Navegando por Assunto "Inclusion"

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Abordagem CTS no atendimento educacional especializado: práticas de ensino-aprendizagem em ciências para educandos (as) com deficiência intelectual
(Universidade Federal do Pará, 2021-03-04) BARBOSA, Brena Santa Brígida; LEITÃO, Wanderléia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246; https://orcid.org/0000-0002-7107-6630
This is a qualitative investigation, in the participant research modality. It was developed at the Teacher Lourenço Filho Specialized Educational Assistance Center (pedagogical unit of the Pestalozzi Foundation of Pará), specifically in the Science workshop, with ten learners with intellectual disabilities. It is presents itself as a research question: in what aspects the use of sequences of activities on the theme – trash, according to the approach in Science, Technology and Society (STS) can contribute to the teaching-learning process and inclusion of learners with intellectual disabilities in Specialized Educational Assistance (SEA)? This proposal was developed with a socio-environmental project, which addressed the theme – trash, through studies on the landfill in the municipality of Marituba, with the objective of analyzing the teaching-learning process and inclusion of learners with intellectual disabilities in the context of SEA based on CTS relations, as well as investigating the potentialities and the limitations in the practices developed. The investigative instruments used: Individual Development Plan and Pedagogical Political Project; logbook; SEA plan notebook; audio and video recordings of the learners in the activities; audio recordings of the reports of the responsible and of the collaborators; individual and collective reports. It was decided to develop Laurence Bardin's Content Analysis, through the analysis of four empirical materials (individual activities, interview with a learner, collective poster and letter to the authorities), obtaining four sets of categories a posteriori. The results obtained showed that the sequences of activities developed significantly contributed to the teaching-learning process and the inclusion of learners with intellectual disabilities as some STS elements were present: dialogicity; contextualization; interdisciplinarity; active participation; collaborative learning; critical-reflexive thinking; autonomy and decision making, potentializing both the acquisition of knowledge, the use of skills and the development of values by the learners involved, as the resignification of the teaching practice itself and the attitudinal changes among the participating subjects. As a product, an e-book was prepared, aiming to collaborate with the pedagogical practice of educators who work at SEA, as well as to give didactic subsidies to educators who work in the science teaching in the common classroom, with learners with intellectual disabilities.
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Altas habilidades/superdotação e o ensino de ciências: reflexões sobre a inclusão na educação básica
(Universidade Federal do Pará, 2023-05-05) FERREIRA, Osmarina Ferreira e; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296
Aiming to contribute to discussions about High Abilities/Giftedness-AH/SD, within the scope of continuing teacher training, this research aims to reflect on the inclusion of students with High Abilities/Giftedness in the common classroom, initial years of elementary school, in schools in the Municipal Education – SEMEC in Abaetetuba PA. The research has a qualitative-quantitative approach in the Case Study modality, and included theoretical support on the themes of High Skills/Giftedness, Science Teaching and Teacher Training, in addition to official Guidance documents on the National Inclusive Education Policy and the Science Teaching in Brazil. The research sought to discuss High Abilities/Giftedness, its trajectory, conceptualization and identification, as well as the cognitive and socio-affective characteristics of these certain students, outlining a reflection on teacher training and its importance in the process of building an inclusive educational system. Likewise, it sought to articulate science teaching and the methodological possibilities for meeting the educational needs of students with AH/DS. To prepare the research data, a seminar was held to discuss the topic in question, during which questionnaires were administered to teachers working in the first years of basic education, in addition to recording their opinions. The purpose was to support reflections and expand knowledge about the theme, as well as drive improvements in educational practices and the effective inclusion of these students in the school environment. An e-book entitled “High Skills/Giftedness: a pedagogical approach in Science Teaching” was created, targeting teachers, coordinators and managers of basic education. During this study, it was found that, within the scope of teacher training in Brazil, this theme is still a challenge to be overcome, as it has not been a priority in continuing teacher training policies, still causing many gaps with regard to effective inclusion of these subjects in educational environments. It is expected that the educational product can expand discussions on the topic, encourage new studies and serve as guidance in teaching and research, in order to contribute to the recognition of the characteristics and singularities of people with HA/DS.
