Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental
| Ano de defesa: | 2023 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| dARK ID: | ark:/26339/001300001bjv1 |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Santa Maria
Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://repositorio.ufsm.br/handle/1/32851 |
Resumo: | This research was conducted in the Special Education, Inclusion, and Difference Research Line of the Postgraduate Program in Education at the Federal University of Santa Maria - PPGE/UFSM, and within the scope of the Studies and Research Center on Schooling and Inclusion - NUEPEI. The research question focused on which elements constitute the construction of pedagogical practices that promote curricular accessibility for students in special education in the final years of elementary education. To address this question, the research aimed to: understand, analyze, and redefine the pedagogical practices of teachers in the final years of elementary education regarding curricular accessibility for students in special education. Specific objectives derived from the research were: to understand and analyze the construction of pedagogical practices carried out by teachers in the final years of elementary education; to engage in reflection with teachers on how democratic pedagogical practices are formed, enabling access to school knowledge; to propose the construction and development of practical experiences from the perspective of differentiated pedagogy and universal learning design; and to redefine the construction of pedagogical practices for teachers in the final years of elementary education. Aligned with systemic thinking, the theoretical and methodological framework used was based on the contributions of Vasconcellos (2002), Maturana (1990, 1993, 1998, 2014), Maturana and Varela (2001), Maturana and Rezepka (2000), Bateson (1986), and Pellanda (2009). Regarding pedagogical thought, the scenario was drawn from Meirieu's Differentiated Pedagogy (1998, 2002, 2005, 2006) and Universal Design for Learning, CAST (2018), and Heredero (2020). The curriculum was approached from the perspectives of Sacristán (2013, 2017), Goodson (2008), and Macedo et al (2004). Following a qualitative research approach and aligned with systemic thinking, the Bricolage method was used, considering research as a complex experience that explores the relationships connecting the research object to the context in which it exists, with the observer as an integral part of the process. Data collection took place in the Municipal Education Network of Santa Maria, in a school that caters to both early childhood education and the final years of elementary education. The research subjects included teachers from all disciplines in the final years of elementary education, the pedagogical coordinator, and the special education teacher. Narrative interviews were conducted at the beginning and end of the investigative process, with nine participants in the initial interview and seven in the final interviews. Four reflective meetings took place, constituting formative moments with the participation of seven teachers. The practical experience of designing and implementing a lesson plan based on the principles of Universal Design for Learning (UDL) involved two teachers. The production of data through various instruments resulted in relevant and powerful information for building connections between the observed realities. Three analytical axes were constructed: "The constitution of pedagogical practices and the school curriculum," "Movements in pedagogical practice based on the principles of UDL and Differentiated Pedagogy," and "Redefining pedagogical practices." At the end of the investigation, the possibility of redefining the pedagogical practices of teachers in the final years of elementary education is emphasized, aiming for them to be democratic and accessible when based on Differentiated Pedagogy and Universal Design for Learning. |
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Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamentalPedagogical practices and curricular accessibility in the final years of elementary educationPrácticas pedagógicas y accesibilidad curricular en los años finales de la educación primariaPráticas pedagógicasAcessibilidade curricularInclusão escolarDesenho universal para a aprendizagemPedagogia diferenciadaPedagogical practicesCurricular accessibilitySchool InclusionUniversal design for learningDifferentiated pedagogyPrácticas pedagógicasAccesibilidad curricularInclusión escolarDiseño universal para el aprendizajePedagogía diferenciadaCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research was conducted in the Special Education, Inclusion, and Difference Research Line of the Postgraduate Program in Education at the Federal University of Santa Maria - PPGE/UFSM, and within the scope of the Studies and Research Center on Schooling and Inclusion - NUEPEI. The research question focused on which elements constitute the construction of pedagogical practices that promote curricular accessibility for students in special education in the final years of elementary education. To address this question, the research aimed to: understand, analyze, and redefine the pedagogical practices of teachers in the final years of elementary education regarding curricular accessibility for students in special education. Specific objectives derived from the research were: to understand and analyze the construction of pedagogical practices carried out by teachers in the final years of elementary education; to engage in reflection with teachers on how democratic pedagogical practices are formed, enabling access to school knowledge; to propose the construction and development of practical experiences