Desenvolvimento da cognição na deficiência intelectual
Ano de defesa: | 2023 |
---|---|
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 Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/28233 |
Resumo: | The present work has as the theme of the thesis the development of cognition in Intellectual Disability (ID) and is linked to the Doctorate in Education course, line of research in special education, inclusion and difference, of the Graduate Program in Education, at the Federal University of Santa Maria (UFSM), Santa Maria-RS. The investigation aims to understand the learning process of people with intellectual disabilities in the light of the biological conception of development. The method was based on research of an applied nature, with a qualitative approach. In this way, the methodological steps are divided into 8 sections, presenting the paths followed in all stages of the research, from the selection of the location, target audience, data collection instruments, documentary and field research, to the method analysis and ethical issues. First, through microdata from the basic education census, referring to the year 2020, released by Inep and used as theoretical subsidies to stimulate academic debate aimed at analyzing the situation of Inclusive Education in Brazil, the number of 70,258 students was verified enrolled with ID in Rio Grande do Sul. Thus, the research problem emerges, how can the biological conception of human cognition in the perspective of educational inclusion favor the understanding of the learning process of people with intellectual disabilities? For this, Humberto Maturana's theory on human development and the biology of love was used as a reference. Therefore, a survey was carried out with teachers from a school in the state education network of Santa Maria-RS, the choice was made by the convenience method. Following institutional authorization, professors were invited to answer an online questionnaire. In the teachers' report, they consider that the process of schooling students with ID is a challenge to the education system and raises reflection on the processes of exclusion that occur in the educational spaces to which students are submitted in the classroom. Next, adapted works by students with ID, carried out in the AEE with the help of the special educator, were analyzed. The analysis showed that the school trajectory of students with ID is generally characterized by experiences of obstacles in the face of adaptations and bonds with teachers and classmates. Likewise, students with ID feel benefited with the activities carried out in the multifunctional resource room, with the proposals offered, with the dynamics and with the strategies used to develop learning. The AEE resource room has diversified stimuli that promote learning and motivate students to remain in interaction with others. As a primary result, the thesis is defended that the development of the cognition of people with ID encompasses the individual (organic) and their external influences/relations, guided by emotions, where the environment produces changes in their structural coupling, acting on the subject. In short, the purpose must be to guarantee the inclusion of the student and maximize his/her learning, highlighting the importance of pedagogical intervention actions, with an education based on the biology of love, mediation, affection, correction of doing and not doing, being, in acceptance, respect, cooperation, in relationships that do not restrict, but expand the intelligence capacity of students. Furthermore, the findings of this thesis have shown that in many schools students are included in the classroom, but excluded from the relationships and processes of teaching and learning. It is noteworthy that the PDI is actually used in schools, since all the necessary actions are recorded in this planning so that the student with a disability learns and manages to develop in the school, family and social spheres. Finally, the Thesis is that through the biology of love in the teaching-learning process there is inclusion and access for people with ID. In this way, it is necessary to think and carry out actions to build a society where relations are welcoming and not exclusion. |
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2023-03-16T14:54:31Z2023-03-16T14:54:31Z2023-01-24http://repositorio.ufsm.br/handle/1/28233The present work has as the theme of the thesis the development of cognition in Intellectual Disability (ID) and is linked to the Doctorate in Education course, line of research in special education, inclusion and difference, of the Graduate Program in Education, at the Federal University of Santa Maria (UFSM), Santa Maria-RS. The investigation aims to understand the learning process of people with intellectual disabilities in the light of the biological conception of development. The method was based on research of an applied nature, with a qualitative approach. In this way, the methodological steps are divided into 8 sections, presenting the paths followed in all stages of the research, from the selection of the location, target audience, data