Acesso aberto (Open Access)
Contação de histórias no ensino-aprendizagem de ciências na perspectiva da inclusão
(Universidade Federal do Pará, 2019-11-19) DIAS, Helen do Socorro Rodrigues; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The following research is about the process of teaching-learning of science through the ludic strategy of storytelling for people with disabilities (PwD), articulated with the concepts of language, regarding a dialogical context in the education field. Having as an object, the analysis of telling and retelling practice of stories in the dialogical teaching-learning of science, that works with the scientific knowledge for the PwD, in the perspective of educational inclusion. Therefore, this research is based on the studies of Bakhtin (2017, 2018 and 2019) under the enunciative-discursive perspective of language, alterity, responsiveness and emotive-volitional tones that are fundamental concepts for this research; Chassot (2002 and 2018) that works with scientific literacy for the context of science teaching and learning; Vygotsky (2012), who argues about important issues related to the development of PwD; Dohme (2011), Rau (2013) and Huizinga (2008) who discusses about the ludic; Zumthor (1997; 2018), Abramovich (2008) and Sisto (2007) discuss about the performance of storytelling and retelling. The methodology was based on action research (Tripp, 2005), having as a participant a teacher from an institution focused on specialized educational services and four students, one with Down Syndrome, two ID students and one with autism, all between the ages of 06 and 09 years old, with stages of selection of the theme and subtheme of the teaching of science, construction of inedited narrative and pedagogical resources, development of activities with students. The results show that the use of storytelling and retelling stories enhances the dialogical interaction among the individuals, favoring the teaching-learning process of PwD sciences.
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De louco, todo mundo tem um pouco: os discursos sobre inclusão escolar e a produção dos sujeitos anormais
(Universidade Federal do Pará, 2021-05-14) LINHARES, Marcos Allan da Silva; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937 Endereço; https://orcid.org/ 0000-0002-9771-4610
This paper proposes to analyze statements that produce a contemporary madness in school, more precisely in teacher training booklets, media artifacts, documents that rule Brazilian basic education, among others. It draws attention to the way the school participates in the creation of a contemporary madness that now needs to be included in the institutional environment, creating ways to see the so-called different individuals who arrive in this environment. It is important to remember that what we call school madness, in the context of this dissertation, refers to the production of individuals pointed out as those with mental deficit (those identified as autistic, with attention disorders, hyperactivity, bipolar, schizophrenic, among others). This dissertation is also drawn within a discursive analysis, mainly of the perspective from the philosophy of difference thinkers, who escape from the idea of “the discovery of a speech”, from an origin or from a starting point for the production of what they speak. Following this path, we understand that speeches materialize the objects they speak of, tell about their lives and create ways of being and acting in our daily lives. For the choice of the analysis material, we invested in a methodology that walks along with the research process; it becomes the process, both of writing and thought, similar to the steps of a cartographic methodology. This type of research also reverses the traditional sense of method, proposing no longer a walk to achieve prefixed goals, but the primacy of a walk that traces, during the way, its goals. In the analysis, the statement that soon emerged was about the “recognition” of the crazy individuals in school. There was (and there is still) the production of scripts and protocols that teach education professionals how to recognize different students in school. Another noteworthy statement was about the supposed care and feeling of condescension that arose in relationships woven with the crazy students. We also raise questions about the statement “education for all” and about how the adoption of this motto in school and education has been creating goals and abilities that need to be monitored and developed by school students. By investing in these statements, we disregard the multiple forms of life that occupy the school and, consequently, the immense possibilities potentialities and possibilities of learning, existence and life.
