Made available in DSpace on 2014-12-17T14:36:16Z (GMT). No. of bitstreams: 1 HiltnarSM.pdf: 1022051 bytes, checksum: 7d23749366288434c630ab7d25de11b3 (MD5) Previous issue date: 2009-10-19 / This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction / O presente estudo analisa o relacionamento existente entre a fam?lia de educandos que apresentam s?ndrome de Down e profissionais da institui??o de ensino em que estudam, com vistas a contribuir para a melhoria do processo de desenvolvimento e de ensino-aprendizagem, numa perspectiva inclusiva. Para tanto, utilizamos uma abordagem qualitativa, por acreditarmos que o objeto de pesquisa n?o ? um dado passivo e neutro de conhecimento, j? que este possui significados e rela??es que podem ser mais bem interpretados e compreendidos pelo pesquisador numa ocasi?o ativa e real. Para o desenvolvimento da pesquisa, empreendemos uma revis?o bibliogr?fica sobre o tema e realizamos um estudo de caso em duas escolas da rede regular de ensino, na cidade de Natal/RN, sendo uma de cunho privado e a outra pertencente ? rede p?blica. Trabalhamos nessas institui??es de ensino com profissionais e com pais de educandos que apresentam a s?ndrome de Down. Empregamos como instrumento de constru??o de informa??es a entrevista semiestruturada e para a an?lise dos dados foi utilizado o m?todo qualitativo. Conforme etapas percorridas, constatamos que: as coordenadoras pedag?gicas que compunham as duas escolas pesquisadas demonstravam interesse em realizar um trabalho efetivo junto aos pais, independente do Projeto Pol?tico Pedag?gico de cada escola prever ou n?o essa participa??o no processo educacional empreendido; no tocante ?s falas das professoras, no que se refere ? rela??o com a fam?lia, percebemos que embora uma das docentes procure manter um bom relacionamento com os pais, permeado por trocas de saberes, de orienta??es e conhecimentos, em rela??o ? outra, mesmo existindo uma aparente abertura para o di?logo , quando os pais apresentam alguma sugest?o ou cr?tica, nem sempre essa atitude ? bem vista. A partir das entrevistas realizadas com os pais, podemos destacar, primeiramente, que ambos reconhecem os benef?cios da inclus?o, no que diz respeito ? socializa??o a partir da conviv?ncia com os pares em geral e ao processo de ensino e aprendizagem, que se apresenta de forma mais consistente. No tocante ?s reuni?es escolares com os professores, os pais pesquisados concordam sobre a import?ncia desses encontros e buscam comparecer aos mesmos, assim como aos demais eventos promovidos pela escola, al?m de procurarem ter contato individual com a professora, sempre que necess?rio. Est?o sempre presentes, buscando se envolver em tudo que acontece na escola, com o intuito de conhecer melhor o que est? sendo realizado, ouvindo e podendo sugerir alternativas com vistas ao aprimoramento do processo educativo. Percebemos, a partir do estudo empreendido, que, embora a inclus?o escolar n?o seja um processo f?cil de ser constru?do, ? algo poss?vel de ser alcan?ado. Para tanto, ? preciso que profissionais da educa??o e as fam?lias reconhe?am os seus pap?is no processo educativo e atuem conjuntamente neste sentido

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 MariaKMS_DISSERT.pdf: 2900661 bytes, checksum: f5d859e9d7f044d6823698aecb9c3fde (MD5) Previous issue date: 2010-08-12 / The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school needs to prepare itself to meet the differences and provide a meaningful learning for everyone, including those with Down syndrome. It is in the interaction with others that children develop their skills and exchange substantial experiences to learn the school and non school knowledge. Among the knowledge the school must offer students, there is one that is indispensable to the present society; the writing, because writing is a way to Interact, to communicate and to build autonomy to relate in society. Before exposed, the research that started this study aimed to investigate the level of the writing conceptualization of children with Down syndrome during the literacy process in a regular school of the private school network in the city of Natal/RN. For carrying out this study, initially we conducted a qualitative research, using the bibliographical as a methodological recourse, seeking to the deepening of information, based on the literature about the subject, which allowed us to collect data about people with Down syndrome, their education and the process of the writing acquisition. Later, a case study was performed, involving free observation in the room and interviews with teachers and children, trying to verify how this writing acquisition process occurs by children with Down syndrome. The data analyzed and information recorded demonstrated that the school inclusion, when taken seriously, benefits the learning of writing for children who have intellectual deficit, and, mainly, they develop in this environment and are able to learn to write, as long as their own pace are respected / A