collection instruments, documentary and field research, to the method analysis and ethical issues. First, through microdata from the basic education census, referring to the year 2020, released by Inep and used as theoretical subsidies to stimulate academic debate aimed at analyzing the situation of Inclusive Education in Brazil, the number of 70,258 students was verified enrolled with ID in Rio Grande do Sul. Thus, the research problem emerges, how can the biological conception of human cognition in the perspective of educational inclusion favor the understanding of the learning process of people with intellectual disabilities? For this, Humberto Maturana's theory on human development and the biology of love was used as a reference. Therefore, a survey was carried out with teachers from a school in the state education network of Santa Maria-RS, the choice was made by the convenience method. Following institutional authorization, professors were invited to answer an online questionnaire. In the teachers' report, they consider that the process of schooling students with ID is a challenge to the education system and raises reflection on the processes of exclusion that occur in the educational spaces to which students are submitted in the classroom. Next, adapted works by students with ID, carried out in the AEE with the help of the special educator, were analyzed. The analysis showed that the school trajectory of students with ID is generally characterized by experiences of obstacles in the face of adaptations and bonds with teachers and classmates. Likewise, students with ID feel benefited with the activities carried out in the multifunctional resource room, with the proposals offered, with the dynamics and with the strategies used to develop learning. The AEE resource room has diversified stimuli that promote learning and motivate students to remain in interaction with others. As a primary result, the thesis is defended that the development of the cognition of people with ID encompasses the individual (organic) and their external influences/relations, guided by emotions, where the environment produces changes in their structural coupling, acting on the subject. In short, the purpose must be to guarantee the inclusion of the student and maximize his/her learning, highlighting the importance of pedagogical intervention actions, with an education based on the biology of love, mediation, affection, correction of doing and not doing, being, in acceptance, respect, cooperation, in relationships that do not restrict, but expand the intelligence capacity of students. Furthermore, the findings of this thesis have shown that in many schools students are included in the classroom, but excluded from the relationships and processes of teaching and learning. It is noteworthy that the PDI is actually used in schools, since all the necessary actions are recorded in this planning so that the student with a disability learns and manages to develop in the school, family and social spheres. Finally, the Thesis is that through the biology of love in the teaching-learning process there is inclusion and access for people with ID. In this way, it is necessary to think and carry out actions to build a society where relations are welcoming and not exclusion.O presente trabalho possui como temática da tese o desenvolvimento da cognição na Deficiência Intelectual (DI) e está vinculado ao curso de Doutorado em Educação, linha de pesquisa em educação especial, inclusão e diferença, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM), Santa Maria-RS. A investigação apresenta como objetivo conhecer o processo de aprendizagem das pessoas com deficiência intelectual a luz da concepção biológica do desenvolvimento. O método foi pautado em uma pesquisa de natureza aplicada, com abordagem qualitativa. Dessa forma, os passos metodológicos estão divididos em 8 seções, apresentando os caminhos trilhados em todas as etapas da pesquisa, desde a seleção do local, público-alvo, os instrumentos de coleta de dados, a pesquisa documental e de campo, até o método de análise e as questões éticas. Primeiramente, por meio dos microdados do censo da educação básica, referentes ao ano de 2020, divulgados pelo Inep e empregados como subsídios teóricos para estimular o debate acadêmico voltado para analisar a situação da Educação Inclusiva no Brasil, verificou-se o número de 70.258 alunos matriculados com DI no Rio Grande do Sul. Desse modo, emerge o problema de pesquisa, como a concepção biológica da cognição humana na perspectiva da inclusão educacional pode favorecer a compreensão do processo de aprendizagem das pessoas com deficiência intelectual? Para isso, utilizou-se como referência a teoria de Humberto Maturana sobre o desenvolvimento humano e a biologia do amor. Por conseguinte, realizou-se uma pesquisa com professores de uma escola da rede estadual de ensino de Santa Maria-RS, a escolha ocorreu pelo método de conveniência. Seguida da autorização institucional, os docentes foram convidados para responder um questionário on-line. No relato dos professores, consideram que o processo de escolarização dos alunos com