from the perspective of differentiated pedagogy and universal learning design; and to redefine the construction of pedagogical practices for teachers in the final years of elementary education. Aligned with systemic thinking, the theoretical and methodological framework used was based on the contributions of Vasconcellos (2002), Maturana (1990, 1993, 1998, 2014), Maturana and Varela (2001), Maturana and Rezepka (2000), Bateson (1986), and Pellanda (2009). Regarding pedagogical thought, the scenario was drawn from Meirieu's Differentiated Pedagogy (1998, 2002, 2005, 2006) and Universal Design for Learning, CAST (2018), and Heredero (2020). The curriculum was approached from the perspectives of Sacristán (2013, 2017), Goodson (2008), and Macedo et al (2004). Following a qualitative research approach and aligned with systemic thinking, the Bricolage method was used, considering research as a complex experience that explores the relationships connecting the research object to the context in which it exists, with the observer as an integral part of the process. Data collection took place in the Municipal Education Network of Santa Maria, in a school that caters to both early childhood education and the final years of elementary education. The research subjects included teachers from all disciplines in the final years of elementary education, the pedagogical coordinator, and the special education teacher. Narrative interviews were conducted at the beginning and end of the investigative process, with nine participants in the initial interview and seven in the final interviews. Four reflective meetings took place, constituting formative moments with the participation of seven teachers. The practical experience of designing and implementing a lesson plan based on the principles of Universal Design for Learning (UDL) involved two teachers. The production of data through various instruments resulted in relevant and powerful information for building connections between the observed realities. Three analytical axes were constructed: "The constitution of pedagogical practices and the school curriculum," "Movements in pedagogical practice based on the principles of UDL and Differentiated Pedagogy," and "Redefining pedagogical practices." At the end of the investigation, the possibility of redefining the pedagogical practices of teachers in the final years of elementary education is emphasized, aiming for them to be democratic and accessible when based on Differentiated Pedagogy and Universal Design for Learning.La presente investigación se llevó a cabo en la Línea de Investigación en Educación Especial, Inclusión y Diferencia del Programa de Posgrado en Educación de la Universidad Federal de Santa Maria - PPGE/UFSM y en el ámbito del Núcleo de Estudios e Investigación sobre Escolarización e Inclusión - NUEPEI. La pregunta organizadora se centró en cuáles son los elementos que constituyen la construcción de prácticas pedagógicas que promueven la accesibilidad curricular para los alumnos del público de educación especial en los años finales de la educación primaria. Con el fin de responder a la pregunta, la investigación tuvo como objetivo general conocer, analizar y resignificar las prácticas pedagógicas de los profesores de los años finales de la educación primaria en lo que respecta a la accesibilidad curricular de los estudiantes del público de educación especial. Se derivaron objetivos específicos para la construcción de la investigación, que buscaron: conocer y analizar la construcción de las prácticas pedagógicas realizadas por los profesores de los años finales de la educación primaria; reflexionar con los profesores sobre cómo se constituyen prácticas pedagógicas democráticas que permiten el acceso a los conocimientos escolares; proponer la construcción y el desarrollo de experiencias prácticas desde la perspectiva de la pedagogía diferenciada y del diseño universal para el aprendizaje, y resignificar la construcción de las prácticas pedagógicas de los profesores de los años finales de la educación primaria. Alineándose con el pensamiento sistémico, el marco teórico-metodológico utilizado se basó en las contribuciones de Vasconcellos (2002), Maturana (1990, 1993, 1998, 2014), Maturana y Varela (2001), Maturana y Rezepka (2000), Bateson (1986) y Pellanda (2009). En lo que respecta a las cuestiones del pensamiento pedagógico, el escenario se diseñó a partir de la Pedagogía Diferenciada de Meirieu (1998, 2002, 2005, 2006) y el Diseño Universal para el Aprendizaje, CAST (2018) y Heredero (2020). El currículo fue abordado desde la perspectiva de Sacristán (2013, 2017), Goodson (2008) y Macedo et al (2004). Siguiendo el pensamiento sistémico, la investigación cualitativa adoptó el método de Bricolaje, que concibe la investigación como una experiencia compleja que permite la exploración de las relaciones que conectan el objeto de investigación con el contexto en el que existe, teniendo al observador como parte integral del proceso. La producción de datos tuvo lugar en la Red Municipal de Educación de Santa Maria, en una escuela que atiende desde la educación infantil hasta los años finales de la educación primaria. Los sujetos de investigación fueron los profesores de todas las disciplinas de los años finales de la educación primaria, la coordinadora pedagógica y la profesora de educación especial. Se realizaron entrevistas narrativas al inicio y al final del proceso de investigación, con nueve participantes en la entrevista inicial y siete en las finales. Se llevaron a cabo cuatro encuentros reflexivos que se constituyeron en momentos formativos con la participación de siete profesores. Se llevó a cabo la experiencia práctica de elaboración y desarrollo de un plan de clase basado en los principios del Diseño Universal para