Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA

Detalhes bibliográficos
Ano de defesa: 2020
Autor(a) principal: MAIA, Ginia Kenia Machado lattes
Orientador(a): ZAQUEU, Lívia da Conceição Costa lattes
Banca de defesa: ZAQUEU, Lívia da conceição Costa lattes, MELO, José Carlos de lattes, SILVEIRA, Francisca Morais lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/3860
Resumo: The research comes to the thematic: INCLUSIVE PRACTICES AND EDUCATIONAL INTERVENTION: a study in the multifunctional resource rooms in the schools in the center of the city of São Luís-MA, with the objective of accomplish educational intervention in the Multifunctional Resource Room in an inclusive perspective for students with Intellectual Disabilities with views to building a Guide to educational propositions. The research was characterized as a collaborative intervention, with the delimitation of 5 (five) schools in the center pole of the city of São Luís – MA, that have Multifunctional Resource Rooms (SRM). The research subjects were the 5 (five) teachers and 5 (five) responsible of students with Intellectual Disabilities. To forward the collaborative intervention, we followed the methodological steps for the analysis and interpretation of the semi-structured interviews directed to the subjects, our analysis was based on the theoretical and methodological axes materialized throughout the study. Collaborative interventions were realized out through classroom observations, study sessions with teachers and interviews, all this methodological path led us to produce a Guide to educational propositions. In this process of building the dissertation, mainly of the product, it was found that the teachers passed to value even more the record of the students' activities, and to intensify the possibilities of pedagogical activities/resources in the same task, through by expanding the usefulness of this resource, to develop skills and competences of the specific functions of the student with Intellectual disability. t became evident, although there are many challenges in the work of the Multifunctional Resource Room with DI students, however, it is noticeable through the speeches of those responsible for the recognition and appreciation of these professionals. In the interviews with the teachers, the longings and needs for pedagogical monitoring of the work being carried out were perceived, as well as the challenge of dealing with the specificities present in the MRR. In summary, with the proposal of the final product thought it was possible to contribute to the practices of teachers and the expansion of methodological possibilities to work with students with ID in the local reality considering their needs and singularities.
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spelling ZAQUEU, Lívia da Conceição Costahttp://lattes.cnpq.br/8327620256183656ZAQUEU, Lívia da conceição Costahttp://lattes.cnpq.br/8327620256183656MELO, José Carlos dehttp://lattes.cnpq.br/1282285394690979SILVEIRA, Francisca Moraishttp://lattes.cnpq.br/0012238764045677http://lattes.cnpq.br/7127673766969529MAIA, Ginia Kenia Machado2022-07-15T13:36:49Z2020-10-29MAIA, Ginia Kenia Machado. Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA. 2020. 182 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2020.https://tedebc.ufma.br/jspui/handle/tede/tede/3860The research comes to the thematic: INCLUSIVE PRACTICES AND EDUCATIONAL INTERVENTION: a study in the multifunctional resource rooms in the schools in the center of the city of São Luís-MA, with the objective of accomplish educational intervention in the Multifunctional Resource Room in an inclusive perspective for students with Intellectual Disabilities with views to building a Guide to educational propositions. The research was characterized as a collaborative intervention, with the delimitation of 5 (five) schools in the center pole of the city of São Luís – MA, that have Multifunctional Resource Rooms (SRM). The research subjects were the 5 (five) teachers and 5 (five) responsible of students with Intellectual Disabilities. To forward the collaborative intervention, we followed the methodological steps for the analysis and interpretation of the semi-structured interviews directed to the subjects, our analysis was based on the theoretical and methodological axes materialized throughout the study. Collaborative interventions were realized out through classroom observations, study sessions with teachers and interviews, all this methodological path led us to produce a Guide to educational propositions. In this process of building the dissertation, mainly of the product, it was found that the teachers passed to value even more the record of the students' activities, and to intensify the possibilities of pedagogical activities/resources in the same task, through by expanding the usefulness of this resource, to develop skills and competences of the specific functions of the student with Intellectual disability. t became evident, although there are many challenges in the work of the Multifunctional Resource Room with DI students, however, it is noticeable through the speeches of those responsible for the recognition and appreciation of these professionals. In the interviews with the teachers, the longings and needs for pedagogical monitoring of the work being carried out were perceived, as well as the challenge of dealing with the specificities present in the MRR. In summary, with the proposal of the final product thought it was possible to contribute to the practices of teachers and the expansion of methodological possibilities to work with students with ID in the local reality considering their needs and singularities.A pesquisa que ora se apresenta versa sobre a temática: PRÁTICAS INCLUSIVA E INTERVENÇÃO EDUCACIONAL: um estudo nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís-MA, com objetivo principal de realizar intervenção educacional na Sala de Recursos Multifuncionais numa perspectiva inclusiva para alunos com Deficiência Intelectual com vistas a construção de um Guia de proposições educativas: a Deficiência Intelectual nas Salas de Recursos Multifuncionais para o polo Centro. A pesquisa caracterizou-se como de intervenção colaborativa, tendo como delimitação 5 (cinco) escolas do polo centro da cidade de São Luís – MA que possuem Salas de Recursos Multifuncionais (SRM). Os sujeitos da pesquisa foram as 5 (cinco) professoras e 5 (cinco) responsáveis dos alunos com Deficiência Intelectual. Para encaminhar a intervenção colaborativa, seguimos os passos metodológicos para as análises e interpretações das entrevistas semiestruturadas direcionada aos sujeitos, a nossa análise se deu a partir dos eixos teórico-metodológicos materializados ao longo do estudo. As intervenções colaborativas, foram realizadas por meio das observações em sala de aula, sessões de estudo com as professoras e as entrevistas, todo esse trajeto