A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Pelotas
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Faculdade de Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://guaiaca.ufpel.edu.br/handle/123456789/1669 |
Resumo: | In a world of constant and profound transformations, technologies emerge in the school context, creating new possible horizons for the developing of pedagogical practices able to promote the inclusion of students with special educational needs. Searching for knowing and understanding such practices, this study aims to investigate the technologies present in multifunctional resource classrooms in municipal schools in Bagé, RS, as well as the way such technologies are used in inclusive pedagogical practices performed by teachers. The investigation consists of a qualitative research, approaching the characterizing parameters of the multiple case study. The subjects were seven female teachers who work with Special Education, recognized by their pairs for developing good inclusive pedagogic practices. In order to do so, it was used questionnaires, empiric field observation, field diary, interviews, focal group and discursive textual analysis. The theoretical assumptions that beacon this study are based on Freire (2011), Lévy (2006), Moran (2000, 2007), Porto (2009, 2012), Mantoan (2001),Sassaki (2002), Galvão Filho (2009) and Sartoretto and Bersch (2011), without any harm from other collaborations. The study results have showed that the multifunctional resource classrooms from the investigated schools have Assistive Technology resources as well as information and communication technologies which enable teachers to alter, create and recreate their practices. These technologies are used by the teachers in conformity with the needs of the students and their work proposal in the inclusive pedagogic practices they use so that it becomes possible for the student with special educational needs to have access to knowledge and learning, and that the student is able to participate in school activities, able to communicate and socialize. The local teaching system is investing for inclusive policies to become real making it possible for the teachers to participate in continued formation about technologies and be able to have time for discussion time for problems solving as well as cooperative work. These situations, together with a curious open hopeful restless generous cooperative dialogic and loving attitude from the teachers, allow them to perform inclusive pedagogic practices with technologies, inciting the school as a whole to engage in the fight in favor of inclusion. |
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http://lattes.cnpq.br/6268846689825329http://lattes.cnpq.br/5732783206082038Rodriguez, Rita de Cássia Morem Cóssiohttp://lattes.cnpq.br/9199716328773316Nörnberg, Martahttp://lattes.cnpq.br/7467574585513397Ghiggi, Gomercindohttp://lattes.cnpq.br/7292902568135607Porto, Tania Maria EsperonMartins, Claudete da Silva Lima2014-08-20T13:48:03Z2014-01-132014-08-20T13:48:03Z2012-12-21MARTINS, Claudete da Silva Lima. A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais. 2012. 267 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2012.http://guaiaca.ufpel.edu.br/handle/123456789/1669In a world of constant and profound transformations, technologies emerge in the school context, creating new possible horizons for the developing of pedagogical practices able to promote the inclusion of students with special educational needs. Searching for knowing and understanding such practices, this study aims to investigate the technologies present in multifunctional resource classrooms in municipal schools in Bagé, RS, as well as the way such technologies are used in inclusive pedagogical practices performed by teachers. The investigation consists of a qualitative research, approaching the characterizing parameters of the multiple case study. The subjects were seven female teachers who work with Special Education, recognized by their pairs for developing good inclusive pedagogic practices. In order to do so, it was used questionnaires, empiric field observation, field diary, interviews, focal group and discursive textual analysis. The theoretical assumptions that beacon this study are based on Freire (2011), Lévy (2006), Moran (2000, 2007), Porto (2009, 2012), Mantoan (2001),Sassaki (2002), Galvão Filho (2009) and Sartoretto and Bersch (2011), without any harm from other collaborations. The study results have showed that the multifunctional resource classrooms from the investigated schools have Assistive Technology resources as well as information and communication technologies which enable teachers to alter, create and recreate their practices. These technologies are used by the teachers in conformity with the needs of the students and their work proposal in the inclusive pedagogic practices they use so that it becomes possible for the student with special educational needs to have access to knowledge and learning, and that the student