Acesso aberto (Open Access)
Educação inclusiva em tempos de pandemia: desafios para a inclusão
(Universidade Federal do Pará, 2021-06) CASTRO, Gleyce Carvalho
The present work aims to analyze the challenges of the pandemic in relation to the effective inclusion of children with special educational needs. The importance of discussing this topic is justified by the need to understand how the educational system has been working the process of guaranteeing rights at this time of the pandemic. To carry out this approach, qualitative research and bibliography research in documents, opinions, articles, and books by authors such as Mantoan (2015), Lima (2016), Hansel, Zych, Godoy (2014), among others were used as a methodological proposal. . The research shows insufficiency in the effectiveness with which educational policies are being veiled in this moment of the pandemic, it points to problems that already exist in education and that with the moment we are experiencing it has only intensified. Inclusion is a process that must be faced responsibly, creating possibilities for it to occur satisfactorily.
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Ensino e práticas pedagógicas em Geografia para pessoas com deficiência visual na EAUFPA
(Universidade Federal do Pará, 2025-04-15) AVIZ, Anderson da Silva; MAGALHÃES, Benedita Alcidema Coelho dos Santos; http://lattes.cnpq.br/7484794171047694; https://orcid.org/0000-0001-7536-5184
This research, through the case study method, sought to analyze how the inclusive pedagogical practices adopted by Geography teachers at the UFPA School of Application materialize, focusing on the education of students with visual impairment (DV). Adopting historical-dialectical materialism as a methodological framework, the study analyzes the contradictions present in the process of school inclusion. Of a qualitative nature, the research used as sources the bibliographic review, documentary analysis and interviews with professors and coordinators of the institution. The results indicate advances in the school, through student services and the construction of dialogues between teachers and coordinators, driven by the Coordination of Inclusive Education and the Curriculum Accessibility Laboratory (LACEB). However, challenges persist, such as architectural barriers, difficulties in teacher training and the lack of alignment between educational policies and school pedagogical practices. The dialectical analysis reveals that inclusion is crossed by structural and social tensions, evidencing the need for greater articulation between theory and practice, both in the teaching of Geography and in the reality of the school in general. Thus, the research contributes to the debate on the effectiveness of inclusion policies and highlights the importance of teacher training to ensure accessible geographic education and the right to education for all students.
Acesso aberto (Open Access)
Iniciativas inovadoras que promovem acessibilidade
(Universidade Federal do Pará, 2020-05-28) VIEIRA, Mayara de Oliveira; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
This work is the result of an investigation into "Innovative initiatives that promote accessibility" and started from the following question: which innovative processes and/or products promote accessibility for people with disabilities within higher education? It has, as its methodological field, the method of cartography from the perspective of an intervention research in order to make visible subjective processes and monitor both objective and subjective processes. The study sought to investigate processes and/or products with the potential to promote communicational, architectural or instrumental and attitudinal accessibility, either by solving a problem or by a new approach. To this purpose, three research territories were chosen. In the first one, on Communication Accessibility, the "KitAcesso" was researched and produced, consisting of five applications, five info graphics, a workshop and an informative blog. The applications were selected through curatorship, specialized readings, supervised internship guidance and searches on websites supported by selection criteria. Info graphics were elaborated as a form of documentation. For the production of the research data, a workshop was held on the processes developed and, finally, the creation of a blog to disseminate of the kit. The second territory, on Accessibility with Rapid Prototyping, there was also the process of research and production of "KitAccessSol" compounded by the solution of two accessibility problems. The first one on architectural and instrumental accessibility through the design, model and 3D printing of a keyboard adapted for people with low vision. The second one on architectural accessibility through the design and model of a mobile ramp access to the drinking fountain of the postgraduate building in the Instituto de Tecnologia da UFPA. The kit also includes a on the adapted keyboard construction process. These problems were investigated during a curatorship of projects, programs and products on free websites on rapid prototyping and during a survey in the accessibility coordination of UFPA. To the third territory, on Attitudinal Accessibility by Art, the film "The Shape of Water" was chosen to reflect on attitudinal accessibility seeking to understand how film language can reinforce stereotypes, myths and prejudices that were historically and culturally built, as well as in order to contribute to dialogue on inclusion. The cartography from these territories went the long way along both the elaboration of laws that ensure rights of people with disabilities and in the construction of processes and/or products that promote accessibility, particularly in higher education, with an approach that sought to be broad, but considering important particularities. There is a great lack of knowledge about applications that help people with disabilities and it is necessary to promote digital literacy on accessibility at the university. Despite technological advances, the 3D printer is still little used at the university level as a tool to promote accessibility, a few simple and low cost projects in Assistive Technology are implemented and there is a lack of trained professionals in this area. As for attitudinal accessibility, there is a great silence that needs to be broken, we believe that Art is a promising way as it approaches sensitivity to promote encounters, which can mean the changes we have dreamed of and a more inclusive society.