inclus?o escolar baseia-se no respeito ? diversidade e na cren?a de que todos t?m a capacidade de aprender e se desenvolver. Para isso, a escola precisa preparar-se para atender ?s diferen?as e proporcionar uma aprendizagem significativa para todos, inclusive para aqueles com s?ndrome de Down. ? na intera??o com os outros que as crian?as desenvolvem suas capacidades e trocam experi?ncias substanciais para aprender os conhecimentos escolares e n?o escolares. Dentre os conhecimentos que a escola deve oferecer aos seus alunos, existe um que ? imprescind?vel para a sociedade atual: a escrita, pois escrever ? uma forma de interagir, de se comunicar e de construir autonomia para relacionar-se na sociedade. Diante do exposto, a investiga??o que deu in?cio a este trabalho teve por objetivo investigar o n?vel de conceptualiza??o de escrita da crian?a com s?ndrome de Down durante o processo de alfabetiza??o, numa escola regular da rede particular de ensino da cidade de Natal/RN. Para a realiza??o deste estudo, inicialmente realizamos uma pesquisa qualitativa, utilizando como recurso metodol?gico o bibliogr?fico, buscando o aprofundamento das informa??es, com base na literatura especializada sobre o tema, o que nos permitiu levantar dados sobre as pessoas com s?ndrome de Down, sua educa??o e o processo de aquisi??o da escrita. Posteriormente foi realizado um Estudo de Caso, envolvendo a observa??o livre na sala e entrevistas com as professoras e as crian?as, buscando verificar como ocorre este processo de aquisi??o da escrita por crian?as com s?ndrome de Down. Os dados analisados e as informa??es registradas demonstraram que a inclus?o escolar, quando levada a s?rio, beneficia a aprendizagem da escrita pelas crian?as que apresentam d?ficit intelectual, e, principalmente, que elas se desenvolvem nesse ambiente e s?o capazes de aprender a escrever, desde que respeitado o seu pr?prio ritmo

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DeboraMP_DISSERT.pdf: 2582152 bytes, checksum: 0335acaad73827e4fcf2200fa8287d93 (MD5) Previous issue date: 2014-02-06 / Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child?s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student?s participation in academic and functional tasks after the intervention program / Diante do paradigma da Educa??o Inclusiva, a presen?a de alunos com transtorno do espectro do autismo no ensino regular tem se tornado mais expressiva nos ?ltimos anos. Estudos t?m revelado, no entanto, uma deficit?ria participa??o acad?mica desses educandos na sala de aula comum. Dentre os fatores que contribuem para esse fen?meno destacam-se a prec?ria forma??o docente e a escassez de estrat?gias que promovam o acesso desses educandos ao curr?culo regular. O objetivo do presente estudo foi desenvolver um instrumento que favorecesse a inclus?o acad?mica de um educando com autismo por meio de procedimentos que pudessem, simultaneamente, dar poder ao professor. Nessa perspectiva, o estudo visou analisar os efeitos de um Plano Educacional Individualizado (PEI), elaborado de forma colaborativa com os professores, no desenvolvimento acad?mico e funcional de um aluno com autismo no contexto da educa??o infantil. Os dados foram coletados em uma escola particular, localizada na cidade de Natal, estado do Rio Grande do Norte, no decorrer do ano letivo de 2012. Al?m do educando com autismo, participaram do estudo uma professora titular, uma professora de apoio pedag?gico e quatro professores auxiliares. A pesquisa utilizou delineamento quase experimental intrassujeito do tipo A-B (linha de base e tratamento), assim como procedimentos qualitativos de an?lise. O estudo foi realizado em tr?s etapas: caracteriza??o, linha de base e interven??o. A primeira compreendeu entrevistas com os pais e professoras do aluno, bem como a identifica??o de duas rotinas focos de interven??o. A segunda contemplou a an?lise do tempo de perman?ncia do educando nas rotinas selecionadas na fase de linha de base. Na terceira o pesquisador elaborou, de forma colaborativa com os professores, um plano educacional individualizado (PEI) para o aluno. Por fim, o PEI foi implementado pelos professores. Os resultados indicaram mudan?as qualitativas e quantitativas na participa??o do estudante nas tarefas acad?micas e funcionais ap?s o programa de interven??o

