Made available in DSpace on 2015-02-24T18:20:51Z (GMT). No. of bitstreams: 1
ClaudiaRK_DISSERT.pdf: 1148880 bytes, checksum: 92024d25b109822d127283668e0e38a9 (MD5)
Previous issue date: 2011-07-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended / O presente estudo teve por objetivo analisar a utiliza??o dos jogos com regras no trabalho com Educa??o Matem?tica em classes regulares inclusivas do Ensino Fundamental I, de escolas da rede municipal de ensino de Natal/RN, atentando para o processo de aprendizagem e desenvolvimento de todos os alunos, principalmente daqueles com defici?ncia. O referencial te?rico utilizado se constitui das obras de Vygotsky e de outros autores da perspectiva hist?rico-cultural, bem como de pesquisadores na ?rea da Educa??o Inclusiva e da Educa??o Matem?tica. Valeu-se, na investiga??o, das diretrizes da pesquisa qualitativa, com a realiza??o de entrevistas semiestruturadas junto a coordenadores pedag?gicos e professores das escolas envolvidas e de observa??es de aulas, buscando nos discursos dos envolvidos e nas suas pr?ticas pedag?gicas elementos para refletir acerca da Educa??o Matem?tica Inclusiva, da utiliza??o de jogos com regras desde seus objetivos, a participa??o dos alunos com defici?ncia, as media??es pedag?gicas, at? sua acessibilidade e da aprendizagem dos alunos com defici?ncia. Os resultados da an?lise apontaram que as concep??es que norteiam as pr?ticas pedag?gicas inclusivas ainda remetem ao paradigma m?dico-cl?nico, entendendo o aluno com defici?ncia a partir de suas incapacidades; que os professores se utilizam, em sua maioria, dos jogos matem?ticos com regras em suas aulas, mas que a media??o pedag?gica, no decorrer dessas atividades, ainda precisa ser qualificada para que eles possam, efetivamente, contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; que os alunos com defici?ncia nem sempre participam dos jogos com os demais colegas; que os jogos com regras raramente s?o acess?veis; e que os princ?pios do Desenho Universal n?o s?o adotados nas salas de aula integrantes da pesquisa. Desse modo, percebe-se que ainda h? muito a ser feito para que a Educa??o Matem?tica possa contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; entre essas a??es, recomenda-se a forma??o continuada de professores
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/18327 |
| Date | 01 July 2011 |
| Creators | Kranz, Cl?udia Rosana |
| Contributors | CPF:12432962249, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8, Melo, Francisco Ricardo Lins Vieira de, CPF:55435610400, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4, Healy, Siobhan Victoria, CPF:22879428823, http://lattes.cnpq.br/8731431789517806, Noronha, Claudianny Amorim, CPF:59388374215, http://lattes.cnpq.br/3258090174478169, Mendes, Iran Abreu |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0025 seconds