DI é um desafio ao sistema de ensino e suscita a reflexão sobre os processos de exclusão que ocorrem nos espaços educativos aos quais os alunos são submetidos em sala de aula. Na sequência, foram analisados trabalhos adaptados de alunos com DI, realizados no AEE com auxílio da educadora especial. A análise evidenciou que a trajetória escolar dos alunos com DI geralmente é caracterizada por experiências de obstáculos frente às adaptações e aos vínculos com professores e colegas. Da mesma forma, os alunos com DI se sentem beneficiados com as atividades realizadas na sala de recursos multifuncional, com as propostas ofertadas, com a dinâmica e com as estratégias utilizadas para desenvolver a aprendizagem. A sala de recursos do AEE tem estímulos diversificados que propiciam a aprendizagem e motivam os estudantes a permanecer em interação com os demais. Como resultado primordial, defende-se a tese de que o desenvolvimento da cognição das pessoas com DI abrange o indivíduo (orgânico) e suas influências/relações externas, guiadas pelas emoções, onde o meio produz mudanças em seu acoplamento estrutural, agindo sobre o sujeito. Em suma, o propósito deve ser o de garantir a inclusão do educando e maximizar seu aprendizado, destacando a importância de ações de intervenção pedagógica, com uma educação pautada na biologia do amor, na mediação, no afeto, na correção do fazer e não do ser, na aceitação, no respeito, na cooperação, nas relações que não restrinjam, mas ampliem a capacidade de inteligência dos alunos. Além disso, os achados desta tese têm demonstrado que em muitas escolas os alunos estão incluídos na sala de aula, mas excluídos das relações e dos processos de ensino e aprendizagem. Destaca-se que o PDI seja de fato empregado nas escolas, já que nesse planejamento são registradas todas as ações necessárias para que o aluno com deficiência aprenda e consiga se desenvolver no âmbito escolar, familiar e social. Por fim, a Tese é de que através da biologia do amor no processo de ensino aprendizagem há inclusão e acesso para as pessoas com DI. Desta forma, é necessário pensar e efetivar ações para construir uma sociedade onde as relações sejam de acolhimento e não de exclusão.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInclusão educacionalDeficiência IntelectualCogniçãoEducational inclusionIntellectual disabilityCognitionCNPQ::CIENCIAS HUMANAS::EDUCACAODesenvolvimento da cognição na deficiência intelectualDevelopment of cognition in intellectual desabilityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Souza, Carmen Rosane Segatto eSarturi, FernandaMarquezan, Lorena Inês PeteriniChristmann, Morganahttp://lattes.cnpq.br/6273153937513573Theisen, Geovane Rafael7008000000066006006006006006006004c183ab0-9c3e-4891-bad4-8943e54ebcf15dedebb5-0335-4bb8-82b4-682f5decda4b86c64c65-3630-4839-b350-0b5dabe51a1895a1dbc5-0e9f-460d-b35f-0577c59479666cff7bfb-6b7a-4995-944f-b3fd93ad33c3b9544f33-bd1e-43cb-9ff4-6a0bbf3e59c4reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCAÇÃO_2023_THEISEN_GEOVANE.pdfTES_PPGEDUCAÇÃO_2023_THEISEN_GEOVANE.pdfTese de doutoradoapplication/pdf3429547http://repositorio.ufsm.br/bitstream/1/28233/1/TES_PPGEDUCA%c3%87%c3%83O_2023_THEISEN_GEOVANE.pdfd2001e45ed8212cbc898abdf20f23d08MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/28233/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/28233/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/282332023-03-16 11:54:31.426oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-03-16T14:54:31Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Desenvolvimento da cognição na deficiência intelectual |
dc.title.alternative.eng.fl_str_mv |
Development of cognition in intellectual desability |
title |
Desenvolvimento da cognição na deficiência intelectual |
spellingShingle |
Desenvolvimento da cognição na deficiência intelectual Theisen, Geovane Rafael Inclusão educacional Deficiência Intelectual Cognição Educational inclusion Intellectual disability Cognition CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Desenvolvimento da cognição na deficiência intelectual |
title_full |
Desenvolvimento da cognição na deficiência intelectual |
title_fullStr |
Desenvolvimento da cognição na deficiência intelectual |
title_full_unstemmed |
Desenvolvimento da cognição na deficiência intelectual |
title_sort |
Desenvolvimento da cognição na deficiência intelectual |
author |
Theisen, Geovane Rafael |
author_facet |
Theisen, Geovane Rafael |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pavão, Sílvia Maria de Oliveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6934897603622261 |
dc.contributor.referee1.fl_str_mv |
Souza, Carmen Rosane Segatto e |
dc.contributor.referee2.fl_str_mv |
Sarturi, Fernanda |
dc.contributor.referee3.fl_str_mv |
Marquezan, Lorena Inês Peterini |
dc.contributor.referee4.fl_str_mv |
Christmann, Morgana |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6273153937513573 |
dc.contributor.author.fl_str_mv |
Theisen, Geovane Rafael |
contributor_str_mv |
Pavão, Sílvia Maria de Oliveira Souza, Carmen Rosane Segatto e Sarturi, Fernanda Marquezan, Lorena Inês Peterini Christmann, Morgana |