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:56Z No. of bitstreams: 1 RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:35:35Z (GMT) No. of bitstreams: 1 RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5) / Made available in DSpace on 2016-02-25T21:35:35Z (GMT). No. of bitstreams: 1 RivaldoBevenutoDeOliveiraNeto_DISSERT.pdf: 2841348 bytes, checksum: a76d5b2b6df5559fc81142e17f4e642e (MD5) Previous issue date: 2015-02-27 / O ensino de Arte em interface com as defici?ncias, ao longo dos ?ltimos 30 anos, tem sido um tema de interesse crescente em pesquisas no meio acad?mico, sobretudo no que se refere ? Educa??o Especial, por?m ainda apresenta certa escassez no tocante a socializa??o de estudos que discutam esse ensino na perspectiva da educa??o inclusiva. Diante desse cen?rio o objeto de estudo desta investiga??o ? a abordagem inclusiva do desenho no contexto escolar, apresentando como objetivo geral a constru??o de uma proposta de interven??o pedag?gica em Artes Visuais, a qual teve como refer?ncia o desenho e seu processo de constru??o, mediante a participa??o de alunos videntes e n?o videntes. Para tanto, a abordagem metodol?gica utilizada, de natureza qualitativa, foi a pesquisa-interven??o, a luz dos princ?pios bakhtinianos do dialogismo e da alteridade, com caracter?sticas de estudo explorat?rio. O l?cus da pesquisa foi a Escola Estadual Almirante Newton Braga de Faria, a qual est? localizada no bairro do Alecrim na Zona Leste do Natal/RN e mant?m proximidade com o Instituto de Educa??o e Reabilita??o de Cegos ? IERC/RN. A turma escolhida para a interven??o foi o 7? ano C do turno vespertino, a qual apresentava um p?blico com idade entre 12 e 16 anos, num total de 27 alunos matriculados, sendo tr?s alunos com defici?ncia: 02 alunas cegas e 01 aluno surdocego com perdas auditivas e visuais leves. Como interlocutores da pesquisa tamb?m se pode contar com a professora de Arte que atuou como colaboradora, bem como o professor da Sala de Recursos Multifuncionais da institui??o de ensino. Os instrumentos e procedimentos de pesquisa foram a observa??o, a entrevista semiestruturada, o di?rio de campo e o registro fotogr?fico/videogr?fico. No itiner?rio da pesquisa foram realizadas 10 oficinas com sequ?ncias did?ticas multissensoriais, articulando as express?es corporal, t?til e gr?fica como intr?nsecas ao processo de leitura e produ??o do desenho de alunos videntes e com defici?ncia visual. O processo e os dados constru?dos na pesquisa permitiram uma reflex?o sobre as experi?ncias culturais com o desenho no contexto escolar e sobre as intera??es entre videntes e n?o videntes na produ??o e an?lise de desenhos t?tilvisuais. Assinalam, ainda, a constru??o de uma abordagem de ensino de desenho no contexto da classe comum, a partir de oficinas pedag?gicas que possibilitem intera??es art?sticas e est?ticas na perspectiva da inclus?o escolar. Desse modo, defende-se que a mobiliza??o das express?es t?til, corporal e gr?fica, podem ser adotadas em uma abordagem multissensorial que possibilite um enfoque pedag?gico que envolva todos os alunos e n?o se restrinja ? presen?a de alunos com defici?ncia visual. / Over the past 30 years, Art Education in interface with disabilities has been a subject of increasing interest in research in academia, especially with regard to Special Education, but still has some shortages in terms of socialization studies to discuss this type of teaching from the perspective of inclusive education. In this scenario, this paper presents an analysis from the field of teaching Visual Arts in the context of school inclusion, with emphasis on teaching drawing to the visually impaired. The conducted literature indicates a number of authors who discuss teaching drawing to people with visual disabilities, who are dedicated primarily to the Special Education context. In this sense, the shortage of research that discuss this teaching from the perspective of inclusive education, this research aimed at the inclusive approach to teaching drawing in the school context. Thus, the aim of this study was to develop a proposal for a pedagogical intervention in Visual Arts, with reference to drawing and its construction process, with the participation of seeing and unseeing students. Therefore, the methodological approach, which was qualitative, was the intervention research, in the light of the Bakhtinian principles of dialogism and otherness, with exploratory study characteristics. The locus of the research was the State School Admiral Newton Braga Faria, which is located in Alecrim, on the East Zone of Natal / RN and is near the Institute for Education and Rehabilitation of the Blind - IERC / RN. The class chosen for intervention was the 7th grade ?C? afternoon shift, which had children aged 12 to 16, with 27 students enrolled, three students with disabilities: 02 blind girls and 01 deafblind boy with light hearing and visual loss. As interlocutors of the research, we could also count on the Art teacher who served as a collaborator, as well as teacher in the school?s Multifunction Resource Room. The instruments and research procedures were observation, semi-structured interview, field diary and the photo / video recording. In the development of research, we conducted 10 workshops with multisensory teaching sequences, articulating the physical, tactile and graphical expressions as intrinsic to the reading and production of drawing for both seeing and unseeing students. The process and data built on research allowed for a reflection on cultural experiences with drawing in the school context and on the interactions between seeing and unseeing students in the production and analysis of tactile-visual drawings. They also point out the construction of a teaching approach to drawing, in the context of the common class, from educational workshops that enable artistic and aesthetic interactions from the perspective of school inclusiveness. Thus, we argued that the mobilization of the tactile, physical and graphical expressions can be adopted in a multisensory approach that enables a pedagogical focus that involves all students and is not restricted to the presence of students with visual impairment.