Made available in DSpace on 2016-04-27T16:32:37Z (GMT). No. of bitstreams: 1 Giselda Maria Valles.pdf: 1942101 bytes, checksum: 78d37f3e32d4a396db72f5e95f8a4bda (MD5) Previous issue date: 2012-03-28 / This research´s theme is The Teaching History in the Curriculum Proposal of the State of São Paulo, established in 2008 to verify the teaching´s continuities and ruptures, as well as theoretical and methodological assumptions that underlie the proposal. From the propositions brought by the research fields of School Subjects History and Theory Critique of Curriculum, is intended to insert in their proposal in its original historical context, highlighting the conflicts involving cultural selection of educational contents and its meaning for teaching of History. As a research procedure, we chose content analyze, with the object and analyze the source material produced by the Department of Education in the form of Reports Teacher and Student for the History discipline / Esta pesquisa tem como tema o Ensino de História na Proposta Curricular do Estado de São Paulo, implantada em 2008, a fim de verificar as continuidades e rupturas deste ensino, bem como os pressupostos teóricos e metodológicos que embasam a proposta. A partir das proposições trazidas pelos campos de pesquisa História das Disciplinas Escolares e Teoria Crítica do Currículo, pretende-se inserir a proposta em seu contexto histórico de origem, destacando os conflitos que envolvem a seleção cultural dos conteúdos escolares e seu significado para o Ensino de História. Como procedimento de pesquisa, optou-se pela análise de conteúdo, tendo como objeto e fonte de análise o material produzido pela Secretaria da Educação na forma dos Cadernos do Professor e do Aluno para a disciplina de História

Contextualização: Existem poucas investigações sobre recursos didáticos modernos para o ensino de habilidades técnicas de massoterapia. Objetivo: Avaliar o efeito de instruções usando filme no formato DVD associado ao ensino tradicional (aula expositiva com demonstração do instrutor em um voluntário), no aprendizado e na retenção de massagem miofascial (MM). Método: Estudo retrospectivo e duplo cego. Uma fisioterapeuta experiente que atuou como professora (cega ao objetivo do estudo) e 60 fisioterapeutas que realizaram o curso sobre MM. O curso teve 15 aulas, utilizando o livro \"Massoterapia Clínica\" de Clay e Pounds (2003) e aulas expositivas para o grupo A (n=30) e o livro e o DVD para o grupo B (n=30). O livro descreve e ilustra as manobras de MM e o DVD as demonstra. A avaliação foi realizada por meio de observação de filmagem com simulação de tratamento, realizada ao final do curso, repetida dois meses após, para avaliar retenção. No final do curso os participantes responderam um questionário sobre satisfação com o curso. As atividades filmadas foram avaliadas por dois fisioterapeutas cegos ao objetivo do estudo. Resultados: A análise de correlação de coeficiente intraclasse confirmou confiabilidade das notas dadas pelos avaliadores. Houve diferenças entre os grupos na habilidade de aplicação de MM, com melhor aproveitamento do grupo B (ANOVA twoway). Os alunos do grupo B sugeriram complementações no curso com novas tecnologias de ensino. A utilização de DVD diminui o tempo das aulas em um terço. Conclusão: As instruções de DVD complementaram os recursos didáticos tradicionais, com vantagens para o aprendizado e tempo de curso / Contextualization: There are few investigations on modern resources for educational teaching ability techniques of massage therapy. Objective: To evaluate the effect of instructions using film in DVD way associated to the traditional teaching (expositive class with instructor demonstration in a volunteer), in the learning and retention myofascial massage (MM). Method: It is a retrospective and double blind study. An experienced physiotherapist she served as a teacher (blind to the purpose of the study) and 60 physiotherapists carried out the course on MM. The course had 15 classes using the book ¨Massage Clinic, Clay and Pounds (2003)¨ and expositive classes for group A (n = 30) and the same book and respective DVD for group B (n = 30). The book describes and illustrates the maneuvers of MM and the DVD demonstrates technical. The assessment was performed by means of recording with simulation of treatment realized at the end of the course, repeated after two months to evaluate retention. At the end of the course the participants answered a questionnaire about satisfaction with the course. The film was evaluated by two physiotherapists blinded to the study. Results: Analysis of intraclass correlation coefficient confirmed trustworthiness of the ratings given by the evaluators. There were differences between groups in the ability of application of MM, with better use of group B (two-way ANOVA). Students in group B have suggested supplementations on course with new teaching technologies. The use DVD of classes decreases the time in onethird. Using DVD decreases the time used to perform the lessons in a third. Conclusion: The instructions of the DVD have complemented traditional teaching resources, with advantages for learning and course time