dc.subject.por.fl_str_mv |
Inclusão educacional Deficiência Intelectual Cognição |
topic |
Inclusão educacional Deficiência Intelectual Cognição Educational inclusion Intellectual disability Cognition CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational inclusion Intellectual disability Cognition |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present work has as the theme of the thesis the development of cognition in Intellectual Disability (ID) and is linked to the Doctorate in Education course, line of research in special education, inclusion and difference, of the Graduate Program in Education, at the Federal University of Santa Maria (UFSM), Santa Maria-RS. The investigation aims to understand the learning process of people with intellectual disabilities in the light of the biological conception of development. The method was based on research of an applied nature, with a qualitative approach. In this way, the methodological steps are divided into 8 sections, presenting the paths followed in all stages of the research, from the selection of the location, target audience, data collection instruments, documentary and field research, to the method analysis and ethical issues. First, through microdata from the basic education census, referring to the year 2020, released by Inep and used as theoretical subsidies to stimulate academic debate aimed at analyzing the situation of Inclusive Education in Brazil, the number of 70,258 students was verified enrolled with ID in Rio Grande do Sul. Thus, the research problem emerges, how can the biological conception of human cognition in the perspective of educational inclusion favor the understanding of the learning process of people with intellectual disabilities? For this, Humberto Maturana's theory on human development and the biology of love was used as a reference. Therefore, a survey was carried out with teachers from a school in the state education network of Santa Maria-RS, the choice was made by the convenience method. Following institutional authorization, professors were invited to answer an online questionnaire. In the teachers' report, they consider that the process of schooling students with ID is a challenge to the education system and raises reflection on the processes of exclusion that occur in the educational spaces to which students are submitted in the classroom. Next, adapted works by students with ID, carried out in the AEE with the help of the special educator, were analyzed. The analysis showed that the school trajectory of students with ID is generally characterized by experiences of obstacles in the face of adaptations and bonds with teachers and classmates. Likewise, students with ID feel benefited with the activities carried out in the multifunctional resource room, with the proposals offered, with the dynamics and with the strategies used to develop learning. The AEE resource room has diversified stimuli that promote learning and motivate students to remain in interaction with others. As a primary result, the thesis is defended that the development of the cognition of people with ID encompasses the individual (organic) and their external influences/relations, guided by emotions, where the environment produces changes in their structural coupling, acting on the subject. In short, the purpose must be to guarantee the inclusion of the student and maximize his/her learning, highlighting the importance of pedagogical intervention actions, with an education based on the biology of love, mediation, affection, correction of doing and not doing, being, in acceptance, respect, cooperation, in relationships that do not restrict, but expand the intelligence capacity of students. Furthermore, the findings of this thesis have shown that in many schools students are included in the classroom, but excluded from the relationships and processes of teaching and learning. It is noteworthy that the PDI is actually used in schools, since all the necessary actions are recorded in this planning so that the student with a disability learns and manages to develop in the school, family and social spheres. Finally, the Thesis is that through the biology of love in the teaching-learning process there is inclusion and access for people with ID. In this way, it is necessary to think and carry out actions to build a society where relations are welcoming and not exclusion. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-03-16T14:54:31Z |
dc.date.available.fl_str_mv |
2023-03-16T14:54:31Z |
dc.date.issued.fl_str_mv |
2023-01-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/28233 |
url |
http://repositorio.ufsm.br/handle/1/28233 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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http://repositorio.ufsm.br/bitstream/1/28233/1/TES_PPGEDUCA%c3%87%c3%83O_2023_THEISEN_GEOVANE.pdf http://repositorio.ufsm.br/bitstream/1/28233/2/license_rdf http://repositorio.ufsm.br/bitstream/1/28233/3/license.txt |
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MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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