PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
|
Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unicentro.br:8080/jspui/handle/jspui/1483 |
Resumo: | Inclusive teaching practices were chosen as the theme of this investigation. The objective of this study was to understand, based on a cultural-historical perspective, teaching practices developed by teachers of students with special educational needs included in regular elementary education, verifying whether such practices do in fact enable schools to become inclusive. To this end, the specific objectives of this study were to identify whether legal framework-informed democratic practices were proposed in teaching planning; to describe how teachers organize their teaching planning, verifying whether it is done collectively and whether it takes into consideration the specific needs of students with special educational needs included in regular elementary education and to verify whether there is methodological diversification in the everyday practice of an inclusive female teacher. This is a qualitative-interpretative study using a participant research design. The theoretical basis of the study is the cultural-historical approach of Vygotsky and related authors. The research project was submitted to and approved by the Research Ethics Committee. The study was conducted in a school with a well-defined inclusive teaching proposal in the city of Guarapuava/PR. Data were collected by means of interviews and participant observation in a classroom which included some students with special needs. Interviews took place with a female supervisor, two female teachers who had students with special educational needs in their classes, as well as a conversation with the teacher who idealized the inclusive school teaching practice training project. Participant observation took place in a third grade class in which inclusive teaching practices carried out for and with children with special educational needs in a regular classroom were focused on by the researcher as she interacted in this learning environment. This class was chosen because the class teacher took part in an inclusive teacher training project run by the school, because there were children with special educational needs in her class and because she agreed to take part in this study. The categories of analysis chosen were social exchanges and mediations. Analysis of the results shows that the school has an inclusive school profile. Participant observation enabled it to be seen that the teaching method used by the school takes into consideration the potential and limits of each child with special educational needs; the teachers undergo continuing training and demonstrate dedication and concern with the provision of quality education for all students. However, the interviews revealed some vestiges of traditional teaching methods, which for the most part have prevented teachers from preparing and developing meaningful inclusive practices. This is directly reflected in the evaluation process, given that although evaluation is procedural, continuous and gradual, the school record system is numerical and this requires that teachers convert their evaluation of students with special educational needs into quantitative evaluation. The overall conclusion is that there is a long pathway to be trod in preparing meaningful teaching practices that enable the development of students’ higher mental functions; it falls to teachers to invest greater effort and dedication to preparing a diversified methodological proposal involving the use of varied teaching and learning materials. |
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Vestena, Carla Luciane Blumhttp://lattes.cnpq.br/0863582713179217094.468.609-54http://lattes.cnpq.br/1868864035932629ZVIEZYKOSKI, MARIELI2021-03-31T17:06:48Z2020-07-09ZVIEZYKOSKI, MARIELI. PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA. 2020. 111 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1483Inclusive teaching practices were chosen as the theme of this investigation. The objective of this study was to understand, based on a cultural-historical perspective, teaching practices developed by teachers of students with special educational needs included in regular elementary education, verifying whether such practices do in fact enable schools to become inclusive. To this end, the specific objectives of this study were to identify whether legal framework-informed democratic practices were proposed in teaching planning; to describe how teachers organize their teaching planning, verifying whether it is done collectively and whether it takes into consideration the specific needs of students with special educational needs included in regular elementary education and to verify whether there is methodological diversification in the everyday practice of an inclusive female teacher. This is a qualitative-interpretative study using a participant research design. The theoretical basis of the study is the cultural-historical approach of Vygotsky and related authors. The research project was submitted to and approved by the Research Ethics Committee. The study was conducted in a school with a well-defined inclusive teaching proposal in the city of Guarapuava/PR. Data were collected by means of interviews and participant observation in a classroom which included some students with special needs. Interviews took place with a female supervisor, two female teachers who had students with special educational needs in their classes, as well as a conversation with the teacher who idealized the inclusive school teaching practice training project. Participant observation took place in a third grade class in which inclusive teaching practices carried out for and with children with special educational needs in a regular classroom were