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-02T23:09:21Z No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-04T23:11:34Z (GMT) No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) / Made available in DSpace on 2016-03-04T23:11:34Z (GMT). No. of bitstreams: 1 RivaniaDeSousaSilva_DISSERT.pdf: 2004192 bytes, checksum: 2840cc3f72071ca42052f652cfd4025b (MD5) Previous issue date: 2014-08-27 / Esta investiga??o realizada no Instituto Federal de Educa??o, Ci?ncia e Tecnologia da Para?ba ? IFPB, C?mpus Jo?o Pessoa objetivou analisar o processo de inclus?o de estudantes com defici?ncia nos cursos superiores a partir da implanta??o da A??o Educa??o, Tecnologia e Profissionaliza??o para Pessoas com Necessidades Educacionais Especiais (A??o TEC NEP). Inicia com a discuss?o a respeito da educa??o profissional e da educa??o especial numa perspectiva inclusiva, voltada para pessoas com defici?ncia, no contexto hist?rico dessas duas modalidades de educa??o, considerando o cen?rio mundial e a pol?tica educacional brasileira vigente. Apresenta a A??o TEC NEP no ?mbito nacional e local, atrav?s da an?lise dos documentos oficiais com o prop?sito de conhecer e avaliar o processo de inclus?o escolar no IFPB C?mpus Jo?o Pessoa. O referencial te?rico utilizado contribuiu na an?lise das pol?ticas voltadas para a inclus?o nas institui??es de ensino superior da rede federal de educa??o profissional. A metodologia empregada apresenta uma abordagem qualitativa dos dados, atrav?s do m?todo Estudo de Caso, utilizando como instrumento de coleta de dados a observa??o espont?nea, entrevistas e an?lise documental, tendo como participantes alunos com defici?ncia dos cursos superiores do IFPB C?mpus Jo?o Pessoa atendidos pelo NAPNE. Os resultados a partir dos dados analisados apontam para a constata??o de que os alunos participantes dessa pesquisa avaliam positivamente seu processo de inclus?o escolar na institui??o investigada apesar das dificuldades e entraves especialmente das barreiras arquitet?nicas. Conclui-se que a cria??o do N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Especiais (NAPNE), atrav?s da A??o TEC NEP teve fundamental import?ncia para pautar na institui??o a discuss?o acerca da inclus?o dando maior visibilidade ?s demandas dos alunos com defici?ncia para facilitar o acesso, a perman?ncia e o sucesso acad?mico desses alunos no IFPB c?mpus Jo?o Pessoa. / The current research developed in the Federal Institute of Para?ba ? IFPB, Jo?o Pessoa C?mpus, aimed at analyzing the inclusion of students with disabilities in undergraduate courses based on the TEC NEP Action. It departs from the discussion about professional and special education in an inclusive perspective, focusing on people with disabilities, in the social context of these two modalities of education, considering the world scenario and the current Brazilian educational policy. It discusses the TEC NEP Action within the national and local context through the analysis of the official documents with the objective of getting familiarized and evaluating the process of educational inclusion in the IFPB Jo?o Pessoa C?mpus. The theoretical reference used contributed to the analysis of the policy which focused on inclusion in federal undergraduate institutions for professional education. The methodology used presents a qualitative analysis, having as subject of the research students with disabilities from undergraduate courses in the IFPB Jo?o Pessoa C?mpus who are supported by NAPNE. The results based on the analyzed data show that volunteer students from this research evaluate their process of inclusion in the appointed institution as positive, in spite of challenges specially the ones related to architectural barriers. It is concluded that the foundation of the House for Supporting People with Special Education Needs ? (NAPNE) through the TEC NEP Action had crucial importance in the basis for the discussion about inclusion in the institution, widening the vision towards the demands of students with disabilities in order to facilitate access, permanence and academic success of these students.