el Aprendizaje, en la que participaron dos profesores. La producción de datos a través de diferentes instrumentos resultó en información relevante y potente para la construcción de las articulaciones entre las realidades observadas. Para ello, se construyeron tres ejes analíticos: "La constitución de las prácticas pedagógicas y el currículo escolar", "La experiencia puesta en práctica" y "Resignificando las prácticas pedagógicas". Al final de la investigación, se destaca la posibilidad de resignificar las prácticas pedagógicas de los profesores de los años finales de la educación primaria con el objetivo de que sean democráticas y accesibles cuando se basan en la Pedagogía Diferenciada y en el Diseño Universal para el Aprendizaje.A presente pesquisa foi desenvolvida na Linha de Pesquisa Educação Especial, Inclusão e Diferença do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria - PPGE/UFSM e no âmbito do Núcleo de Estudos e Pesquisa sobre Escolarização e Inclusão - NUEPEI. A questão organizadora versou sobre quais elementos constituem a construção de práticas pedagógicas que promovam acessibilidade curricular aos alunos público da educação especial nos anos finais do ensino fundamental? A fim de responder o questionamento, a pesquisa teve como objetivo geral: conhecer, analisar e ressignificar as práticas pedagógicas dos professores dos anos finais do ensino fundamental no que tange a acessibilidade curricular dos estudantes público da educação especial. Derivam-se para a construção da investigação, os objetivos específicos, que buscaram: conhecer e analisar a construção das práticas pedagógicas realizadas pelos professores dos anos finais do ensino fundamental; refletir com os professores como se constituem práticas pedagógicas democráticas que possibilitam o acesso aos conhecimentos escolares; propor a construção e o desenvolvimento de experiências práticas na perspectiva da pedagogia diferenciada e do desenho universal para a aprendizagem e ressignificar a construção das práticas pedagógicas dos professores dos anos finais do ensino fundamental. Filiando-se ao pensamento sistêmico o aporte teórico metodológico utilizado teve como base as contribuições de Vasconcellos (2002), Maturana (1990, 1993, 1998, 2014) Maturana e Varela (2001) Maturana e Rezepka (2000), Bateson (1986) e Pellanda (2009). No que se refere às questões do pensamento pedagógico, o cenário foi desenhado a partir da Pedagogia Diferenciada de Meirieu (1998, 2002, 2005, 2006) e o Desenho Universal para a Aprendizagem, CAST (2018) e Heredero (2020). O currículo foi abordado a partir de Sacristán (2013, 2017), Goodson (2008) e Macedo et al (2004). Alinhada ao pensamento sistêmico a pesquisa de cunho qualitativo teve como método a Bricolagem que compreende a pesquisa como uma experiência complexa, que proporciona a exploração dos relacionamentos que conectam o objeto de investigação ao contexto no qual ele existe e tem o observador como parte integrante do processo. A produção dos dados ocorreu na Rede Municipal de Ensino de Santa Maria, em uma escola que atende desde a educação infantil até os anos finais do ensino fundamental. Como sujeitos de pesquisa foram convidados os professores de todas as disciplinas dos anos finais do ensino fundamental, a coordenadora pedagógica e a professora de educação especial. Foram realizadas entrevistas narrativas no início e no final do percurso investigativo, na entrevista inicial tivemos nove participantes e nas finais, sete. Transcorreram quatro encontros reflexivos que se constituíram em momentos formativos com a participação de sete professores. Ocorreu a experiência prática de elaboração e desenvolvimento de um plano de aula pautado nos princípios do DUA, na qual participaram dois professores. A produção de dados ocorrida através de diferentes instrumentos resultou em informações relevantes e potentes para a construção das articulações entre as realidades observadas. Para tal foram construídos três eixos analíticos: “A constituição das práticas pedagógicas e o currículo escolar”, “Movimentos na prática pedagógica a partir dos princípios do DUA e da Pedagogia Diferenciada” e “Ressignificando as práticas pedagógicas”. Ao final da investigação destaca-se a possibilidade da ressignificação das práticas pedagógicas dos professores dos anos finais do ensino fundamental com o objetivo de que sejam democráticas e acessíveis quando pautadas na Pedagogia Diferenciada e no Desenho Universal para a Aprendizagem.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoBridi, Fabiane Romano de Souzahttp://lattes.cnpq.br/8914947342465602Silva, Mayara Costa daVieira, Alexandro BragaPavão, Silvia Maria de OliveiraPletsch, Márcia DeniseLavarda, Eliane Sperandei2024-08-20T17:23:25Z2024-08-20T17:23:25Z2023-12-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/32851ark:/26339/001300001bjv1porAttribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-08-20T17:23:25Zoai:repositorio.ufsm.br:1/32851Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/PUBhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.com||manancial@ufsm.bropendoar:2024-08-20T17:23:25Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
| dc.title.none.fl_str_mv |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental Pedagogical practices and curricular accessibility in the final years of elementary education Prácticas pedagógicas y accesibilidad curricular en los años finales de la educación primaria |