Acesso aberto (Open Access)
“A Lei existe, mas é a gente que tem que se adaptar”: a percepção de trabalhadores com deficiência da UFPA sobre suas condições de trabalho com base na Lei Brasileira de Inclusão da Pessoa com Deficiência
(Universidade Federal do Pará, 2024-11-25) BARROS, Alba Daniela Pereira de; SILVA, Harley; http://lattes.cnpq.br/1485109352201821
The dissertation addresses the inclusion of people with disabilities in the formal labor market, focusing on the context of Belém, Pará. The author adopts a critical approach based on personal experiences, both as a researcher with a disability and through her interaction with her mother, who also has a physical disability. The study aims to identify the barriers and challenges faced by these individuals in accessing and maintaining employment, analyzing the landscape of inclusion in the formal labor market of the city and, more specifically, at the Federal University of Pará (UFPA). The research was conducted based on an analysis of quantitative data from the Annual Social Information Report (RAIS) for the period from 2007 to 2017, as well as interviews with employees with disabilities from UFPA. The dissertation is structured into three chapters that explore both the historical context and theoretical discussions on disability and inclusion. The dissertation concludes that without the intervention of public policies and the effective implementation of employment quotas, the number of people with disabilities formally employed would be even smaller. The research underscores the importance of representation of people with disabilities in social and political spaces, reinforcing the need for public policies that ensure not only access to employment but also the retention of these individuals in dignified and equitable conditions in the labor market.
Acesso aberto (Open Access)
Macroindicadores qualitativos de inclusão e a alteridade na escolarização de estudantes com TEA
(Universidade Federal do Pará, 2024-08-08) DIOMEDES, Maria Eduarda Matos; ROCHA, Carlos José Trindade da; http://lattes.cnpq.br/7815926450187234; https://orcid.org/0000-0001-5172-9182
This research aims to analyze how the quality of care occurs in special education through the use of macro indicators in the dimensions of Pedagogical and Learning Strategy, and also, School Management, paying attention to relationships of otherness among students with Autism Spectrum Disorders (ASD) in municipal public schools in Castanhal-Pará, aiming at inclusive education. We opted for a qualitative approach and descriptive and exploratory characteristics. As a procedure for data collection, observation and interviews were used using self-administered questionnaires, with the participation of 09 (nine) teachers working in the Specialized Educational Service (SES) room and 07 (seven) managers. A set of qualitative indicators structured into two dimensions was established: 1) Pedagogical and Learning Strategies and 2) School Management. These dimensions made it possible to reach the proposition of 10 (ten) macro indicators. The results indicated that dimension 1 is in an initial phase of development, revealing that there is a need for greater initial support and school adaptation, even given the understanding by educators of the appreciation and establishment of relationships of otherness in the schooling of students with ASD, with the need for more effective and multidisciplinary collaboration between professionals offering health services. In dimension 2, the macro indicators point to signs of initiation of the implementation of inclusive practices, highlighting the lack of physical adequacy of the school environment and the need for changes in awareness on the part of educators as critical areas to be addressed. The research reveals both advances and challenges in promoting inclusive education for students with autism, given a growing number of ASD enrollments in the network, which has accompanied the reality at national level, but there is a need for a joint effort to guarantee an inclusive, equitable education that is more attentive to relationships of otherness, where all students can have access to quality education regardless of their particularities, in municipal public schools.