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A falta de conhecimento por parte das mÃes acerca da saÃde ocular dos seus filhos à um denominador comum encontrado quando sÃo abordadas sobre essa temÃtica, principalmente relacionado à estimulaÃÃo visual, componente de valor significativo na saÃde ocular dos recÃm-nascidos. Nesse intuito, objetivamos aplicar um manual com Ãnfase na estimulaÃÃo visual para mÃes de crianÃas com risco para alteraÃÃes visuais e validar material e mÃtodo para educaÃÃo e saÃde aplicado à estimulaÃÃo visual de crianÃas prematuras e/ou com riscos para alteraÃÃes visuais. A coleta de dados foi realizada de abril a junho de 2005 em trÃs momentos metodolÃgicos. No primeiro momento, o manual foi avaliado por trÃs especialistas; no segundo, foi reformulado a partir das suas sugestÃes; e no terceiro, o manual foi aplicado com as mÃes internadas na enfermaria mÃe-canguru, sendo realizadas entrevistas gravadas, as quais abordaram itens de avaliaÃÃo apÃs a leitura do manual. Os dados foram organizados segundo Bardin (1977) e analisados conforme Nietshe (2000). As sugestÃes, de acordo com indicaÃÃo dos especialistas, contemplaram a contracapa, com a identificaÃÃo completa das autoras; acrÃscimo de um item sobre a histÃria obstÃtrica e outro sobre sinais e sintomas de alteraÃÃes visuais; modificaÃÃo de um desenho sobreposto ao texto que dificultava a leitura; Ãnfase ao tÃpico sobre a participaÃÃo dos pais na promoÃÃo à saÃde ocular dos seus filhos; atualizaÃÃo da literatura; e ampliaÃÃo do material criado para todas as crianÃas com riscos para alteraÃÃes visuais, nÃo apenas para os prematuros. Em seguida foi promovido o segundo momento, com a inserÃÃo do conteÃdo sugerido pelos especialistas. ApÃs a anÃlise temÃtica das 12 entrevistas, identificamos quatro temas, a saber: PercepÃÃo do manual, Conhecimento das mÃes acerca da saÃde ocular, Estrutura do manual e PromoÃÃo à saÃde ocular. ConcluÃmos que o manual facilitou a aprendizagem sobre a estimulaÃÃo visual, como tambÃm facilitarà a identificaÃÃo de alteraÃÃes visuais durante a convivÃncia familiar, alÃm de proporcionar incentivo à continuidade da estimulaÃÃo no domicÃlio como fator indispensÃvel para o desenvolvimento da crianÃa, seja ela prematura ou nÃo. Ao mencionar os componentes contemplados pela tecnologia emancipatÃria, como o exercÃcio da consciÃncia crÃtica, a cidadania, a liberdade e a autonomia, afirmamos que cada um deles esteve presente na aplicaÃÃo do manual, inserindo-o na prÃtica junto Ãs mÃes como tecnologia emancipatÃria. / The lack of knowledge on the part of mothers about their childrenâs ocular health is a common denominator found when they are asked about this theme, mainly concerning the visual stimulation, which is a component of significant value to the newborn babiesâ ocular health. Thus, one aimed to apply a handbook highlighting the visual stimulation for mothers of children with risk to visual alterations and to validate material and method for education and health applied to visual stimulation of premature children and/or with risks to visual alterations. Data collection was carried out from April to June, 2005 in three methodological moments. On the first moment, the handbook was analyzed by three experts, on the second one, the handbook was reformulated starting from the suggestions and on the third moment the handbook was applied to the mothers admitted to the kangaroo-mother ward, with record of interviews where the items of evaluation were approached after the reading of the handbook. The data were described according to Bardin (1977) and Nietsche(2000). Referring to the first moment, one suggested changes in the handbookâs back page, with the complete identification of the authors, addition of an item about the obstetric history and another about signs and symptoms of visual alterations; change of a drawing that was over the text making it difficult to read; emphasis on the topic about the participation of parents on the promotion of ocular health to their children; update on the literature; and enlargement of the material created for all the children with risks to visual alterations, not only the premature ones. Next, one carried out the second methodological moment, with the corrections suggested by the experts, being all obeyed. After the thematic analysis of the 12 interviews, one identified four themes: Perception of the handbook, Knowledge of mothers about ocular health, Handbookâs structure and Promotion of the ocular health. We concluded that the handbook facilitated the learning about visual stimulation, as well as it will make that the visual deficit, in case it appears, is noticed as precocious as possible, in the family life. Besides encouraging the stimulation at home as an indispensable factor to the development of the child, be it premature or not. By mentioning the components contemplated by the emancipatory technology, to know: the exercise of critical conscience, citizenship, freedom and autonomy; we affirm that each one of them was present at the application of the handbook about visual stimulation, what makes the handbook, as well as the practice together with the mothers as emancipatory technology.