is able to participate in school activities, able to communicate and socialize. The local teaching system is investing for inclusive policies to become real making it possible for the teachers to participate in continued formation about technologies and be able to have time for discussion time for problems solving as well as cooperative work. These situations, together with a curious open hopeful restless generous cooperative dialogic and loving attitude from the teachers, allow them to perform inclusive pedagogic practices with technologies, inciting the school as a whole to engage in the fight in favor of inclusion.Num mundo em constantes e profundas transformações, as tecnologias emergem no contexto escolar, criando novos horizontes de possibilidades para o desenvolvimento de práticas pedagógicas que promovam a inclusão dos alunos com necessidades educacionais especiais. Na busca por conhecer e compreender tais práticas, esta tese tem por objetivos investigaras tecnologias presentes nas salas de recursos multifuncionais das escolas do sistema municipal de ensino de Bagé-RS, bem como a forma com que são utilizadas nas práticas pedagógicas inclusivas realizadas pelas professoras que atuam nesses espaços. A investigação se constituiem uma pesquisa qualitativa, aproximando-se dos parâmetros caracterizadores do estudo de casos múltiplos, tendo por sujeitos sete professoras que atuam na Educação Especial, reconhecidas por seus pares por desenvolverem boas práticas pedagógicas inclusivas.Para tal utilizaram-se questionários, observação do campo empírico, diário de campo, entrevistas, grupo focal e análise textual discursiva.Os pressupostos teóricos que balizam este estudo apoiam-se em Freire (2011), Lévy (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e Sartoretto e Bersch (2011), sem prejuízo de outras colaborações. Os resultados do estudo evidenciam que as salas de recursos multifuncionais das escolas investigadas possuem recursos de Tecnologia Assistiva e tecnologias da comunicação e da informação, que possibilitam que as professoras alterem, criem e recriem suas práticas. Essas tecnologias são usadas pelas professoras, conforme as necessidades dos alunos e a sua proposta de trabalho, nas práticas pedagógicas inclusivas que desenvolvem, tendo por finalidade possibilitar que o aluno com necessidades educacionais especiais tenha acesso ao conhecimento e à aprendizagem; consiga participar das atividades escolares e possa comunicar-se e interagir com o mundo que o cerca. Há investimento do sistema de ensino local, para que as políticas voltadas à inclusão se efetivem, possibilitando que as professoras participem de formação continuada sobre tecnologias, tenham espaços para discussão e resolução de problemas e realizem trabalho colaborativo. Estas situações, conjugadas à postura curiosa, aberta, esperançosa, inquieta, generosa, colaborativa, dialógica e amorosa das professoras, possibilitam que elas realizem práticas pedagógicas inclusivas com tecnologias, instigando a escola como um todo a inserir-se na luta a favor da inclusão.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBRFaculdade de EducaçãoTecnologiasPráticas pedagógicasInclusãoProfessorasTechnologiesPedagogic practicesInclusionFemale teachersCNPQ::CIENCIAS HUMANAS::EDUCACAOA seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionaisThe harvest of inclusive pedagogical practices with technologies: the voice of multifunctional resource classroom teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALClaudete da Silva Lima Martins_Tese.pdfapplication/pdf3875554http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1669/1/Claudete%20da%20Silva%20Lima%20Martins_Tese.pdf5cc1a69525c5d1ce8033f72f1f3612c2MD51open accessTEXTClaudete da Silva Lima Martins_Tese.pdf.txtClaudete da Silva Lima Martins_Tese.pdf.txtExtracted Texttext/plain606193http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1669/2/Claudete%20da%20Silva%20Lima%20Martins_Tese.pdf.txt6878072c1c20b44c92b36542ecc953c0MD52open accessTHUMBNAILClaudete da Silva Lima Martins_Tese.pdf.jpgClaudete da Silva Lima Martins_Tese.pdf.jpgGenerated Thumbnailimage/jpeg1652http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1669/3/Claudete%20da%20Silva%20Lima%20Martins_Tese.pdf.jpga1c83312e4f0ba8a21584fc24a7d69faMD53open access123456789/16692021-12-08 18:14:13.928open accessoai:guaiaca.ufpel.edu.br:123456789/1669Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-08T21:14:13Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
dc.title.alternative.eng.fl_str_mv |
The harvest of inclusive pedagogical practices with technologies: the voice of multifunctional resource classroom teachers |
title |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
spellingShingle |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais Martins, Claudete da Silva Lima Tecnologias Práticas pedagógicas Inclusão Professoras Technologies Pedagogic practices Inclusion Female teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
title_full |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