Acesso aberto (Open Access)
Mediação da informação para público com deficiência: em foco a biblioteca da Escola de Aplicação da Universidade Federal do Pará
(Universidade Federal do Pará, 2022-05-30) COSTA, Ana Cristina de Almeida; CHALUB, Tânia; http://lattes.cnpq.br/6737749200665570
The mediation of information can be seen as a guarantee of accessibility, especially in the context of Inclusive Education, creating possibilities for special education students to acquire information skills for reading, researching and using information technology. It is important to know the difficulties and potential of these users in order to offer products and services to mediate information, helping the school to promote Inclusive Education. The present research has as general objective to analyze the information mediation practices for students with disabilities in the School of Application of the Federal University of Pará (EAUFPA) library. The research universe was composed by the school library of the School of Application of the Federal University of Pará. The research has a descriptive character and is classified as a Case Study focusing on the inclusive practices of the EAUFPA library. A Case Study was carried out with the field diary as an instrument for recording the data collected in the institutional documents and in the activities with professional servants who work at EAUFPA. An analysis of documents of the practice in the referred field in the last ten (10) years was carried out. At the end of the collection, the data obtained were organized in a qualitative way, through content analysis. At the end of the study, it was possible to observe that the EA library has been developing some inclusive practices and has been concerned with improving the mediation of information for the public with disabilities, with the guidelines of the Inclusive Education Coordination. However, it still needs to go a long way to reach accessibility, mainly instrumental. The study thus brings information and thougths that can help in the realization of projects that include all students of that school, regardless of conditions, characteristics and possibilities.
Acesso aberto (Open Access)
As políticas de educação inclusiva na perspectiva do ensino de surdos no município de Igarapé-Miri/PA
(Universidade Federal do Pará, 2021-11-11) MELO, Rosileide de Jesus de Souza; SOUZA, Alexandre Augusto Cals e; http://lattes.cnpq.br/2652815221358066; https://orcid.org/0000-0002-1424-5055
The debate on the issue of public policies for school “inclusion” is current and necessarily involves a broader reflection on the groups that have been located in the current discourses of social exclusion and a reflection on the issue of the right to education of groups that have been away from such a right. In this sense, this dissertation aimed to understand which “inclusive” educational public policies exist for the teaching of the deaf in the city of IgarapéMiri/PA. The research follows a qualitative approach (GÜNTER, 2006), as it is not our responsibility to make judgments, nor to allow concepts already formed to influence the research. Taking into account that data collection techniques must be aligned with the research strategy, we use document analysis as a technique (CELLARD, 2008; HELDER, 2006). The theoretical framework of the work is based on studies on the right to “inclusive” education for deaf people and on public policies that “include” these subjects, especially the international, national and local regulations; on public policies (CHRISPINO, 2016; DI GIOVANNI, 2009; MULLER; SUREAL, 2002); on studies on school “inclusion” of the Deaf (GESSER, 2009; STROBEL, 2009, 2018; VALSECCHI; MARTINS FILHO, 2020) among others. The Municipality, according to its regulations, has planned education to serve deaf students, and adhering to programs made available by the Ministry of Education (MEC) as a promoter of “inclusive” special education for the deaf. The data obtained show that the Municipality of Igarapé-Miri was awarded the “Inclusive” Education Program: Right to Diversity, Accessible School and Program, Implementation of Multifunctional Resource Rooms Program, Accessible School Transport Program and Direct Money at School Program – structure, accessibility and resource room. Such programs were crucial for the Municipality to structure its public policy for “inclusive” education for the deaf. The survey showed that compared to the number of schools in the Municipal education system, there are few schools that have Specialized Educational services in Igarapé-Miri. Therefore, the creation of new Multifunctional Resource Rooms is necessary to serve more deaf students, especially in the rural area of the Municipality. Based on the data, we show that the municipality of Igarapé-Miri has few regulations that address the education of the deaf, however it is necessary to be aware of the school “inclusion” policies for the deaf as education is a dynamic process and demands new organizations and local actions in the face of new questions from the deaf. Because the existence of legislation serves as an expansion of the possibility against exclusion.