Made available in DSpace on 2016-04-28T18:22:11Z (GMT). No. of bitstreams: 1 Jose Neto Candido Torres.pdf: 1617746 bytes, checksum: 7affcb7c981cca55220511fbb927802d (MD5) Previous issue date: 2010-10-18 / Secretaria da Educação do Estado de São Paulo / This work aims to investigate the reconstruction of a didactic unit to verify what changes have occurred in this unit during a collaborative work between participants - the teacher/researcher and teacher/participant, in order to answer the following research question: "What were the changes in a teaching unit that were derived from the reflective sessions held between the teacher/researcher and the teacher/participant?". The theoretical foundations were the Parâmetros Curriculares Nacionais - Língua Estrangeira (Brazilian National Curriculum Parameters for the Teaching of Foreign Languages Elementary School - BRASIL, 1998), the guidelines set out in Proposta Curricular do Estado de São Paulo (SÃO PAULO, 2008), and the list of criteria to evaluate and design didactic materials by Ramos (1999/2009). The concepts of reflection, critical reflection in Education (MAGALHÃES, 1994, 2004; SMYTH, 1992), and theories of teaching-learning and language (MIZUKAMI, 1986, WILLIAMS and BURDEN, 1997; VYGOTSKY, 1934/2003; HUTCHINSON and WATERS, 1987) were also used in this study. This critical-collaborative research was developed in a state school in the city of Diadema, in Greater São Paulo. The participants were the teacher-researcher and a colleague who taught in the same school. The data were collected by a questionnaire, an interview, five reflective sessions. Five versions of the unit produced by the teacher/participant from November 2008 to January 2010 were also part of the data. The results of this study show that, during the collaborative work, changes occurred in the versions of the teaching unit, which show transformation in the conception of what a didactic unit is, awareness about the necessity of theoretical foundations for designing didactic materials, perception of the importance of using criteria, as the ones suggested by Ramos (1999/2009). Finally, the results point out for the relevance of the collaborative work in the process of transformation of the teacher/development / Este trabalho tem por objetivo investigar a reconstrução de uma unidade didática para verificar que transformações ocorreram nesse processo decorrente de um trabalho colaborativo entre os participantes - o professor-pesquisador e o professor-participante, buscando responder à seguinte pergunta de pesquisa: Quais foram as transformações na unidade didática decorrentes das sessões reflexivas realizadas entre o professor-pesquisador e o professor-participante? . A fundamentação teórica deste estudo foi baseada nos Parâmetros Curriculares Nacionais (BRASIL, 1998), nas diretrizes estabelecidas na Proposta Curricular do Estado de São Paulo (SÃO PAULO, 2008) e na lista de critérios para avaliação e elaboração de materiais didáticos para o ensino de Língua Estrangeira de RAMOS (1999/2009). Os conceitos de reflexão, reflexão crítica na Educação (MAGALHÃES, 1994, 2004; SMYTH, 1992) e as teorias de ensino-aprendizagem e de Linguagem (MIZUKAMI, 1986; WILLIANS E BURDEN, 1997; VYGOTSKY, 1934/2003; HUTCHINSON E WATERS, 1987) também fundamentam esta investigação. A pesquisa, de cunho colaborativo-crítico, foi desenvolvida em uma escola da rede pública estadual de ensino localizada na cidade de Diadema, na grande São Paulo. Seus participantes foram o professor-pesquisador e um professor da rede estadual de Educação. Os dados foram coletados por meio de cinco versões de uma unidade didática, um questionário, uma entrevista e cinco sessões reflexivas, entre novembro de 2008 e janeiro de 2009. Os resultados obtidos mostram que, no decorrer das refacções das versões da unidade didática, houve mudanças na unidade didática, decorrentes das sessões reflexivas, que revelam transformação na concepção de unidade didática propriamente por parte do professor-participante, conscientização da necessidade de referenciais teóricos que fundamentem as opções feitas na elaboração dos materiais, percepção da importância do uso de critérios, como os propostos por Ramos (1999/2009), para a elaboração dos materiais didáticos para ensino de Língua Inglesa. Finalmente, os resultados obtidos apontam para a importância do trabalho colaborativo na transformação do professor-participante

