Submitted by WILLDSON ROBSON SILVA DO NASCIMENTO (willdsonrobson@hotmail.com) on 2018-06-26T13:38:12Z No. of bitstreams: 2 Dissertação REVISADA atual.pdf: 2113371 bytes, checksum: fff70205d14be2f9009344674d72b3f9 (MD5) Dissertação REVISADA atual.pdf: 2113371 bytes, checksum: fff70205d14be2f9009344674d72b3f9 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-06-26T16:58:38Z (GMT) No. of bitstreams: 1 nascimento_wrs_me_bauru.pdf: 2008925 bytes, checksum: 94583023a13915708b3bb2b726d69f7d (MD5) / Made available in DSpace on 2018-06-26T16:58:38Z (GMT). No. of bitstreams: 1 nascimento_wrs_me_bauru.pdf: 2008925 bytes, checksum: 94583023a13915708b3bb2b726d69f7d (MD5) Previous issue date: 2018-02-27 / O presente trabalho teve por objetivo analisar os efeitos da prática do Goalball no processo da mobilização da aprendizagem dos fenômenos e conceitos físicos de uma aluna e um aluno com deficiência visual nas aulas de Física, a partir de uma experiência vivenciada na escola. Ressalta-se que, quando se fala em uma educação para todos e todas, remete-se à ideia de dar oportunidades aos alunos e alunas, de acesso e permanência na escola, com as mesmas igualdades de condições, respeitando suas singularidades. Ao se abordar a questão das diferenças, não se remete somente às minorias ou às crianças com necessidades especiais. É muito mais amplo, pois todos nós seres humanos somos únicos, portanto diferentes uns dos outros. Adotou-se como aporte teórico a Mobilização, uma categoria da Relação com o Saber (Charlot, 2000) para a realização da pesquisa. Tendo como questão central: Qual o papel do Goalball no processo da mobilização da aprendizagem do aluno com deficiência visual no Ensino de Física? Procurou-se refletir sobre o envolvimento em uma atividade que gere sentido, desejo e prazer no processo de ensino e aprendizagem dos alunos. Foram dois alunos participantes, um aluno que tem sua identidade construída no sexo masculino (matriculado no 3º ano do ensino médio) e outra no sexo feminino (matriculada no 3 ano do ensino médio). Trata-se de uma pesquisa qualitativa do tipo participativa, tendo como instrumentos de coleta de dados as Observações das aulas, Diário de campo, Balanço do Saber Reorganizado, Entrevista Semiestruturada e a Organização dos Dados, baseados na Análise Descritiva, Gil (2008). Nesse contexto, a pesquisa nos expõe que os efeitos produzidos pelo Goalball nas aulas de física nos estudantes foram: a Mobilização, Pesquisar, Relembrar, Aprender mais facilmente, Resignificar e Entender Melhor sobre os fenômenos e conceitos fisicos apresentados. / The aim of the present work was to understand the effects of Goalball practice in mobilizing the learning of phenomena and physical concepts of students with visual impairment in physics classes. It should be emphasized that when it comes to an education for all, it refers to the idea of giving students opportunities for access and permanence in school, with the same equality conditions, respecting their singularities. When addressing the issue of differences, it does not refer only to minorities or children with special needs. It is much broader, because all human beings are unique, therefore different from each other. Mobilization, a category of Relation with Knowledge (Charlot, 2000), was used as a theoretical contribution to the research. Having as a central question: What is the role of Goalball in the process of mobilizing the learning of students with visual impairment in teaching physics ?, sought to reflect on the involvement in an activity that creates meaning, desire and pleasure in the teaching and learning process of the students. There were two students, one male student (enrolled in the second year of high school) and the other female (enrolled in the third year of high school). It is a qualitative research of the participatory type, having as data collection instruments the observations of the classes, field diary, reorganized knowledge balance, semistructured interview and the organization of data based on the Descriptive analysis, Gil (2008). In this context, the research was exposed on the effects of Goalball in the physics classes in the students by a Mobilization, Searching, Remembering, Learning more easily, Reinforcing and Improving exercises and articles presented.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T18:38:13Z No. of bitstreams: 2 Patricia_Zanetti2017.pdf: 1725818 bytes, checksum: b30ede1906bf058a061f4ebe3218b9c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T18:38:13Z (GMT). No. of bitstreams: 2 Patricia_Zanetti2017.pdf: 1725818 bytes, checksum: b30ede1906bf058a061f4ebe3218b9c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-29 / The education of visually impaired people presents a conception of deficiency that starts from the naive biological and mystical vision, thus extermination or abandonment, institutionalization, integration and inclusion are the practices that have been adopted in the education of this social segment. This can be seen in the historical study of how blind and low-vision people were treated and educated in primitive societies and in the modes of slave, feudal, and capitalist production that make up the initial part of this research. However, the sociopolitical perspective, whose main exponent, Lev Semenovitch Vygotsky (1896-1934), presents us with aspects about the person with a disability that surpass the determinist visions hitherto preponderant in this field of study. The said theory understands that together with the defect are given the possibilities for its overcoming that occurs through a psychic reorganization that allows the distinct development of the remaining sense organs, leading to a process called supercompensation. The objective of this research is to understand how the State of Paraná has made effective and effective education for people with visual impairment. However, we must place ourselves in the perspective of education that we would like to find in these policies. Principles that guide the conception of education. In this way, historical-critical pedagogy is presented as the pedagogical theory that offers the possibility that the learning can lead to the integral development of these students. In this perspective, it is presented how the education of persons with visual impairment occurred in Brazil and Paraná and, more specifically, how