A afetividade na prática pedagógica: contribuições e desafios nas salas de aulas inclusivas da rede privada de ensino

• Ano de defesa: 2019
• Autor(a) principal: Guimarães, Mylena da Silva
• Orientador(a): Ferreira, Valdivina Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Inclusão; Afetividade; Prática pedagógica
• Palavras-chave em Inglês: Pedagogical practice; Affectivity; Inclusion
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2660

This research is part of the investigation "Education Policy, Management and Evaluation" of the Graduate Program in Education of the Catholic University of Brasilia (UCB). The general objective of the research is to analyze the affectivity during the teaching work and its relation with the pedagogical practice in a inclusive classroom of a regular school of the basic education of the private teaching network. The specific objectives are to describe the dimensions of pedagogical practice in the inclusion context; to analyze the public policies of inclusion from the Brazilian Federal Constitution of 1988; to examine the relation of teacher affectivity to the challenge of inclusion in pedagogical practice in the private teaching network. It is a qualitative research with methodological procedures of documentary, bibliographical and empirical research. The documentary analysis was composed by the study of the legal documents: Brazilian Federal Constitution of 1988, Law No. 7,853 / 1989, Decree No. 2998/1999, Law No. 9.394 / 1996, Resolution of the National Education Council / Basic Education Camara No. 2/2001, Decree 3,956 / 2001 and Law 13,005 / 2014, which deal with special education and inclusive education in Brazil. In bibliographical research, the philosophical conception of Piaget (1952, 1981, 1987), Vygotsky (1987, 1988) and Henri Wallon (1934, 1941, 1979) to treat affectivity is used as theoretical support. For pedagogical practice, the ideas of Libâneo (2002, 2003, 2005), Freire (1987, 1996, 2005) and Queluz (2003). And regarding inclusion, it is based on the concepts Stobaus and Mosquera (2004), among other authors. In the last stage, empirical research was carried out through semi-structured interviews with teachers from a private school in Brasília to analyze the contributions and challenges of affectivity in pedagogical practice with inclusive students from the final years. The main results indicate that affectivity contributes significantly to pedagogical practice and positively influences the learning process. The data analyzed indicate that teachers recognize the importance of affectivity and act pedagogically in the face of peculiar situations with inclusive students. Brazil is moving toward an inclusive education for all and the training of teachers in undergraduate, postgraduate and continuing education courses is essential, since affectivity does not solve all the challenges and difficulties in inclusion.