Dissertações/Teses

2025
Dissertações
1
  • ROSETE LOPES FRANÇA MACIEL
  • NARRATIVAS E PRÁTICAS DE PROFESSORES: Inclusão de estudantes com Transtorno do Espectro Autista (TEA)

  • Orientador : CHIARA MARIA SEIDEL LUCIANO DIAS
  • Data: 11/02/2025


  • Mostrar Abstract
  • In recent decades, Brazilian public policies and educational legislation, in accordance with international declarations, have established education as a fundamental right, in particular, ensuring that students who are the target audience for special education have access to, remain in, participate in, and learn in regular classes. Considering the inclusive paradigm in this context, this research aimed to analyze how the inclusion of students with ASD enrolled in the 6th grade of Elementary School in a state public school in the city of Sinop, Mato Grosso, occurs, based on the narratives and practices of teachers. The study was guided by a qualitative approach, in the form of a case study. To this end, data collection was carried out through non-participant observations in two 6th grade classes in which there are students with ASD enrolled, in addition to semi-structured interviews with eight teachers who teach in these classes. The data were analyzed using the content analysis method described by Bardin (1997), supported by the theoretical framework on inclusive education, ASD, and teacher training. The results of the research indicate that teachers recognize the importance of inclusive education and contribute to the inclusion processes of students with ASD according to their perceptions and the conditions offered by the school. They point out challenges, mainly related to effective strategies for working with autistic students who do not follow the learning flow expected for the class, and that continued training based on reality would help to overcome such challenges. It was also found that the work of the pedagogical support teacher, together with the teacher in the regular classroom, contributes to the development of more effective teaching practices for the schooling and inclusion process of students with ASD, considering the possibility of pedagogical actions being more individualized. The educational resource resulting from this study consists of a pedagogical notebook with suggestions for adapted activities, so that teachers in the final years of Elementary School can use it as a reference when developing activities for their students who are in the process of learning to read and write.
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2
  • EDINEIA DE ARRUDA AMÉRICO
  • FORMAÇÃO CONTINUADA PARA PROFESSORES DE EDUCAÇÃO FÍSICA: UMA ANÁLISE ACERCA DAS PRÁTICAS PEDAGÓGICAS INCLUSIVAS EM UMA ESCOLA MUNICIPAL DE SINOP-MT

     

     

  • Orientador : ARIELE MAZOTI CRUBELATI MUSIALAK
  • Data: 12/02/2025


  • Mostrar Abstract
  • The general objective of this research was to analyze how continuing education is applied to education professionals and to promote training on inclusion for Physical Education teachers at the Armando Dias Municipal Basic Education School in Sinop-MT. The justification for choosing this research topic is based on my experiences as a teacher of the Physical Education curricular component, when observing the deficits in teacher training to provide truly inclusive classes for students with disabilities. In this sense, I sought to strengthen with this research the need for specific continuing education for Physical Education teachers in order to meet the current demands on the complexity of inclusive education. Based on the defined research objectives and delimited research object, I launched the following research question: how to propose continuing education that helps teachers in their classes with students with disabilities? To develop the research, it was based on the qualitative methodological approach with a focus on action research, which is described by Marconi and Lakatos (2022). The participants of this research were two Physical Education teachers working in classes from 1st to 3rd grade of Elementary School I and a pedagogical coordinator graduated in Pedagogy, both effective professionals of the municipal education network of Sinop-MT, assigned to the institution EMEB Armando Dias. The educational product developed in this research was a continuing education course, held over a period of six months, from April to September 2024, with the participation of all teachers of the research field institution EMEB Armando Dias. To compose the theoretical discussion and data analysis of the research, the studies of: Almeida; Santos (2020), Campos e Silva (2021), Ferreira e Lopes (2019), Fiorini (2015), Martins, Gomes e Costa (2017), Santos e Carvalho (2020). As a result of this research, I observe that continuing education is a fundamental factor in providing the necessary support to complement the professional performance of teachers, as well as overcoming the deficits found in initial training. The adoption of action research as a research method was essential to promote a closer dialogue between the researcher and participants, in addition to effectively addressing the real needs and problems faced by the research participants in their teaching practice. Finally, the educational product (continuing education course) proved to be an essential instrument for the professional development of teachers and for promoting school inclusion.