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-09T23:56:23Z No. of bitstreams: 1 ClaudiaRobertoSoaresDeMacedo_DISSERT.pdf: 2359435 bytes, checksum: 05dc5297f30a0b6bd4e777dd82d7949d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-14T23:35:11Z (GMT) No. of bitstreams: 1 ClaudiaRobertoSoaresDeMacedo_DISSERT.pdf: 2359435 bytes, checksum: 05dc5297f30a0b6bd4e777dd82d7949d (MD5) / Made available in DSpace on 2016-03-14T23:35:11Z (GMT). No. of bitstreams: 1 ClaudiaRobertoSoaresDeMacedo_DISSERT.pdf: 2359435 bytes, checksum: 05dc5297f30a0b6bd4e777dd82d7949d (MD5) Previous issue date: 2015-04-13 / A presen?a de alunos com Transtorno do Espectro Autista (TEA) na escola comum tem aumentado e, com ela, a necessidade de desenvolver estrat?gias interventivas que favore?am sua aprendizagem. Uma das ferramentas que pode viabilizar esse processo ? a Aprendizagem Mediada, compreendida como um estilo de intera??o onde o professor seleciona, modifica, amplia e/ou interpreta os est?mulos ambientais de forma a favorecer a aprendizagem do educando. Nos ?ltimos anos diversos estudos t?m utilizado a Escala de Experi?ncia de Aprendizagem Mediada (EAM; Lidz, 1991) como instrumento para avaliar o comportamento mediador. Essas pesquisas t?m sugerido que a Escala EAM pode fornecer diretrizes importantes para o planejamento de interven??es educacionais, particularmente daquelas que envolvem educandos com necessidades educacionais especiais. Com o objetivo de ampliar esses achados, o presente estudo visou avaliar os efeitos de uma proposta de interven??o baseada na Experi?ncia de Aprendizagem Mediada no desempenho social/acad?mico de uma crian?a com TEA, inserida no 4? ano do ensino fundamental. O estudo, de cunho colaborativo, foi realizado na cidade de Parnamirim, estado do Rio Grande do Norte, no decorrer do ano letivo 2014. Participaram da investiga??o um estudante, de nove anos, com TEA e sua professora titular. A pesquisa utilizou delineamento quase experimental intrassujeito do tipo A-B (linha de base e tratamento) para avaliar o comportamento da docente. Adicionalmente foram empregados procedimentos qualitativos para analisar as respostas da d?ade. Na fase de linha de base, foram observadas tr?s rotinas escolares do educando, com foco nas pr?ticas pedag?gicas e comportamentos mediadores da professora. Com base nos resultados dessa fase, foi delineado um programa de capacita??o com a docente. O comportamento da d?ade, nas tr?s rotinas, foi novamente analisado ap?s a capacita??o. Os resultados dessa fase apontaram mudan?as qualitativas e quantitativas nos n?veis de media??o da professora. Adicionalmente, foram observadas mudan?as no comportamento social do educando, como tamb?m avan?os acad?micos. / The presence of students with Autism Spectrum Disorder (ASD) in regular schools has increased and with it, the need to develop interventional strategies that enhance their learning. One of the tools that can facilitate this process is Mediated Learning, defined as an interaction style where the teacher selects, modifies, enhances, and interprets environmental stimuli in order to promote student learning. In recent years several studies have used the Mediated Learning Experience Scale (MLE; Lidz, 1991) as a tool to assess the mediator behavior. These studies have suggested that the EAM Scale can provide important guidelines for planning educational interventions, particularly those involving students with special needs. In order to extend these findings, this study aimed to evaluate the effects of an intervention based on the Mediated Learning Experience on social / academic skills of a child with ASD, enrolled in the 4th grade of a regular elementary school. This collaborative study was held in the city of Parnamirim, state of Rio Grande do Norte, in 2014. A 9-year old boy with ASD and his teacher participated in the study. The research used a quasi-experimental A-B design (baseline and treatment) to evaluate the teacher's behavior. Qualitative procedures were also used to analyze the dyad?s responses. Teacher and student behaviors were observed in three school routines during baseline. Based on the results of this phase, a training program was designed for the teacher. Dyad behavior was analyzed again after training in the same routines. The results of this phase showed qualitative and quantitative changes in levels of teacher mediation. Additionally, data indicated that the child enhanced his social and academic skills during the intervention.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-25T22:50:17Z No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-27T21:27:33Z (GMT) No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) / Made available in DSpace on 2016-04-27T21:27:33Z (GMT). No. of bitstreams: 1 GilvanaGalenoSoares_DISSERT.pdf: 2855248 bytes, checksum: 1dfe667055269d88aa9c8db8e8f4c149 (MD5) Previous issue date: 2015-03-30 / Este estudo tem como objetivo avaliar a realidade em que se encontram os N?cleos de Atendimento ?s Pessoas com Necessidades Educacionais Especiais (NAPNE), implantados no ?mbito do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) atrav?s do Programa de Educa??o, Tecnologia e Profissionaliza??o para Pessoas com Necessidades Educacionais Especiais (Programa TEC NEP). Para alcance da meta proposta, optou-se por uma pesquisa explorat?ria, com uma abordagem qualitativa, caracterizada como estudo de campo. Os dados foram