this has occurred since the 1980s of the 20th century in this State. The option for this period is due to the fact that it is in this historical moment that the State of Paraná offered a service to people with visual impairment in the contract, although still based on the integration paradigm, surpassed as a policy only from the year of 2000, from the inclusion paradigm. Thus, through a bibliographical and documentary review, the following documents are presented and analyzed: in the 1980s, Deliberation No. 004/83 - EEC and Deliberation No. 020/86 - EEC; In the 1990s, the document Theoretical-Methodological Foundations for Special Education, 1994; In the 2000s, Deliberation No. 02/03 - CEE and the document Curricular Guidelines of the Special Education for the Construction of Inclusive Curricula of SEED, of 2006. It can be observed that the policy for the education of people with visual impairment remains in the field of conservation of the old welfare practices, segregativas and philanthropic, difficult the process of overcompensation. / A educação de pessoas com deficiência visual apresenta uma concepção de deficiência que parte da visão mística e biológica ingênua, assim, o extermínio ou abandono, institucionalização, integração e inclusão são as práticas que têm sido adotadas na educação deste segmento social. Isto pôde ser verificado no estudo histórico de como as pessoas cegas e com baixa visão foram tratadas e educadas nas sociedades primitivas e nos modos de produção escravista, feudal e capitalista, que compõem a parte inicial desta pesquisa. Contudo, a perspectiva sócio-psicológica, que tem como seu principal expoente Lev Semenovitch Vigotski (1896-1934), nos apresenta aspectos sobre a pessoa com deficiência que superam as visões deterministas até então preponderantes nesse campo de estudo. A referida teoria entende que junto com o defeito estão dadas as possibilidades para a sua superação que ocorre através de uma reorganização psíquica que permite o desenvolvimento distinto dos órgãos dos sentidos remanescentes, levando a um processo denominado de supercompensação. Objetiva-se com a presente investigação compreender como o Estado do Paraná efetivou e efetiva a educação para pessoas com deficiência visual, contudo para isso é preciso que nos situemos em que perspectiva de educação desejaríamos encontrar essas políticas, assim se faz necessário também compreender quais os princípios que orientam a concepção de educação. Desta forma, apresenta-se a pedagogia histórico-crítica como a teoria pedagógica que oferece a possibilidade de que a aprendizagem possa levar ao desenvolvimento integral destes alunos. Nesta perspectiva, apresenta-se como ocorreu a educação de pessoas com deficiência visual no Brasil e no Paraná e, de forma mais específica, como essa tem ocorrido a partir da década de 1980 do século XX nesse Estado. A opção por esse período decorre do fato de ser nesse momento histórico que, de forma mais efetiva, o Estado do Paraná ofereceu um atendimento às pessoas com deficiência visual no contratuno, embora ainda pautado no paradigma de integração, superado como política apenas a partir do ano de 2000, a partir do paradigma de inclusão. Assim, através de uma revisão bibliográfica e documental apresenta-se e analisa-se os seguintes documentos: na década de 1980, a Deliberação n.º 004/83 - CEE e a Deliberação n.º 020/86 - CEE; na década de 1990, o documento Fundamentos Teórico-Metodológicos para a Educação Especial, de 1994; na década de 2000, a Deliberação n.º 02/03 - CEE e o documento Diretrizes Curriculares da Educação Especial para a Construção de Currículos Inclusivos da SEED, de 2006. Constata-se o quanto a política para a educação de pessoas com deficiência visual se mantém no campo da conservação das velhas práticas assistencialistas, segregativas e filantrópicas, dificultando o processo de supercompensação.

The thesis is focussed on social work with visually impaired clients. The theoretical part deals with eyesight, anatomy, physiology of the eye and various visual defects; further, on personality of handicapped individuals, quality of their lives, provided social assistance, methods of typhlo- rehabilitation and appropriate utensils. The application section searches by means of qualitative research, namely semi-structured interview and observation, complex functioning of an asylum for the handicapped - Home for Visually Impaired Clients PALATA, Prague. The dissertation presents, according to the findings, personalities of the interviewed, their subjective difficulties, the way they cope with the obstacles, their level of contentment, and considers bounds of assistance possibilities from the social background. The objective of the thesis is to describe options of social work with visually impaired clients. To present their personalities and difficulties they deal with due to their handicap. And as well as to show how they cope with them and how their social environment can help with the acceptance of their impairment. Powered by TCPDF (www.tcpdf.org)

The thesis deals with employing visually impaired people and support for their employability in the labour market. The purpose of the work is to explain the issues connected with the employment, its possibilities and ways of support in this area aimed at visually impaired people. The empirical part is based on the assessment of conditions of participation of visually impaired people in retraining courses organised by Dědina Residential Physiotherapy and Retraining Centre for Visually Impaired People. Its verification was performed using the following methods: analysis of the specialist literature, interviews, analysis of the interviews, observation and interviews with the specialist staff. The research showed that retraining courses organised by Dědina Residential Physiotherapy and Retraining Centre for Visually Impaired People are an important means of support for employment of visually impaired people from all over the country. The established facts show that retraining of any specialisation is necessary in order to enable the target group to find a suitable job. The aim of this work was to establish the objective and subjective benefits for the individual participants of a retraining course for Blind and Visually Impaired Masseurs and to point out that free labour market is not sufficiently...