Navegando por Assunto "Intellectual disability"

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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.
Acesso aberto (Open Access)
Mão na massa em uma perspectiva inclusiva no ensino de ciências: estratégia e implementação de uma proposta metodológica
(Universidade Federal do Pará, 2022-03-25) SOUSA, Rayane Sabrina dos Reis de; LEITÃO, Wanderléia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246; https://orcid.org/0000-0002-7107-6630
This master's thesis constitutes a research in the area of Science Teaching with a focus on students with Intellectual Disability (ID) and aimed to build a pedagogical alternative, based on the methodological proposal Mão na Massa based on activities that favor access scientific knowledge to all students. The investigation took place in a municipal school, and involved both students with intellectual disabilities and effective science teachers from the teaching network. This research is qualitative in nature, applied and descriptive research. As for data collection and analysis procedures, document analysis and content analysis according to Bardin were adopted. In the development of the research, we present some theoretical notes on inclusive education, intellectual disability and the use of more active learning proposals in science teaching, in the sense of enabling students with disabilities to develop skills and abilities in the construction of scientific knowledge. The investigation stages took place in three distinct moments: the characterization of the evaluation and learning process of the researched students, the creation of a notebook in digital format (e-book) composed of five didactic sequences (educational product), as well as the evaluation and validation of this material by professors in the area. The results showed that the enrollment of students with disabilities is a reality in the educational scenario, which requires changes in the attitude of the school and in the pedagogical practice of its teachers, making it possible to highlight the weaknesses in the inclusion process. Regarding the didactic sequences, the proposal was well accepted by the teachers, as the data analyzed in the light of the theoretical framework, successfully met the proposed evaluation items. The didactic sequences were made available to teachers with a view to asserting their applicability, so it is expected that the results of this study open space for new research to be carried out and strengthen actions in favor of building schools that value differences.