obtidos a partir de informa??es coletadas em question?rios respondidos por treze coordenadores de NAPNEs de diferentes campi do IFRN e tratadas por meio da an?lise de conte?do. Os resultados da pesquisa demonstram que a cria??o do Programa TEC NEP significou um grande avan?o para as pol?ticas de inclus?o no IFRN. No entanto, dificuldades tamb?m foram apontadas pelos coordenadores participantes, como: falta de estrutura f?sica, de recursos materiais e humanos e de ordem financeira, dentre outras, as quais foram barreiras ? implementa??o e atua??o dos NAPNEs. / The aim of this study was to evaluate the reality of the Service Centers for People with Special Educational Needs (NAPNEs) implanted at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) through a Professional Education Program in Technology for People with Special Educational Needs (TEC NEP Program). To reach the proposal we opted for an exploratory research with a qualitative approach characterized as a field of study. Data were obtained from questionnaires answered by thirteen (13) NAPNEs coordinators of different IFRN campuses and examined using content analysis. The survey results show that the creation of the TEC NEP program was an important step for inclusion policies in IFRN. However, difficulties were also identified by participants as coordinators: lack of physical infrastructure, human and material resources and financial matters, among others, as barriers to implementation and performance of NAPNEs. Keywords: TEC NEP Program, Professional Education, Inclusion, People with disabilities.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-14T19:43:16Z No. of bitstreams: 1 JulianaCavalcanteMarinhoPaiva_DISSERT.pdf: 2684249 bytes, checksum: dfc04f07771353a29c36f949072c37fe (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-15T20:45:29Z (GMT) No. of bitstreams: 1 JulianaCavalcanteMarinhoPaiva_DISSERT.pdf: 2684249 bytes, checksum: dfc04f07771353a29c36f949072c37fe (MD5) / Made available in DSpace on 2016-06-15T20:45:29Z (GMT). No. of bitstreams: 1 JulianaCavalcanteMarinhoPaiva_DISSERT.pdf: 2684249 bytes, checksum: dfc04f07771353a29c36f949072c37fe (MD5) Previous issue date: 2014-11-07 / O objetivo deste estudo foi compreender a rela??o das pessoas com defici?ncias e seu trabalho. Especificamente, buscou-se identificar, os sentidos e significados atribu?dos ao trabalho; e, descrever os impedimentos da atividade concreta, e as estrat?gias desenvolvidas para sua supera??o. Este objetivo ? inspirado na perspectiva te?rica s?cio hist?rico cultural e nas teorias da atividade. A pesquisa foi realizada com 16 servidores de uma IES, tratando-se de um estudo multi-m?todos sequencial, transversal de orienta??o qualitativa com utiliza??o de entrevista narrativa e cria??o fotogr?fica. Os resultados demonstraram que o trabalho tendo sido caracterizado como uma necessidade, fonte de prazer, reconhecimento, socializa??o e, tendo o papel dos pares enfatizado na realiza??o do bom trabalho. Os sentidos foram pr?prios de cada participante, e se demonstraram nos conte?dos e modo de falar de cada participante. Os impedimentos estiveram mais no ?mbito das condi??es ambientais da atividade, do que propriamente na condi??o da defici?ncia. Conclui-se que o trabalho ? um meio de socializa??o e o acesso a ele possibilita uma importante ferramenta de inclus?o social de pessoas com defici?ncia, e, nesse sentido, as leis de reserva de vaga cumprem seu papel. As pessoas com defici?ncia n?o atribuem significados muito distintos de outros grupos populacionais, ressalta-se apenas, que a defici?ncia traz luz para designar a import?ncia do papel do trabalho na inser??o social dessas pessoas. / The objective of this study was to understand the relationship between people with disabilities and their labor. Senses and meanings related to work were specifically identified; also describing the impediments of concrete activities, as well the strategies developed for overcoming them. This objective is inspired on the social historic cultural theoretical perspective as well as on the activity's theory. The research has been made possible through the interview of 16 workers from a IES, it categorizes as a multi-method sequential and transversal study of qualitative orientation, making use the technics of narrative interviews and photographic creation. The results indicate that work was described as a necessity, a source of pleasure, recognition and socialization; with emphasis on the importance of working in pairs in order to accomplish good quality work. Senses were obtained from each participant, identified by the way that each of them expressed themselves. Impediments were more deeply related to the physical conditions of the work environment than to the person's disabilities. Conclusion points out that the access to work, acts as a social inclusion tool for peoples with disabilities, and showing that, the laws regarding quota reservations fulfill their objective.