3
  • GENIVALDA BATISTA DE LIMA DOS SANTOS
  • UTILIZAÇÃO DE APLICATIVOS MÓVEIS NAS AULAS DE LÍNGUA PORTUGUESA: Um estudo de caso com estudantes com TDAH no 7º ano do Ensino Fundamental em uma escola de Sinop-MT.

  • Orientador : ELISANGELA DIAS BRUGNERA
  • Data: 13/02/2025


  • Mostrar Abstract
  • Attention Deficit Hyperactivity Disorder is a problem that affects thousands of people, from childhood and can extend into adulthood. Students diagnosed with ADHD in the seventh year have reading and interpretation difficulties, as the agitation and restlessness caused by the disorder interfere with their learning process. In this sense, the research seeks to investigate the use of Mobile Applications to improve the learning of students with ADHD in Portuguese language classes: a case study with 7th grade students in SINOP – MT. It is believed that the use of Mobile Applications is significant in improving the learning of students with ADHD in Portuguese Language classes, as Assistive Technologies present a difference in relation to printed material and can contribute to the reading and interpretation process, since which has attractive features that differentiate itself from other materials and allows activities to be carried out in a more autonomous, interactive way. The methodology adopted will be qualitative research, a case study with action research characteristics through participant observation and recording in a field notebook. In view of the analysis and results, we developed an Educational Product, in the format of a Short Course to be carried out with Portuguese Language teachers working in the school unit where the research was carried out, with the aim of contributing to continued training in order to deepen knowledge about the use of Applications Furniture to improve the learning of students with ADHD in Portuguese language classes

4
  • CARLA OLIVEIRA PEREIRA SANTANA
  • Libras entre a leitura de mundo e a alfabetização de alunos surdos: lugares pedagógicos de experiência e vivência

  • Orientador : MARION MACHADO CUNHA
  • Data: 19/03/2025


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  • This master's thesis addresses the Brazilian Sign Language (Libras) in the literacy process of Deaf students, highlighting its role as a mediator in "interpreting the world", according to Paulo Freire's theoretical assumptions. The study aims to analyze how Libras acts as a "consequential meaning" in the formation of critical consciousness among Deaf students, promoting their inclusion and emancipation in the educational context. The research, following an action research methodology, was directed towards teacher training through interactive workshops, aiming for the production of didactic-pedagogical materials that integrate Libras into educational practice for Deaf students. Initially, questionnaires were applied to identify the educational and inclusive practices of teachers regarding the use of Libras and the development of inclusive pedagogical strategies. The results highlight the need for continued teacher training and investment in the creation of appropriate teaching resources that consider the linguistic and cultural specificities of the Deaf community for the literacy process: Libras has a role beyond communication between Deaf and hearing people; it has a mediating function regarding the historicities about and with which Libras gains consequential ownership from an inclusive perspective of Deaf subjects.

5
  • ANDREIA MARCIA GOMES
  • FORMAÇÃO CONTINUADA DE PROFESSORES NA PERSPECTIVA BILINGUE DO ALUNO SURDO NA ESCOLA

  • Orientador : NILCE MARIA DA SILVA
  • Data: 21/03/2025


  • Mostrar Abstract
  • In recent years, bilingual education has become a priority in Brazilian educational policies, with special emphasis on teacher training to serve students with specific needs, such as deaf students. The challenge of ensuring bilingual education for these students highlights the essential role of teachers, who need to be prepared to deal with the specificities of teaching Libras and the curricular adaptation necessary for teaching. The present study aims to analyze the training of teachers for bilingual teaching and the adoption of inclusive pedagogical practices, taking into account the challenges of school inclusion for deaf students in the final years of Elementary School. The specific objectives are: to analyze the inclusive practices of teachers, propose training activities for 9th grade teachers and organize a guidance notebook with inclusive activities external to deaf students. For the theoretical basis, among the authors used, we highlight: Paulo Freire (1987, 1979, 1996), Saviani (2009), Gatti (2010), Lüdke (2012), references in Brazilian education and teacher training in Brazil; Vilhalva (2004), Quadros and Schmiedt (2006), Lacerda; Albres; Drago (2013), Lacerda, Santos and Caetano (2021), experts in deaf education, Nascimento (2021), which brings the Curricular Proposal for Teaching Written Portuguese as a Second Language for Deaf Students in Basic Education and Higher Education, Stumpf and Linhares (2021), collaborate with References for teaching Brazilian Sign Language as a first language in Bilingual Education for the Deaf: Early Childhood Education to Higher Education, in addition to legislation that regulates bilingual education for the deaf. From a qualitative approach, we used participatory research, since the researcher is inserted in the researched environment and carried out the pedagogical interventions. The participants in the interventional action research were 9th grade teachers, who worked with the deaf student. Data collection took place through semi-structured interviews and questionnaires, and workshop work to train teachers in Libras studies, at a basic level, and knowledge about inclusion. The data obtained reveals that, although inclusion has progressed in terms of policies, many teachers still face difficulties in adapting their teaching methodologies. The research considerations show that interventions with inclusive pedagogical practices contribute to the process of developing teaching with deaf students, but highlight the need for continuous investments in teacher training. The results point to the need to improve continuing education policies, with a greater focus on training for bilingual teaching, as there is a significant gap in technical support and material offered to teachers, showing that, to guarantee quality bilingual education for deaf students, it is necessary to promote continuous and collaborative training, with access to specific pedagogical resources and specialized support. The study reinforces that, to guarantee quality bilingual education, it is essential to provide permanent training, access to specific teaching resources and specialized technical support. In this way, the right of deaf students to learn in their first language, Libras, is guaranteed, strengthening their participation in the school environment.

