Navegando por Assunto "Atendimento educacional especializado"

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Atendimento educacional especializado durante a pandemia da Covid-19 em escolas municipais de Castanhal
(Universidade Federal do Pará, 2024-08-07) BATISTA, Claudia Alves; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082
This dissertation aimed to understand the pedagogical practices organized by teachers of specialized educational care (AEE) for students with disabilities in municipal schools in Castanhal - Pará during emergency classes during the Covid-19 pandemic in 2020 and 2021. The methodological foundations adopted follow a qualitative approach based on field research. The survey and collection of information took place from November to December 2022, under the netnography technique, through interviews and questionnaires applied to nine AEE teachers from three different municipal schools in the Castanhal - Pará education network in the 2020 and 2021 school years. The results found, analyzed from the perspective of content analysis, show that during the emergency classes during the Covid-19 pandemic, ESL teachers encountered many obstacles to offering accessible and quality teaching to students with disabilities. The lack of access to appropriate technology and quality internet was one of the main obstacles faced by both the ESA teachers and the teachers of ordinary classes and other professionals. On the other hand, many students with disabilities also lacked the necessary resources to follow remote classes, which further exacerbated educational inequalities. The study also showed that, even in the face of parents' fragility and lack of pedagogical knowledge, their active and continuous participation was a crucial component and strengthened the support network during emergency classes. As a result, the study highlighted the importance of collaboration between regular classroom teachers, ESA teachers, other special education professionals and parents to meet the needs of students with disabilities during emergency classes in 2020 and 2021. Finally, the challenges faced by ESA teachers during remote teaching highlight the need for continued investment in professional training, technological infrastructure and the development of public policies that promote digital and educational inclusion.
Acesso aberto (Open Access)
Olhar o universo! O vivido e o concebido na sala de recursos multifuncionais: nós enxergamos com as mãos!
(Universidade Federal do Pará, 2019-12-20) FRANCO, Anderson Ercílio dos Reis; LEITÃO, Wanderleia Azevedo Medeiros; https://orcid.org/0000-0002-7107-6630
This research aimed to investigate the learning difficulties faced by students with blindness, with regard to the acquisition of contents of the Earth and Universe Thematic Axis. It presents a qualitative approach in the assumptions of action research. Data were constructed through bibliographic, documentary and field studies. As well as the technique of semi-structured interviews, the elaboration of activities adapted for the teaching of sciences, aiming at practices of playful activities, capable of contributing to the teaching and learning process of the subjects involved in this investigation, which were the SRM teacher and the students with 9th year blindness, enrolled in the night, in the AEE, of the Municipal Elementary School "Barão de Guajará", located in the municipality of Vigia-PA. The educational product consisted of a practical guide of guidance to teachers for the construction of resources that allow the inclusion of students with blindness, the results achieved highlight the involvement of teachers in actions, enabling teachers more involved and trained, the success obtained in the learning of students with blindness, the elaboration of adapted materials, the partnership between the teachers of the Base Room and the teacher of the Multifunctional Resource Room, the elaboration of the Didactic Guide – blindness in focus. It is expected that through this research, the teacher can reflect on his teaching practice, as well as adopt methodologies that can enable the inclusion process of all students.