Made available in DSpace on 2016-04-27T16:59:02Z (GMT). No. of bitstreams: 1 Mariucha Baptista de Paula.pdf: 3481609 bytes, checksum: 723be40dd607bc081eb54c08aaaafa47 (MD5) Previous issue date: 2010-02-02 / Secretaria da Educação do Estado de São Paulo / The objective of this research is to conduct an analysis of the teacher's book 3 of the third bimester of the 7th year (former 6th grade) of the Elementary School Cycle II provided by the Education Department of the State of Sao Paulo in 2008, focusing on the theme of proportionality, search held in the Learning Situations 1 and 2 of that material aimed at what types of problems multiplicative and what teaching approaches they have. Methodologically our work is of a documentary and literature, in which a survey was conducted in the National Curriculum Parameters Cycle II and Curriculum Proposals in the State of São Paulo in 1986 and 2008. Was also made a survey of other research on proportionality, however we almost did not notice the existence of analysis of material. To base our analysis, we used as a theoretical framework Conceptual Fields Theory of Multiplicative Structures proposed by Gérard Vergnaud (1991). As a result of our research, we found that in Learning Situation 1 there is a multiplicative range of problems, and also verified the existence of an activity disconnected from its purpose, but this fact did not hamper the development of activities. In the Learning Situation 2, we did not observe the same diversity of multiplicative problems, we emphasize that the teaching of proportion was preferred over the ratio. We noticed the existence of two different types of approach to the teaching of proportionality, the first of which focuses on the study of the subject throughout the situations involving the quantities directly and inversely proportional and, second, in order to study the mathematical object and ratio proportion / O objetivo dessa pesquisa é realizar uma análise do caderno do professor do 3º bimestre do 7º ano (antiga 6ª série) do Ensino Fundamental do Ciclo II fornecido pela Secretaria de Educação do Estado de São Paulo no ano de 2008, enfocando o tema proporcionalidade, pesquisa essa realizada nas Situações de Aprendizagem 1 e 2 do referido material visando quais tipos de problemas multiplicativos e quais abordagens de ensino as mesmas possuem. Metodologicamente nosso trabalho é de cunho documental e bibliográfico, no qual foi realizado um levantamento nos Parâmetros Curriculares Nacionais do Ciclo II e nas Propostas Curriculares do Estado de São Paulo dos anos de 1986 e 2008. Também foi realizado um levantamento de outras pesquisas sobre proporcionalidade; porém, quase não verificamos a existência de análise de material didático. Para embasar nossa análise, utilizamos como referencial teórico a Teoria dos Campos Conceituais das Estruturas Multiplicativas, propostas por Gérard Vergnaud (1991). Como resultado de nossa pesquisa, observamos que na Situação de Aprendizagem 1 existe uma diversidade de problemas multiplicativos, sendo também verificada a existência de uma atividade desconectada de seu objetivo, porém esse fato não prejudicou no desenvolvimento das atividades. Na Situação de Aprendizagem 2 não observamos a mesma diversidade de problemas multiplicativos, ressaltamos que o ensino de razão foi privilegiado em relação ao de proporção. Notamos a existência de dois tipos diferentes de abordagem quanto ao ensino de proporcionalidade, a primeira no qual se enfoca o estudo do tema por meio de situações que envolvam as grandezas diretamente e inversamente proporcionais e, a segunda, visando o estudo do objeto matemático razão e proporção

The purpose of this essay is to analyse how Samí history is portrayed in six digital teaching materials. The six teaching materials are intended for both primary school and secondary school. This comparative study aims to investigate whether Samí history is portrayed, and as well to present differences and similarities between the presentations of what that mainly represent Samí history. Therefore, a qualitative content analysis has been used to achieve the purpose of the study. The information regarding Samí history in the digital teaching materials has been divided into three categories, History, Politics and community, and Identity. Thereafter, the categories have been analysed one by one, through six converted theoretical perspectives of orientalistic stereotypifications. The study shows that the stereotypification of Samí history is mostly portrayed as ‘passive’ and ‘undeveloped/outdated’. That means, for example, that only two publishers of the teaching materials present facts about the minority group, as a resisting group to the colonization. The same number of publishers portray Samí history as ‘undeveloped/outdated’. The result is based on that the Samí perspective is mainly reduced and instead is the Swedish state, colonizers, the normative perspective.  The study also shows that the teaching materials have a similar way of generalizing the content, especially regarding the how Samí people wore affected of the colonization. The difference though is the approach angle, and the unequal variety of supplying the readers with further detailed facts of certain historical decisions or events in Samí history.