6
  • ROSEMERI CRISTIANE GRIEP DA FONSECA
  • TECNOLOGIA ASSISTIVA: DESAFIOS E POSSIBILIDADES PARA O ENSINO-APRENDIZAGEM DE ÁREA E PERÍMETRO PARA ESTUDANTES DO ESPECTRO AUTISTA NUMA ESCOLA ESTADUAL DE SINOP/MT

  • Orientador : ELISANGELA DIAS BRUGNERA
  • Data: 26/03/2025


  • Mostrar Abstract
  • The metamorphoses of education are constant, and when it comes to school inclusion, there is much to be done. According to the Brazilian Constitution, everyone has the right to education. We know this is a topic that has been increasingly discussed and implemented in Brazilian schools. In this context, the BNCC (Base Nacional Comum Curricular) is currently a normative document that establishes the learning and development rights of all Brazilian students. This document is a continuation of efforts to ensure that all students have access to a quality, equitable, and inclusive education. However, there are still many challenges to be overcome to guarantee that students with disabilities have this access. Created with the intention of achieving breakthroughs in inclusive education, multifunctional resource rooms are spaces with pedagogical and technological resources that aid in the teaching-learning process of these students in regular schools. From this perspective, we consider that the integration of technology in multifunctional resource rooms can provide autonomy and development for students with autism spectrum disorder in the study of mathematics, allowing them to develop their skills and be protagonists in this process. Therefore, this participatory research aims to analyze the interaction of autistic students with assistive technology in multifunctional resource rooms, in the development of their competencies and skills in the mathematics discipline. The research references studies conducted by renowned researchers such as: Fonseca (2022), Mantoan (2015), Moran (2015), Scavoni (2016), Sousa (2021), among others. This is a qualitative study on the use of Assistive Technology in the development of the mathematics curriculum component for students with Autism Spectrum Disorder (ASD). The data source for the research will be a state school in Mato Grosso, located in the municipality of Sinop. The project will be carried out in the Mathematics discipline. This choice was based on the gap in the development of students in the field of exact sciences, as indicated by the IDEB indices. Through a critical analysis, it is intended to identify the progress and challenges of this process, as well as to propose new alternatives to overcome the challenges encountered. At the end of this work, we intend to develop an educational product in the form of a formative path for students, which will aid the inclusion process to overcome the barriers identified during the research

7
  • IARA APARECIDA VERDI DE ASSIS
  • FORMAÇÃO DOCENTE: CONTRIBUIÇÕES PARA A INCLUSÃO DE ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA NAS ESCOLAS MUNICIPAIS DE VILHENA-RO

  • Orientador : IVONE JESUS ALEXANDRE
  • Data: 27/03/2025


  • Mostrar Abstract
  • This research sought to analyze how the continued training offered to basic education teachers has contributed to the instrumentalization of their pedagogical practices in an inclusive educational context, as well as whether the knowledge acquired through these trainings has in fact contributed to the learning of students with IDD. Autism Spectrum (ASD). Will it be investigated what are the main difficulties or challenges encountered by teachers in applying the knowledge, techniques and resources learned during continuing education in an inclusive education context, to students with ASD, in the classroom? Has continued training offered teachers specific knowledge so that they can deal with the needs and specificities of these students? The research had a qualitative approach and included semi-structured interviews with teachers from Early Childhood Education and the initial years of Elementary School in the public education network of Vilhena-RO. To support this study, we chose to read authors such as Nóvoa (1991), Garcia (1999), Gatti (2009) and Mantoan (2015), among others. As a result, it was proposed to hold workshops for teachers focused on working with students with ASD and the construction of a practical guide to assist them in preparing the Individualized Teaching Plan (IEP) for working with these students in the classroom.