focused on by the researcher as she interacted in this learning environment. This class was chosen because the class teacher took part in an inclusive teacher training project run by the school, because there were children with special educational needs in her class and because she agreed to take part in this study. The categories of analysis chosen were social exchanges and mediations. Analysis of the results shows that the school has an inclusive school profile. Participant observation enabled it to be seen that the teaching method used by the school takes into consideration the potential and limits of each child with special educational needs; the teachers undergo continuing training and demonstrate dedication and concern with the provision of quality education for all students. However, the interviews revealed some vestiges of traditional teaching methods, which for the most part have prevented teachers from preparing and developing meaningful inclusive practices. This is directly reflected in the evaluation process, given that although evaluation is procedural, continuous and gradual, the school record system is numerical and this requires that teachers convert their evaluation of students with special educational needs into quantitative evaluation. The overall conclusion is that there is a long pathway to be trod in preparing meaningful teaching practices that enable the development of students’ higher mental functions; it falls to teachers to invest greater effort and dedication to preparing a diversified methodological proposal involving the use of varied teaching and learning materials.A práticas pedagógicas inclusivas foram adotadas como tema de investigação. O objetivo desta pesquisa foi compreender a partir da perspectiva histórico cultural as práticas pedagógicas desenvolvidas por professores de alunos incluídos do ensino fundamental, verificando se essas práticas permitem tornar a escola de fato inclusiva. Para tal, teceu-se os objetivos específicos de identificar no planejamento pedagógico à proposição de práticas democráticas subsidiadas pelo aparato legal; descrever como ocorre a organização do planejamento pedagógico realizado pelo professor averiguando se ocorre de forma coletiva e se considera as necessidades específicas de estudantes com necessidades educacionais especiais incluídos e averiguar a diversificação de metodologia no dia-a-dia de uma professora inclusiva. Trata-se de uma pesquisa de delineamento qualitativo-interpretativa com desenho de pesquisa participante. A base da teoria adotada é a histórico cultural de Vygotsky e autores correlatos. O projeto de pesquisa foi submetido e aprovado pelo Comitê de Ética. A pesquisa ocorreu em uma escola com proposta pedagógica inclusiva bem definida, da cidade de Guarapuava/PR. Utilizou-se como instrumentos de coleta de dados entrevista e observação participativa em uma sala que possuía alunos incluídos. A entrevista foi realizada com uma supervisora, e duas educadoras que possuíam alunos incluídos em suas salas, bem como uma conversa com a professora idealizadora do projeto de formação de práticas pedagógicas para uma escola inclusiva. Já a observação participante, se deu em uma turma de terceiro ano do ensino fundamental, aonde as práticas pedagógicas inclusivas realizadas para e com as crianças com necessidades educacionais especiais (NEE) incluídas na sala comum foram o foco da pesquisadora ao interagir neste ambiente de aprendizagem. A escolha por essa turma ocorreu devido a participação da regente no projeto de formação de professores inclusivos ofertado pela escola, por possuir alunos incluídos e devido a sua anuência em participar desta pesquisa. As categorias de análise escolhidas foram as trocas sociais e as mediações. A análise dos resultados mostra que a escola apresenta um perfil de escola inclusiva. Notou-se, a partir das observações que o trabalho pedagógico ofertado pela escola leva em consideração as potencialidades e limites de cada criança incluída; os professores realizam formação continuada e demonstram dedicação e preocupação com a oferta de educação de qualidade para todos os educandos. Contudo, a partir das entrevistas, percebeu-se alguns resquícios do ensino tradicional, isso tem impossibilitado, na maioria das vezes, a elaboração e o desenvolvimento de práticas inclusivas significativas por parte de professores, refletindo diretamente no processo avaliativo. Uma vez que, a avaliação processual, contínua e gradual, porém o sistema de registro escolar é numérico, exigindo do professor uma conversão quantitativa da avaliação dos alunos incluídos. De modo geral, conclui-se que, existe uma trajetória longa a ser percorrida na elaboração de práticas pedagógicas significativas que possibilitem o desenvolvimento das funções psicológicas superiores dos educandos; cabe aos professores investir maior esforço e dedicação a elaboração de uma proposta metodológica diversificada, contemplando o uso de variados materiais didáticos pedagógicos.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2021-03-31T17:06:48Z No. of bitstreams: 1 dissertação marieli zviezykoski.pdf: 6616496 bytes, checksum: aff088cfcb0fbdb0d3fa7b794e022017 (MD5)Made available in DSpace on 2021-03-31T17:06:48Z (GMT). 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dc.title.por.fl_str_mv |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
dc.title.alternative.eng.fl_str_mv |
Teaching practices at an inclusive school |
title |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
spellingShingle |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA ZVIEZYKOSKI, MARIELI Educação inclusiva práticas pedagógicas Lev Vygotsky Inclusive education Teaching practices Lev Vygotsky CIENCIAS HUMANAS::EDUCACAO |
title_short |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