metodológico nos levou a produção de um Guia de proposições educativas. Nesse processo de construção da dissertação, principalmente do produto, observamos que as professoras passaram a valorizar ainda mais o registro das atividades dos alunos, e a intensificarem as possibilidades de atividades/recursos pedagógicos numa mesma tarefa, por meio da ampliação da utilidade desse recurso, para desenvolver habilidades e competências das funções especificas do aluno com deficiência Intelectual. Evidenciamos ainda que muitos são os desafios no trabalho da Sala de Recursos Multifuncionais com alunos DI, porém é notadamente visto por meio das falas dos responsáveis o reconhecimento e a valorização desses profissionais. Nas entrevistas com as professoras, percebemos os anseios e necessidades de acompanhamento pedagógico do trabalho que vem sendo realizado, e o desafio de lidar com as especificidades presentes na SRM. Em síntese, com a proposição do produto final pensado nesta dissertação, buscou-se contribuir com as práticas das professoras e a ampliação de possibilidades metodológicas para se trabalhar com o aluno com DI.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2022-07-15T13:36:49Z No. of bitstreams: 1 GINIAMAIA.pdf: 7870419 bytes, checksum: 81c45d86ceda422adb49330393d95360 (MD5)Made available in DSpace on 2022-07-15T13:36:49Z (GMT). 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dc.title.por.fl_str_mv Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
dc.title.alternative.eng.fl_str_mv Inclusive practices and educational intervention: an intervention study in multifunctional resource rooms in schools in the Center Center of the municipality of São Luís - MA
title Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
spellingShingle Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
MAIA, Ginia Kenia Machado
sala de recursos multifuncionais;
deficiência intelectual;
inclusão;
multifunctional resource room;
intellectual disability;
inclusion
Tecnologia Educacional
title_short Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
title_full Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
title_fullStr Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
title_full_unstemmed Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
title_sort Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA
author MAIA, Ginia Kenia Machado
author_facet MAIA, Ginia Kenia Machado
author_role author
dc.contributor.advisor1.fl_str_mv ZAQUEU, Lívia da Conceição Costa
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8327620256183656
dc.contributor.referee1.fl_str_mv ZAQUEU, Lívia da conceição Costa
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8327620256183656
dc.contributor.referee2.fl_str_mv MELO, José Carlos de
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/1282285394690979
dc.contributor.referee3.fl_str_mv SILVEIRA, Francisca Morais
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/0012238764045677
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7127673766969529
dc.contributor.author.fl_str_mv MAIA, Ginia Kenia Machado
contributor_str_mv ZAQUEU, Lívia da Conceição Costa
ZAQUEU, Lívia da conceição Costa
MELO, José Carlos de
SILVEIRA, Francisca Morais
dc.subject.por.fl_str_mv sala de recursos multifuncionais;
deficiência intelectual;
inclusão;
topic sala de recursos multifuncionais;
deficiência intelectual;
inclusão;
multifunctional resource room;
intellectual disability;
inclusion
Tecnologia Educacional
dc.subject.eng.fl_str_mv multifunctional resource room;
intellectual disability;
inclusion
dc.subject.cnpq.fl_str_mv Tecnologia Educacional
description The research comes to the thematic: INCLUSIVE PRACTICES AND EDUCATIONAL INTERVENTION: a study in the multifunctional resource rooms in the schools in the center of the city of São Luís-MA, with the objective of accomplish educational intervention in the Multifunctional Resource Room in an inclusive perspective for students with Intellectual Disabilities with views to building a Guide to educational propositions. The research was characterized as a collaborative intervention, with the delimitation of 5 (five) schools in the center pole of the city of São Luís – MA, that have Multifunctional Resource Rooms (SRM). The research subjects were the 5 (five) teachers and 5 (five) responsible of students with Intellectual Disabilities. To forward the collaborative intervention, we followed the methodological steps for the analysis and interpretation of the semi-structured interviews directed to the subjects, our analysis was based on the theoretical and methodological axes materialized throughout the study. Collaborative interventions were realized out through classroom observations, study sessions with teachers and interviews, all this methodological path led us to produce a Guide to educational propositions. In this process of building the dissertation, mainly of the product, it was found that the teachers passed to value even more the record of the students' activities, and to intensify the possibilities of pedagogical activities/resources in the same task, through by expanding the usefulness of this resource, to develop skills and competences of the specific functions of the student with Intellectual disability. t became evident, although there are many challenges in the work of the Multifunctional Resource Room with DI students, however, it is noticeable through the speeches of those responsible for the recognition and appreciation of these professionals. In the interviews with the teachers, the longings and needs for pedagogical monitoring of the work being carried out were perceived, as well as the challenge of dealing with the specificities present in the MRR. In summary, with the proposal of the final product thought it was possible to contribute to the practices of teachers and the expansion of methodological possibilities to work with students with ID in the local reality considering their needs and singularities.
publishDate 2020
dc.date.issued.fl_str_mv 2020-10-29
dc.date.accessioned.fl_str_mv 2022-07-15T13:36:49Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv MAIA, Ginia Kenia Machado. Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA. 2020. 182 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2020.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/3860
identifier_str_mv MAIA, Ginia Kenia Machado. Práticas inclusivas e intervenção educacional: um estudo de intervenção nas salas de recursos multifuncionais nas escolas do polo Centro do município de São Luís – MA. 2020. 182 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2020.
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dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
dc.publisher.initials.fl_str_mv UFMA
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dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO II/CCSO
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