical, organizational, and philosophical restructuration of the school. However this process is far away from the reality faced in the Brazilians schools, specially the public ones. With rare exceptions, our schools are not prepared to guarantee an effective participation and development in the school activities for our students with intellectual disability. Because of this reason and the urgency of a further approximation of the public policies of inclusion with the school reality, the objective of this research is to analyze the elaboration and implementation of the Individualized Educational Planning (IEP) for students with intellectual disability in a school of the municipal educational system of Nova Igua?u (state of Rio de Janeiro, Brazil), from its own curriculum. The investigation is inside the research project ?The schooling of students with intellectual disability: public policies, cognitive processes, and learning evaluations?, with the financial support of The Observatory Program of Education of CAPES. The qualitative research, based on methodological assumptions of the research-action was adopted as methodological procedure. For this purpose it was realized meetings with teachers to reflect about the implementation of the IEP (PEI) in the educational formation of the students with intellectual disability. Data collection procedures used the participant observation (with registry of field diary), documental analysis (files, reports), and semi structured meetings. As the theoretical referential, it was adopted the historical-cultural perspective of Vigotski. The data obtained showed the complexity and fragility which the process of schooling inclusion of these students has been realized in regular classes, as well as the remoteness and difficulty of a collaborative working possibility with the multifunctional resources teacher. It was also noticed that the traditional practices, which have no relation with the curriculum proposal, keep running in the daily activities of students with intellectual disability, making even harder their learning process and development. Concluding, it is important to emphasize the importance of the IEP (PEI), elaborated during the intervention, as an instrument which can help the inclusion of these students. / Falar sobre inclus?o implica numa mudan?a de postura frente ? ordem social vigente, contemplando as diferen?as como um ponto de reflex?o sobre a quest?o da escola e do desempenho de seus pap?is e fun??es. Significa reestrutur?-la f?sica, pedag?gica, organizacional e filosoficamente. No entanto, este processo est? longe de ser uma realidade no cotidiano das escolas brasileiras, sobretudo as da rede p?blica de ensino. Com raras exce??es, nossas escolas n?o est?o preparadas para garantir aos alunos com defici?ncia intelectual, a possibilidade de efetiva participa??o e desenvolvimento nas atividades escolares. Diante do exposto e da urg?ncia de maior aproxima??o das pol?ticas p?blicas de inclus?o com a realidade escolar, o objetivo desta pesquisa ? analisar a elabora??o e a implementa??o do planejamento educacional individualizado (PEI) para alunos com defici?ncia intelectual em uma escola da rede de ensino Municipal de Nova Igua?u, a partir do curr?culo adotado na mesma. A investiga??o est? inserida no projeto de pesquisa ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?, com apoio financeiro do Programa Observat?rio da Educa??o da CAPES. A pesquisa qualitativa, baseada nos pressupostos metodol?gicos da pesquisa-a??o, foi adotada como procedimento metodol?gico. Para tal, realizamos encontros com as docentes para refletir sobre a proposta do PEI na escolariza??o de alunos com defici?ncia intelectual. A coleta de dados utilizou como procedimentos a observa??o participante (com registro em di?rio de campo), an?lise documental (fichas, relat?rios) e entrevistas semiestruturadas. Como referencial te?rico, empregamos a perspectiva hist?ricocultural de Vigotski. Os dados obtidos revelaram a complexidade e a fragilidade com que o processo de inclus?o escolar desses alunos vem sendo realizado em salas de aula comum, assim como o distanciamento e dificuldade da possibilidade de trabalho colaborativo com o professor de sala de recursos multifuncional. Observamos que pr?ticas tradicionais e sem rela??o com a proposta curricular continuam povoando o cotidiano dos alunos com defici?ncia intelectual, dificultando ainda mais todo seu processo de aprendizagem e desenvolvimento. Por ?ltimo ressaltamos a import?ncia do PEI, elaborado durante a interven??o, como um instrumento que pode auxiliar a inclus?o destes alunos.