title_full |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
title_fullStr |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
title_full_unstemmed |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
title_sort |
PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA |
author |
ZVIEZYKOSKI, MARIELI |
author_facet |
ZVIEZYKOSKI, MARIELI |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vestena, Carla Luciane Blum |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0863582713179217 |
dc.contributor.authorID.fl_str_mv |
094.468.609-54 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1868864035932629 |
dc.contributor.author.fl_str_mv |
ZVIEZYKOSKI, MARIELI |
contributor_str_mv |
Vestena, Carla Luciane Blum |
dc.subject.por.fl_str_mv |
Educação inclusiva práticas pedagógicas Lev Vygotsky |
topic |
Educação inclusiva práticas pedagógicas Lev Vygotsky Inclusive education Teaching practices Lev Vygotsky CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Inclusive education Teaching practices Lev Vygotsky |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Inclusive teaching practices were chosen as the theme of this investigation. The objective of this study was to understand, based on a cultural-historical perspective, teaching practices developed by teachers of students with special educational needs included in regular elementary education, verifying whether such practices do in fact enable schools to become inclusive. To this end, the specific objectives of this study were to identify whether legal framework-informed democratic practices were proposed in teaching planning; to describe how teachers organize their teaching planning, verifying whether it is done collectively and whether it takes into consideration the specific needs of students with special educational needs included in regular elementary education and to verify whether there is methodological diversification in the everyday practice of an inclusive female teacher. This is a qualitative-interpretative study using a participant research design. The theoretical basis of the study is the cultural-historical approach of Vygotsky and related authors. The research project was submitted to and approved by the Research Ethics Committee. The study was conducted in a school with a well-defined inclusive teaching proposal in the city of Guarapuava/PR. Data were collected by means of interviews and participant observation in a classroom which included some students with special needs. Interviews took place with a female supervisor, two female teachers who had students with special educational needs in their classes, as well as a conversation with the teacher who idealized the inclusive school teaching practice training project. Participant observation took place in a third grade class in which inclusive teaching practices carried out for and with children with special educational needs in a regular classroom were focused on by the researcher as she interacted in this learning environment. This class was chosen because the class teacher took part in an inclusive teacher training project run by the school, because there were children with special educational needs in her class and because she agreed to take part in this study. The categories of analysis chosen were social exchanges and mediations. Analysis of the results shows that the school has an inclusive school profile. Participant observation enabled it to be seen that the teaching method used by the school takes into consideration the potential and limits of each child with special educational needs; the teachers undergo continuing training and demonstrate dedication and concern with the provision of quality education for all students. However, the interviews revealed some vestiges of traditional teaching methods, which for the most part have prevented teachers from preparing and developing meaningful inclusive practices. This is directly reflected in the evaluation process, given that although evaluation is procedural, continuous and gradual, the school record system is numerical and this requires that teachers convert their evaluation of students with special educational needs into quantitative evaluation. The overall conclusion is that there is a long pathway to be trod in preparing meaningful teaching practices that enable the development of students’ higher mental functions; it falls to teachers to invest greater effort and dedication to preparing a diversified methodological proposal involving the use of varied teaching and learning materials. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-07-09 |
dc.date.accessioned.fl_str_mv |
2021-03-31T17:06:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ZVIEZYKOSKI, MARIELI. PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA. 2020. 111 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1483 |
identifier_str_mv |
ZVIEZYKOSKI, MARIELI. PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA INCLUSIVA. 2020. 111 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/1483 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
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dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
4271042743852231756 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação (Mestrado - Irati) |
dc.publisher.initials.fl_str_mv |
UNICENTRO |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Unicentro::Departamento de Ciências Humanas, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.source.none.fl_str_mv |
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Universidade Estadual do Centro-Oeste (UNICENTRO) |
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UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
repository.mail.fl_str_mv |
repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
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