title_fullStr |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
title_full_unstemmed |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
title_sort |
A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais |
author |
Martins, Claudete da Silva Lima |
author_facet |
Martins, Claudete da Silva Lima |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/6268846689825329 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5732783206082038 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Nörnberg, Marta |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7467574585513397 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Ghiggi, Gomercindo |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7292902568135607 |
dc.contributor.advisor-co1.fl_str_mv |
Rodriguez, Rita de Cássia Morem Cóssio |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/9199716328773316 |
dc.contributor.advisor1.fl_str_mv |
Porto, Tania Maria Esperon |
dc.contributor.author.fl_str_mv |
Martins, Claudete da Silva Lima |
contributor_str_mv |
Rodriguez, Rita de Cássia Morem Cóssio Porto, Tania Maria Esperon |
dc.subject.por.fl_str_mv |
Tecnologias Práticas pedagógicas Inclusão Professoras |
topic |
Tecnologias Práticas pedagógicas Inclusão Professoras Technologies Pedagogic practices Inclusion Female teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Technologies Pedagogic practices Inclusion Female teachers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In a world of constant and profound transformations, technologies emerge in the school context, creating new possible horizons for the developing of pedagogical practices able to promote the inclusion of students with special educational needs. Searching for knowing and understanding such practices, this study aims to investigate the technologies present in multifunctional resource classrooms in municipal schools in Bagé, RS, as well as the way such technologies are used in inclusive pedagogical practices performed by teachers. The investigation consists of a qualitative research, approaching the characterizing parameters of the multiple case study. The subjects were seven female teachers who work with Special Education, recognized by their pairs for developing good inclusive pedagogic practices. In order to do so, it was used questionnaires, empiric field observation, field diary, interviews, focal group and discursive textual analysis. The theoretical assumptions that beacon this study are based on Freire (2011), Lévy (2006), Moran (2000, 2007), Porto (2009, 2012), Mantoan (2001),Sassaki (2002), Galvão Filho (2009) and Sartoretto and Bersch (2011), without any harm from other collaborations. The study results have showed that the multifunctional resource classrooms from the investigated schools have Assistive Technology resources as well as information and communication technologies which enable teachers to alter, create and recreate their practices. These technologies are used by the teachers in conformity with the needs of the students and their work proposal in the inclusive pedagogic practices they use so that it becomes possible for the student with special educational needs to have access to knowledge and learning, and that the student is able to participate in school activities, able to communicate and socialize. The local teaching system is investing for inclusive policies to become real making it possible for the teachers to participate in continued formation about technologies and be able to have time for discussion time for problems solving as well as cooperative work. These situations, together with a curious open hopeful restless generous cooperative dialogic and loving attitude from the teachers, allow them to perform inclusive pedagogic practices with technologies, inciting the school as a whole to engage in the fight in favor of inclusion. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-12-21 |
dc.date.accessioned.fl_str_mv |
2014-08-20T13:48:03Z |
dc.date.available.fl_str_mv |
2014-01-13 2014-08-20T13:48:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
MARTINS, Claudete da Silva Lima. A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais. 2012. 267 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2012. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1669 |
identifier_str_mv |
MARTINS, Claudete da Silva Lima. A seara das práticas pedagógicas inclusivas com tecnologias: com a palavra as professoras das salas de recursos multifuncionais. 2012. 267 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2012. |
url |
http://guaiaca.ufpel.edu.br/handle/123456789/1669 |
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por |
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UFPel |
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BR |
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Faculdade de Educação |
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Universidade Federal de Pelotas |
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