| title |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| spellingShingle |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental Lavarda, Eliane Sperandei Práticas pedagógicas Acessibilidade curricular Inclusão escolar Desenho universal para a aprendizagem Pedagogia diferenciada Pedagogical practices Curricular accessibility School Inclusion Universal design for learning Differentiated pedagogy Prácticas pedagógicas Accesibilidad curricular Inclusión escolar Diseño universal para el aprendizaje Pedagogía diferenciada CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| title_short |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| title_full |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| title_fullStr |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| title_full_unstemmed |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| title_sort |
Práticas pedagógicas e acessibilidade curricular nos anos finais do ensino fundamental |
| author |
Lavarda, Eliane Sperandei |
| author_facet |
Lavarda, Eliane Sperandei |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Bridi, Fabiane Romano de Souza http://lattes.cnpq.br/8914947342465602 Silva, Mayara Costa da Vieira, Alexandro Braga Pavão, Silvia Maria de Oliveira Pletsch, Márcia Denise |
| dc.contributor.author.fl_str_mv |
Lavarda, Eliane Sperandei |
| dc.subject.por.fl_str_mv |
Práticas pedagógicas Acessibilidade curricular Inclusão escolar Desenho universal para a aprendizagem Pedagogia diferenciada Pedagogical practices Curricular accessibility School Inclusion Universal design for learning Differentiated pedagogy Prácticas pedagógicas Accesibilidad curricular Inclusión escolar Diseño universal para el aprendizaje Pedagogía diferenciada CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| topic |
Práticas pedagógicas Acessibilidade curricular Inclusão escolar Desenho universal para a aprendizagem Pedagogia diferenciada Pedagogical practices Curricular accessibility School Inclusion Universal design for learning Differentiated pedagogy Prácticas pedagógicas Accesibilidad curricular Inclusión escolar Diseño universal para el aprendizaje Pedagogía diferenciada CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
This research was conducted in the Special Education, Inclusion, and Difference Research Line of the Postgraduate Program in Education at the Federal University of Santa Maria - PPGE/UFSM, and within the scope of the Studies and Research Center on Schooling and Inclusion - NUEPEI. The research question focused on which elements constitute the construction of pedagogical practices that promote curricular accessibility for students in special education in the final years of elementary education. To address this question, the research aimed to: understand, analyze, and redefine the pedagogical practices of teachers in the final years of elementary education regarding curricular accessibility for students in special education. Specific objectives derived from the research were: to understand and analyze the construction of pedagogical practices carried out by teachers in the final years of elementary education; to engage in reflection with teachers on how democratic pedagogical practices are formed, enabling access to school knowledge; to propose the construction and development of practical experiences from the perspective of differentiated pedagogy and universal learning design; and to redefine the construction of pedagogical practices for teachers in the final years of elementary education. Aligned with systemic thinking, the theoretical and methodological framework used was based on the contributions of Vasconcellos (2002), Maturana (1990, 1993, 1998, 2014), Maturana and Varela (2001), Maturana and Rezepka (2000), Bateson (1986), and Pellanda (2009). Regarding pedagogical thought, the scenario was drawn from Meirieu's Differentiated Pedagogy (1998, 2002, 2005, 2006) and Universal Design for Learning, CAST (2018), and Heredero (2020). The curriculum was approached from the perspectives of Sacristán (2013, 2017), Goodson (2008), and Macedo et al (2004). Following a qualitative research approach and aligned with systemic thinking, the Bricolage method was used, considering research as a complex experience that explores the relationships connecting the research object to the context in which it exists, with the observer as an integral part of the process. Data collection took place in the Municipal Education Network of Santa Maria, in a school that caters to both early childhood education and the final years of elementary education. The research subjects included teachers from all disciplines in the final years of elementary education, the pedagogical coordinator, and the special education teacher. Narrative interviews were conducted at the beginning and end of the investigative process, with nine participants in the initial interview and seven in the final interviews. Four reflective meetings took place, constituting formative moments with the participation of seven teachers. The practical experience of designing and implementing a lesson plan based on the principles of Universal Design for Learning (UDL) involved two teachers. The production of data through various instruments resulted in relevant and powerful information for building connections between the observed realities. Three analytical axes were constructed: "The constitution of pedagogical practices and the school curriculum," "Movements in pedagogical practice based on the principles of UDL and Differentiated Pedagogy," and "Redefining pedagogical practices." At the end of the investigation, the possibility of redefining the pedagogical practices of teachers in the final years of elementary education is emphasized, aiming for them to be democratic and accessible when based on Differentiated Pedagogy and Universal Design for Learning. |
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2023 |
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2023-12-14 2024-08-20T17:23:25Z 2024-08-20T17:23:25Z |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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