As teacher students, we have on many occasions come across and studied different textbooks for religion. The purpose of this bachelor thesis is to research how sex and gender are presented in the textbooks for the course “religion 1” in the Swedish upper secondary school. The two thesis questions are: How are sex and gender presented in two different teaching materials in the Abrahamic religions? How does school law's demands for equality manifest in the analysed textbooks? When limiting the scope of the research to get a manageable amount of data we chose two textbooks written after the new guidelines for the Swedish upper secondary school which took effect in the year 2011 and are used in the public schools in Gävle. Further limiting the amount of data we decided to only go into detail on the Abrahamic religions, which had dedicated chapters in each book. For the method we decided discourse analysis would be fitting as what we are researching is how sex and gender are represented in the text. As both textbooks contain images on almost every page we also use some methods for analysing images from the book Reading Images (Kress & Van Leeuwen 2006). The results showed a heteronormative discourse which is present in both textbooks and is especially noticeable when describing the relationship between God and man. God is usually described with the pronoun He while humans present in the books are referred to as she. The discourse also changes depending on the topic. In the topic of describing the history of the religions men are more present, and in the rare cases when women are present the text doesn’t treat them as individuals. When discussing the present questions about feminism and changing the religions to fit the modern society are more frequent, but even here God is referred to as a man and it’s described that mankind - she - is supposed to follow and obey.

The purpose of this study is to find out to what extent and what frequency realia is highlighted in Spanish textbooks for year 7–9. As realia is a wide concept this study has focused on geography, history and music. For this study, a content analysis of both texts and images in teaching materials for year 7-9 has been conducted in order to detect what types of realia are being highlighted and how. The results showed that both teaching materials give a large amount of realia hence a comparison has also been made. In conclusion, all the books in both series do highlight realia, however, they do so in different ways. This means that it matters for the realia education which teaching material is used on an everyday basis, but also that, regardless of what series is used for teaching, the other can serve as a complement. / Syftet med den här studien är att få reda på i vilken bredd och med vilken frekvens man tar upp realia i textböcker i spanska för årskurs 7–9. Då realia är ett vitt begrepp har studien fokuserat på geografi, historia och musik. För undersökningen har en innehållsanalys av både texter och bilder i läromedel i spanska för årskurs 7–9 genomförts för att ta reda på vilken typ av realia som tas upp och hur. Resultatet visade att båda läromedelsserierna ger en stor mängd realia och en jämförelse mellan läromedlen har också gjorts. Som slutsats kan man se att alla böcker i serierna tar upp realia men att det görs på olika sätt. Detta bidrar till att valet av läromedel för den vardagliga undervisningen spelar roll för undervisningen av realia men även att oberoende av vilken av dessa serier man använder kan den andra fungera som komplement till undervisningen.

