Navegando por Assunto "Special education"

Agora exibindo 1 - 7 de 7

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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.
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Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
Acesso aberto (Open Access)
Educação matemática e educação especial: reflexões sobre os relatos de experiências docentes de professores de matemática
(Universidade Federal do Pará, 2016-06-29) MARINHO, Karem Keyth de Oliveira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
One of today‟s biggest educational challenges is to make the school into an inclusive space capable of receiving the students with acknowledgment and respect for their singularities. In order to achieve this goal, the teacher has a relevant role in their ability to develop the inclusive education in the classroom. However, when it comes to Mathematics Education, we need to investigate how the Math teacher works, since the few discussions on the theme may influence their pedagogic practices. This fact is experienced in the academic and professional career of this study‟s author. In this research, we aim at reflecting on the reports of experiences lived and narrated by the Math teachers of Tabatinga – AM, about the inclusion process of sutents with disabilitis in common classes of regular schools. Consequently, we aim at answering the following research question: What are the reflexes of experiences of Math teachers with students with disabilities? Therefore, our theoretical and legal assumptions are base on national and international documents, on studies aimed at the teaching practice in an inclusive perspective. Regarding the methodological design of the study, we conducted (through a qualitative approach) interviews with Math teachers who work for public schools in the city of Tabatinga, who have a Bachelor‟s Degree in Mathematics, from Centro de Estudos Superiores de Tabatinga, at the Universidade do Estado do Amazonas. The interviews were analyzed through categories constructed from the teachers‟ reports, considering the directions indicated in the interview script. Given the results, we realized that the lack of knowledge on Special Education from the perspective of Inclusive Education and school support are the main factors that hinder the realization of pedagogical practices. The initial and continuous training was another much comment aspect by the teachers, who suggested there should be more discussions on the theme, and who were motivated and interested in participating in training regarding these subjects. Still, we have seen that some teachers carry inclusive practices in their Math classes, although we recommend that more actions for initial and continuous training should be nurtured, and school support should be more effective for both the teacher and the student.
Acesso aberto (Open Access)
O ensino de estatística: uma experiência no atendimento pedagógico domiciliar
(Universidade Federal do Pará, 2021-03-18) PENA, Silvia Caroline Salgado; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study debates about Mathematics teaching, specifically Statistics Education for individuals who, due to health reasons, cannot attend school. Pedagogical Home Care is linked to the Education Department of the State of Pará, Brazil, in Hospital Classes sector. In this model of education, the teacher assists students at home, whether they are in transit homes, support homes, home homes and / or other social support structures, continuing the content taught in schools or even the end of studies, if students do not return to school. The inspiration for this research, in the first place, came from Critical Mathematical Education, which seeks in the dialogical process, in teaching as action and in research scenarios, a transformative education for a citizen life; second, the three competences for Statistics teaching: literacy, thinking, statistical reasoning, which also seek criticality, and dialogue to develop this knowledge. The objective is to apply research scenarios to stimulate the development of statistical thinking in students inserted in the Pedagogical Home Care of the public education system of the State of Pará, Brazil. The method was a case study of a Pedagogical Home Care in Mathematics teaching, into the Statistics subject, taught based on those three competencies for this teaching, taking into account a real life scenario. The student prepared a survey using social networks to a better understanding of the Violence in Society topic, using the Google Forms application. From listing, questionnaire making and final report, the student appropriated knowledge such as frequency distribution, sample space and different types of graphs, in addition to other statistical knowledges, as well as critical and dialogical skills.
Acesso aberto (Open Access)
A leitura tátil e os efeitos da desbrailização em aulas de matemática
(Universidade Federal do Pará, 2016-03-23) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study address the use of means of the Braille code in order to make the visually impaired student get hold of mathematical structures with a view to using math elements, from math in Braille in public school in the city of Belém / Pará, with the motivating question: what the consequences of the effects of desbrailização in math lessons to a blind student elementary school, being to objective of the research, analyzing the effects of Desbrailização school math classes to a blind student included in teaching regular. In this sense habitat, the visually impaired students need to analyze, at all times, information reaching them in order to make decisions that may be more convenient and adjusted with the teacher mediations, interacting with the student more effectively and thus make that tasks take another direction. Methodologically, instruments such as interviews, footage, depositions, class accompaniments in no regular educational environment were necessary for the purpose of the study was developed in the research perspective with qualitative approach. Also semi- structured interviews were part of the data collection framework. In this study, we saw that, to stimulate the process of teaching and learning, there was the need to establish more consistent strategies in order to attract more students, preferably exploring as much as possible, tactile perception, and in this case was created one educational product adapted to substantiate the study of angles, encouraging the writing and reading Braille. The results showed the lack of preparation of materials in Braille for visually impaired students resulting in episodes of desbrailização and the need for research in order to point out ways that reduce the obstacles faced by students in condition of disability.
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)
Profissionais de apoio escolar na educação especial: um estudo de caso no município de Castanhal-PA
(Universidade Federal do Pará, 2022-03-14) CRUZ, Cleidinei Santos Everton; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931
The right of People with Disabilities to access education in regular education classes is an achievement resulting from the struggle of these subjects, supported by family members and social movements, which through various legal frameworks achieved in national legislation, regulations to ensure their education in an inclusive perspective. In this scenario, this descriptive case study, of qualitative nature, aims to analyze Law no. 005/2018 of the municipality of Castanhal, which created public positions of caregiver and school support. The analyses were performed from the discussions based on the study of the referred law, national laws, the participants' speech and national theoretical references such as: Mendes 2010 and Mazzota 2011, as well as, research in the area conducted by Cappeline and Rodrigues 2014; Carvalho 2016; Portalette 2017; Kassar and Rebelo 2018; and Lopes 2019. The data collection instrument used was structured questionnaires with open and closed questions. After systematizing and organizing the answers in specific software, word clouds were generated for discussions and the elaboration of thematic axes. Among the results, it was verified that even though the creation of the positions is legally grounded, they extrapolate attributions and guidelines pertinent to the inclusion of students, accentuating exclusions and making the teaching work more precarious and that, even though there were explanations about the gaps generated by the legislation being prepared by specialists in the area, public entities that should act for the common good did not take a position in view of solving them before the final document was approved. Thus, it was concluded that there are still many misunderstandings and mistakes in the description of national legislation for inclusive education, which allow the reading and interpretation by managers and public agents according to their interests and understandings, which can be established in damages to those involved in the educational process.