8
  • ANDRESSA DE MARCENO SANTANA
  • EDUCAÇÃO INCLUSIVA EM ESCOLA DE TEMPO INTEGRAL: PRÁTICAS PEDAGÓGICAS EM UMA ESCOLA DE ENSINO MÉDIO DE TEMPO INTEGRAL EM RONDONÓPOLIS-MT

  • Orientador : ARIELE MAZOTI CRUBELATI MUSIALAK
  • Data: 23/04/2025


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  • Inclusion in schools is a highly relevant topic in the contemporary educational context, especially in full-time high schools, where challenges and opportunities are intensified due to the longer period of students' stay in school. The Pindorama State School, located in Rondonópolis, Mato Grosso, is the field school for this research. It was chosen because it is the school where the researcher teaches and is one of the full-time schools in the municipality. Therefore, it represents a significant space to investigate inclusive education policies and practices, given its structure and commitment to the comprehensive education of students. Based on these research motivations, the general objective is to understand how public policies for inclusive education and the practices of natural science teachers are implemented and experienced in the context of the Pindorama State School. The specific objectives are (i) to examine the normative documents and the PPP of the Pindorama State School, (ii) to analyze whether the school's pedagogical proposal meets the specific needs of students with special educational needs, and (iii) to identify and analyze whether the teaching pedagogical practices meet the target audience of special education students in the field of natural sciences. The methodology adopted is qualitative in nature, using documentary analysis of the school's normative documents and PPP, semi-structured interviews with three teachers in the area of Natural Sciences, and participant observation during collective planning moments. As a result of this study, an educational product was developed with the objective of proposing pedagogical practices that meet the specific needs of students with special educational needs, articulating them with the Political-Pedagogical Project (PPP) of the Pindorama School. This study, therefore, will offer subsidies for researchers and educational managers interested in consolidating a more inclusive and democratic education.

9
  • MARIA DE FÁTIMA MATIAS MIRANDA GENZ
  • Desenvolvimento de um aplicativo baseado na Pirâmide de Maslow para atendimento de estudantes com Transtorno do Espectro Autista (TEA).

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 25/04/2025


  • Mostrar Abstract
  • The present study investigated the contribution of Maslow's Pyramid, specifically focusing on the base of the pyramid, and the central role of the family in the learning process of children with Autism Spectrum Disorder (ASD). It also presented the steps involved in creating the Lúmen app, developed to aid in learning routines for children with ASD. Lastly, it identified the perception of teachers in multifunctional resource rooms regarding the use of the Lúmen app in teaching children with Autism Spectrum Disorder (ASD). The research, being descriptive, qualitative, and exploratory in nature, employs a literature review with the main concepts about the constructs researched and two empirical studies using semi-structured interviews. One of the empirical studies was conducted with the mother of an autistic child, in order to collect detailed data about her experiences with her son. And the other, with four teachers working in Multifunctional Resource Rooms (MRR), to identify the educators' perception regarding the use of the Lúmen app in teaching the children. For the creation of the app, the approach was qualitative, participatory design, utilizing the MIT AppInventor 2 platform in the prototyping stage. For the prototype, descriptive audios were also developed for each item presented; these audios were generated using the descriptive texts prepared for the prototype and modulated using the free tool "TTS Maker," which is a free online text-to-speech conversion tool that provides speech synthesis services and supports multiple languages. The results revealed that an integrated educational approach, which combines attention to basic needs according to Maslow, family support, and the use of ICTs, can contribute to achieving a more inclusive and effective learning process, for better social integration and development of children with ASD. Finally, the Lúmen app was presented along with the steps of its creation and the uniformly positive perception of the teachers regarding the potential for improvement in engagement, motivation, and development of daily and social skills of the children, when using the app.