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T20:37:08Z No. of bitstreams: 1 LuziaLiviaOliveiraSaraiva_DISSERT.pdf: 1634196 bytes, checksum: 776d419a16f8fd9d752f837e13a6b527 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T22:06:24Z (GMT) No. of bitstreams: 1 LuziaLiviaOliveiraSaraiva_DISSERT.pdf: 1634196 bytes, checksum: 776d419a16f8fd9d752f837e13a6b527 (MD5) / Made available in DSpace on 2016-06-27T22:06:24Z (GMT). No. of bitstreams: 1 LuziaLiviaOliveiraSaraiva_DISSERT.pdf: 1634196 bytes, checksum: 776d419a16f8fd9d752f837e13a6b527 (MD5) Previous issue date: 2015-07-22 / No atual contexto da pol?tica de educa??o inclusiva no ensino superior brasileiro, os n?cleos de acessibilidade respondem pela organiza??o de a??es para o cumprimento dos requisitos legais de acessibilidade e elimina??o de barreiras que interferem na participa??o e aprendizagem de pessoas com necessidades educacionais especiais (NEE), fornecendo condi??es para a plena inclus?o desse alunado nas atividades de ensino, pesquisa e extens?o nesse n?vel de ensino. Esta pesquisa teve o objetivo analisar o trabalho desenvolvido pelos n?cleos de acessibilidade implementados nas universidades federais do nordeste brasileiro para atendimento aos estudantes com NEE. Trata-se de um estudo descritivo, com abordagem quantitativa e qualitativa. Participaram 12 universidades federais nordestinas, atrav?s dos seus coordenadores dos n?cleos de acessibilidade. Os dados - obtidos atrav?s da aplica??o de um question?rio eletr?nico no ano de 2014 - foram organizados e analisados atrav?s da estat?stica descritiva e an?lise de conte?do, sendo a discuss?o dos mesmos realizada a partir de quatro t?picos tem?ticos: organiza??o dos n?cleos de acessibilidade para atendimento aos estudantes com NEE; tipos e quantidade de estudantes com NEE atendidos; a??es desenvolvidas e sugest?es para a melhoria dos n?cleos de acessibilidade. Verificou-se que no ?mbito das universidades pesquisadas, os n?cleos de acessibilidade v?m executando a??es envolvendo diversos segmentos da comunidade universit?ria para a melhoria das condi??es de perman?ncia de pessoas com NEE no ensino superior. Por?m, em algumas realidades institucionais, essas a??es necessitam serem ampliadas e/ou consolidadas. Os coordenadores sugerem encaminhamentos para a melhoria da atua??o desses n?cleos, relativas a amplia??o de recursos financeiros e humanos, forma??o profissional, sensibiliza??o da comunidade acad?mica, institucionaliza??o e forma??o de um rede colaborativa entre os n?cleos de acessibilidade. Sendo assim, embora ainda existam desafios a serem superados, a presen?a dos n?cleos de acessibilidade mostra-se como um avan?o para a efetiva??o das pol?ticas de inclus?o de alunos com NEE no ensino superior, com vistas a garantia da democratiza??o do ensino a partir do direito de todos ? educa??o. / In the current context of policies for inclusiveness in the Brazilian higher education, the accessibility centers are responsible for the organization of actions toward the fulfillment of the legal requirements regarding accessibility and the elimination of barriers that interfere with the participation and learning of persons with special learning needs (SLN), providing conditions for the full inclusion of these students in the activities of learning, research and community outreach in this learning level. This research had the goal to analyse the work developed by the accessibility centers in the federal universities in the northeastern region of Brazil towards the care of students with SLN. It is a descriptive work, with quantitative and qualitative approaches. Twelve federal universities participated through their accessibility center?s coordinators. The data - gathered by means of an electronic survey filled out in 2014 - was organized and analyzed through descriptive statistics and content analysis; their discussion was made around four topics: organization of accessibility centers for the care of students with SLN, kinds and numbers of students with SLN cared for, actions developed, and suggestions for the improvement of the accessibility centers. It was found that in the sphere of the researched universities, the accessibility centers have been taking actions involving many parts of the academic community towards the improvement of the conditions and permanence of students with SLN. However, in some institutional realities, these action need to be expanded and/or consolidated. The coordinators suggest further actions towards the betterment of these centers, regarding expansion of financial and human resources, professional qualification, awareness of the academic community, institutionalization and the formation of a collaborative network among the accessibility centers. Thus, although there are still challenges to overcome, the presence of the accessibility centers is shown to advance the realization of policies for the inclusion of students with SLN in the post-secondary education, towards the democratization of learning starting from the universal right to education.