Acesso aberto (Open Access)
A subjetividade da criança como chave de leitura para os entraves no processo de aprendizagem: a importância do laço educadora-criança no processo de inclusão
(Universidade Federal do Pará, 2024-03-01) PAIVA, Erika dos Santos; BARROS, Izabella Paiva Monteiro de; http://lattes.cnpq.br/1803233392625209
Being education a fundamental and necessary precept for the individual in development, the Statute of Children and Adolescents (ECA) postulates that every child and adolescent has the right to be literate. In this way, two important concepts are understood in this context: literacy, defined by the teaching of codes and letters that make up the standardized education system, and literacy skills represented by behaviors and techniques that go beyond the mastery and construction of alphabetical and spelling systems, that is, it encompasses the ability to interpret and contextualize. Although Decree 7,611/11 emphasizes the importance of specialized educational attention for children with disabilities, global developmental disorders, and high abilities, ensuring the inclusion of children with obstacles in literacy or psychological constitution in the school environment constitutes a true dilemma for most regular education teachers, as numerous questions arise about how to carry out this inclusion. Therefore, the schooling of children with learning difficulties requires active participation from teachers, the school, and, above all, the child as the protagonist with a voice in their own life story. The personalized bond between the teacher and the child in cases of obstacles in literacy allows the educator to have a new perspective on the subject's subjectivity, providing space for the recognition of the desiring subject. This transferential bond, according to psychoanalysis, is a facilitating and necessary means in the relationship between peers. In this way, the research aims to discuss, through a case study, the importance of the teacher considering, in addition to cognitive competencies, the child's subjectivity in the inclusion process. For this, as a research method, the articulation of an exploratory study with a qualitative approach was used, with the support of the qualitative clinical method that draws on psychoanalytic knowledge, such as transference and the unconscious. The study sample consisted of a therapeutic companion/teacher and a child, who was invited to participate in the research for being a user of the health service of the Center for Women's and Children's Health Care (Casmuc) and for attending Basic Education, inclusion criteria. The instrument used for data collection was APEGI (Psychoanalytic Follow-up of Children in Schools, Groups, and Institutions), composed of a semi-directed interview script and some indicators that report on the quality of the child's bond with others. The data were processed quantitatively and qualitatively and served as the basis for the construction of the clinical case. All desirable ethical recommendations for research involving human subjects were respected and followed. The case of Lucas Explorer indicates that the therapeutic companion-child bond, established through the careful gaze of the professional who made a commitment to what Lucas knew and not to what he did not know, helped support the becoming of the student as a desiring subject, allowing him to speak and have an active voice in society. In this way, the place he previously occupied, that of a child reduced to a label based on a diagnosis, can be left behind.
Acesso aberto (Open Access)
Sujeitos surdos na escola: entre a inclusão formal e a exclusão real
(Universidade Federal do Pará, 2021-10-20) MONTEIRO, Ana Paula Lima; MOREIRA, Hélio Luiz Fonseca; http://lattes.cnpq.br/3977870273059388; RAIOL, Raimundo Wilson Gama; http://lattes.cnpq.br/6271053538285645
The main objective of this study is to address the formal inclusion of deaf subjects in public schools, based on the Theory of Social Representations, particularly in its structural perspective. For this purpose, the specific objectives describe the process of construction shared representations in the history of deaf people schooling, in the main national and international documents of deaf rights and in empirical studies conducted, mostly, with teachers from regular schools. Based on the Central Core Theory, it is possible to conclude that the changes in Brazilian legislation, which had the purpose of including deaf people in schools on an equal footing with other students, constitute changes only in the legal plan, which are developed in the peripheral subsystem and does not alter the stability of the central core of social representations of deaf people, based on incapacity, inaptitude and disqualification to occupy collective spaces. Therefore, despite all the legal advances and the creation of a special legal protection system, deaf people remain excluded. This happens because the formally constituted changes in the peripheral subsystem are not enough to modify the cognitive elements stabilized in the central core. Consequently, education based on respect of the linguistic and cultural differences of deaf subjects must be continually promoted in order to change social perceptions about this vulnerable group, mainly in schools. The research used national and international documents, as well as books and works published in qualified national periodicals about the theme.