本論文旨在分析阿美族鄉土文化教材之內容，並探討這套教材在邦查國小實施的情形。前者以內容分析法，輔以論域分析法進行研究；後者則以參與式觀察法和訪談法進行研究。本研究之研究結果如下： 壹　在理念部分，研究發現本教材實施的最大困難在於邦查國小師生皆無法完全肯定原住民鄉土文化教材的價值。他們無法肯定本教材實施的主因在於幾個看似衝突概念之間的矛盾與混淆，分別是「國際化」對「本土化」、「同化」對「多元化」、「認同」對「生存」等。除非能夠釐清這幾個概念，否則原住民鄉土文化教材仍很難在國小教育中落實。 貳　在阿美族鄉土文化教材之內容部分，研究發現本套教材之照片多於圖片，較能說服學生相信文字所敘述的是「現在真實存在」的文化，而更有真實感。本教材之文字描述最著重精神文化，其次為社群文化，最少的則為物質文化。而圖片呈現最多的是精神文化，其次為物質文化，最少的是社群文化。研究並發現此套教材隱含有父權意識型態，並有避免呈現負面、衝突和困境，標題和內容不符，以及母語標注系統不一致等疏誤。 參　在阿美族鄉土文化教材之實施部分，大環境所看到的是不斷變動之課程改革政策與虛化之鄉土教材教科書；蘊涵豐富阿美族文化的邦查村，卻因族人參與意願、信仰因素、及青壯年之族人遠離部落到他鄉工作等主客觀因素，使得學童接觸本族文化機會少。在邦查國小鄉土活動課程之實施部分：八十七學年度上學期邦查國小實際上課的節數只有十四次。上課主題部分只有四次是關於阿美族族群文化的，另外十次則是邦查村之鄉土教材。在實際教學部分：發現教師對教材陌生、感到生疏、不自在、不知道如何教。教學重陳述，少有比較、評論或價值澄清。教學法強調記憶與背誦，互動偏向教師對全體學生的封閉性問題之問答。經過一個學期的教學，學生對於自己本族的看法不是太樂觀積極。 肆　整體而言，阿美族鄉土文化教材之實施至少有以下幾個問題：1.本鄉鄉土教材課程優先於原住民鄉土族群文化課程，原住民學童在學校仍無法學到自己的族群文化；2.教師在教導鄉土教學時，相關之教學專業知能不足，影響教學效果；3.想讓一個民族明白自己文化的根，使他們有自信，但卻只提供單一課程，則其功用有限。 最後，本研究並針對上述研究發現提出討論與建議。 / The study aims to analyze the contents of Ami indigenous culture teaching materials and to explore the process of employing these teaching materials in Pangcah elementary school. Content analysis and discourse analysis were conducted. Participatory observation and interview were also employed. Findings include: 1. The most difficult thing for implementing Ami teaching materials is that the staff and students were unconvinced of their values. The Ami indigenous culture teaching materials cannot be successfully implemented unless people can clarify the concepts of “internationalization vs. localization”, ”assimilation vs. diversification”, and “identification vs. survival”. 2. In the contents of Ami indigenous culture teaching materials, there are more photos than drawings, making the depicted real things of the past even more convincing. Most of the text describes the spiritual culture, less of the text describes the social system culture, and least of the text describes the substance culture. However, most pictures show the spiritual culture, less pictures show the substance culture, and least pictures show the social system culture. There was fatherhood ideology hidden in these teaching materials. Additional mistakes include the avoidance of negation, conflicts and dilemma, the incompatibility between title and content, and the inconsistent phonetic symbol systems of labeling Ami indigenous language. 3. The implementation of the Ami indigenous culture teaching materials was conditioned by the unceasingly changing curriculum policies, inefficient use of textbooks, and the ignorance of abundant Ami culture existing in the Pangcah village. In the instructional process, time is very limited, and the teacher did not perform very well. When he taught, he spoke alone and hardly has any comparisons, comments or clarifications. The teacher emphasized on reciting and rote-memory, with little teacher-student interaction. In the end of the semester, students did not develop positive attitude toward their own culture. Overall speaking, the implementation of Ami cultural teaching materials encounter at least the following problems: 1) the local mainstream curriculum takes precedence over the Ami cultural curriculum, thus precludes the absorption of their own culture by the Ami school children. 2) The effect of special instruction is usually offset by teachers' lack of the specialized pedagogical knowledge. 3) It is virtually impossible to restore self-confidence of the indigenous race through the implementation of one single subject's curriculum. Doing so would undoubtedly produce limited effect.