Made available in DSpace on 2014-12-17T15:08:34Z (GMT). No. of bitstreams: 1 AdrianaCSC_DISSERT.pdf: 496198 bytes, checksum: 4e640352beec8b5880c6801202af5e74 (MD5) Previous issue date: 2013-06-06 / It is an investigation that seeks to reveal, record and analyze the process of appropriation and use of digital media by university students, aged between 40 and 60 years. Interested in studying how changes are perceived in the educational sphere for students Whois have gone through liberal/traditional school, ie, effected the first contact with technological devices media as adults, in the university. This investigation sought to contribute to the knowledge on the use of new learning strategies imposed by digital media by recording and analyzing the reports surveyed sample. Allowed to know the cultural universe of these women, revealing the context in which receive mediated messages and uses that mar? these learning strategies within their daily academic life. Gathered in this work, reflexions guided by studies of media reception and role played by digital media as builders images and facilitators in knowledging acquisitions, it was chosen to work two main theorical notions: communication media and digital inclusion. As the research methodology, it was used the exploratory descriptive technical together with other appropriate tecniques. In ordem to approach the problem can be observed two phases: a quantitative one, which was used an investigative procedure, a survey data with closed questions; and a qualitative phase, which was used to collect data through a diary from situations encountered in the classroom. The main objective of analyzing how digital media are received, appropriated and used by university women has been fulfilled and it is remarkable that they access with dificulty and can not be considered included digitally. The results show that the problem of these agents is not the access, there are was of appropriation of digital media offered at IES, and it was possible to note that they seek to integrate to the technological world, and they even have devices that can insert them on this world. Insertion in cyberculture sets up the ability to find a favorable way to be aware of reality and production of knowledge and liberating and dignifying practices, in this case refers to an appropriation of citizenship through the field of technological devices offered as a perspective that they can interact / Trata-se de uma investiga??o que busca revelar, registrar e analisar o processo de apropria??o e utiliza??o das m?dias digitais por alunas universit?rias, com idade entre 40 e 60 anos. Interessou-nos estudar como essas transforma??es s?o percebidas na esfera educacional, por discentes que passaram pela forma??o escolar liberal/tradicional, ou seja, efetuaram o primeiro contato com os dispositivos tecnol?gicos midi?ticos depois de adultas e dentro da universidade. Esta investiga??o buscou contribuir para ampliar o conhecimento sobre a utiliza??o das novas estrat?gias de aprendizagem impostas pelas m?dias digitais, atrav?s do registro e an?lise dos relatos da amostra pesquisada. Permitiu conhecer o universo cultural dessas mulheres, revelando o contexto no qual recebem as mensagens mediadas e quais os usos que fazem dessas estrat?gias de aprendizagem dentro de sua vida cotidiana acad?mica. Reuniram-se, neste trabalho, reflex?es orientadas pelo papel desempenhado pelas m?dias digitais, como construtores de imagens e dinamizadores na aquisi??o de conhecimento, escolhemos trabalhar com duas no??es te?ricas principais: comunica??o midi?tica e a inclus?o digital. Quanto ? metodologia investigativa, utilizamos a t?cnica explorat?rio-descritiva, aliada a outras t?cnicas apropriadas. Na forma de abordagem do problema podem ser observadas duas fases: uma quantitativa, na qual se utilizou como procedimento investigativo um levantamento, tendo este como t?cnica de coleta um question?rio com perguntas fechadas; e uma fase qualitativa, na qual foi utilizada como t?cnica de coleta de dados uma observa??o participante, por meio de um di?rio de campo a partir das situa??es vividas em sala de aula. O objetivo principal de analisar de que forma as m?dias digitais s?o recebidas, apropriadas e utilizadas pelas mulheres universit?rias foi cumprido, sendo not?vel que elas acessam com dificuldade e n?o podem ser consideradas inclu?das digitalmente, os resultados apontam que o problema dessas agentes n?o ? o acesso; h? formas de apropria??o das m?dias digitais oferecidas na IES, e foi poss?vel observar que elas buscam se integrar ao mundo tecnol?gico e at? possuem dispositivos que podem inseri-las nesse mundo. A inser??o na cibercultura configura-se pela capacidade de encontrar meio favor?vel para a tomada de consci?ncia da realidade e a produ??o de saberes e fazeres libertadores e dignificantes, que nesse caso refere-se a uma apropria??o da cidadania por meio do dom?nio dos aparatos tecnol?gicos oferecidos como uma perspectiva emancipat?ria para as interagentes