Submitted by Priscila Nascimento (pnascimento@icict.fiocruz.br) on 2013-04-01T18:12:39Z No. of bitstreams: 1 Michele_Waltz.pdf: 1568375 bytes, checksum: 0842215f924e1824ee00c847cc7d04b3 (MD5) / Made available in DSpace on 2013-04-01T18:12:39Z (GMT). No. of bitstreams: 1 Michele_Waltz.pdf: 1568375 bytes, checksum: 0842215f924e1824ee00c847cc7d04b3 (MD5) Previous issue date: 2012 / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / As leis que regem a educação no Brasil, em consonância com os princípios éticos que envolvem o trabalho do educador, estabelecem que as instituições escolares recebam e forneçam ensino de qualidade para alunos com deficiência. As estatísticas revelam que, atualmente, centenas destes alunos estão matriculadas em cursos de graduação. De acordo com dados do Ministério da Educação, a demanda por cursos de graduação de alunos com deficiência está seguindo uma tendência de crescimento nos últimos anos. A verdadeira inclusão educacional desenvolve-se à medida que estratégias de ensino possam ser aplicadas, garantindo-se a mesma formação para todos os discentes, em um espaço físico comum e não discriminatório. São escassos os relatos das experiências e das metodologias desenvolvidas por pesquisadores e professores para adequar necessidades especiais à promoção do ensino superior de qualidade, particularmente no que se refere às disciplinas de cursos da área biomédica. Nesta tese foram desenvolvidas e compartilhadas ações concretas e novas metodologias de ensino para alunos com deficiência visual de graduações da área biomédica. Esta área foi eleita, uma vez que ainda representa um abismo para muitos alunos e professores por possuir disciplinas técnicas, muito específicas, de caráter prático e que exigem o uso de todos os sentidos para sua compreensão pelos métodos tradicionais de ensino – como é o caso das disciplinas morfológicas. Foram utilizados como referenciais teóricos a teoria da aprendizagem significativa crítica e a teoria da educação para a cidadania. A pesquisa é do tipo teórico-empírica e sua abordagem segue uma perspectiva qualitativa. Os dados disponíveis relativos ao número de alunos com deficiência no Brasil foram analisados e outros novos dados foram apresentados, entre eles o número de alunos com deficiência visual cursando especificamente graduações da área biomédica no estado do Espírito Santo e os cursos mais procurados por esses alunos. Ações para a promoção da inclusão foram apresentadas e discutidas, entre elas aquelas desenvolvidas pela Universidade Autônoma e pela Escola Universitária de Fisioterapia da ONCE, ambas em Madri (Espanha) onde foi realizada investigação presencial, e por instituições brasileiras, como a Faculdade Estácio de Sá de Vitória. Pranchas de microscopia utilizando relevo e texturas para o ensino de histologia na graduação foram desenvolvidas como recursos pedagógicos e validadas tanto para utilização por alunos com deficiência visual quanto por alunos videntes. Conclui-se que existe uma pressão numérica de alunos com deficiência chegando ao ensino superior; que a proposta do uso de modelos pode funcionar como uma solução metodológica de acesso ao conteúdo de disciplinas morfológicas; e que núcleos de apoio institucionais têm papel fundamental neste processo de inclusão. / The laws governing the Brazilian education establish that educational institutions must receive students with disabilities and provide them a system of quality, which is in agreement with the ethical principles that involve the work of the education. Statistics show that today, hundreds of students are enrolled in undergraduate courses. According to the Brazilian Federal Education Department the demand for undergraduate students with disabilities is growing in recent years. The real educational inclusion is developed as teaching strategies can be applied, ensuring the same training for all students in a common physical and non-discriminatory space. There are few reports of experiences and methodologies developed by researchers and teachers to promote a higher quality education adapted to students with special needs, particularly regarding the disciplines of biomedical courses. In this thesis concrete actions and new teaching methodologies for biomedical undergraduate students with visual disabilities were developed and shared. This area was chosen since there is still a gap for many students and teachers and it possesses technical disciplines of practical qualities, which also requires the use of all senses to their understanding by traditional teaching methods – for instance morphologic disciplines. The theory of critical meaningful learning and the theory of education for citizenship were used as the theoretical framework. The research has a theoretic-empirical approach and it follows a qualitative perspective. The available data concerning the number of students with disabilities in Brazil were analyzed and some new data were presented, including the number of students with visual impairments attending undergraduate courses in the biomedical area in the state of Espirito Santo and the courses most wanted by them. Actions to promote inclusion were discussed, including those developed by the Autonoma University and the University School of Physiotherapy of ONCE, both in Madrid (Spain) where a research was conducted in person, and in Brazilian institutions as the Estácio de Sá Faculty of Vitoria. Boards microscopy using terrain and textures for teaching undergraduate histology were developed and validated as teaching resources for using by both students with visual impairments and students without any disability. We conclude that there is a relevant number of students with disabilities entering in the university. We also believe that use of models may serve as a methodological solution to the access of the contents of morphological disciplines and we consider that institutional support centers have an important role in this process of inclusion.