10
  • SOLANGE AMORIM OZÓRIO MELO
  • PROTOCOLOS DO ATENDIMENTO EDUCACIONAL ESPECIALIZADO: DESAFIOS E APLICABILIDADE NA REDE PÚBLICA DE EDUCAÇÃO BÁSICA



  • Orientador : IRENE CARRILLO ROMERO BEBER
  • Data: 27/05/2025


  • Mostrar Abstract
  • ABSTRACT

    Specialized Educational Services in inclusive schools can be a powerful link between teachers, families, schools and students, based on an exercise of collaboration and humanization, in order to ensure rights and develop diversified strategies to promote the development of students in Specialized Educational Services - AEE. Therefore, the problem of this research focuses on the discussion and understanding of the challenges faced by AEE professionals in building and applying protocols related to individualized services, as well as the didactic-pedagogical organization to ensure quality services. Thus, the research “Protocols of Specialized Educational Services: Challenges Encountered in the Basic Education Network” seeks to broaden the understanding of the procedures and strategies for carrying out Specialized Educational Services. The present study aimed to investigate the protocols and challenges faced by teachers in AEE classrooms, considering the application of these protocols in inclusive services for students targeted by special education. The specific objectives are: To investigate the protocols and challenges faced by teachers in special education classrooms in relation to the application of these protocols in inclusive care for students who are the target audience of special education; To identify the contributions of active methodologies and protocols used in special education classrooms in the public basic education network of Novo Gama, Goiás; To analyze the relationship between teacher, student, family and knowledge in inclusive special education. To evaluate the processes of continuing education focused on inclusive education in the city of Novo Gama. The methodology adopted in the investigation was guided by the assumptions of qualitative research, using data collection techniques conducted through semi-structured interviews, questionnaires, and formative meetings. The research was conducted with professionals in specialized educational care at the João Gabriel Municipal School, Dalva VI Municipal School and at CMAEESP - Special Education Center in the city of Novo Gama, Goiás.To support this study, the following authors were chosen: Vygotsky 1997 and 2011; Demo 1999 and 2010; Mantoan 2003, 2017; Pasian, Mendes and Companhia 2014 and 2017; Pavão and Pavão 2023; Staccioli 2013, Morán 2015 and 2018; Bronfenbrenner 1996; Pletsch and Glat 2013, among others. As an educational product of the research, the continuing education course Protocols and Tools of AEE for AEE teachers was offered. The results indicate that the AEE protocols exist, and the use of AEE tools combined with formative practices contributes to overcoming challenges and achieving student learning.

11
  • MARCILENE BEZERRA DE CARVALHO
  • Trabalho Colaborativo em Classes Mediadas para estudantes surdos de anos finais do ensino fundamental do Distrito Federal

  • Orientador : LUCIENE NEVES SANTOS
  • Data: 30/05/2025


  • Mostrar Abstract
  • This work is the result of a research carried out during PROFEI – Professional Master's Program in Inclusive Education at the State University of Mato Grosso (UNEMAT), in the biennium from 2023 to 2024, in the research line “Training Practices and Processes of Educators for Inclusive Education”. The study focused on the reflection on Collaborative Work in the care of deaf students in the final years of elementary school, enrolled in mediated classes, in a school in the Federal District. The general objective of the study is to promote collaborative practices through the concepts and foundations of Collaborative Work, through an action research work. In addition, it intends to provide subsidies and information that can guide pedagogical practice in the teaching-learning process, contributing to a more inclusive, equitable and quality education. The research was developed based on an action research methodological approach, characterized by its participatory bias and aimed at promoting social change in the researched environment, in addition to encouraging a reflective social practice. The inclusion of elements of narrative research valued the participants' reports and experiences, revealing subjective and unique aspects of the context investigated. The qualitative approach allowed us to capture the complexity of collaborative practices, using instruments such as direct observation. The study not only mapped out challenges and potentialities of the daily life of the hub school, but also resulted in the development of a concrete product: the construction of an educational resource aimed at supporting the work of professionals in the education of the deaf, especially those who work with students enrolled in the Medium Classes of the Final Years of Elementary School. The results demonstrate the contributions of collaborative work in the context of a hub school for deaf students in the final years of elementary school. The results demonstrate the contributions of Collaborative Work in the context of a hub school for deaf students in the final years of elementary school.

12
  • ALEXANDRA MAGALHÃES FRIGHETTO
  • ESTUDO SOBRE O ESPAÇO DA EDUCAÇÃO INCLUSIVA NO PLANEJAMENTO ESCOLAR PARA ALUNOS COM DEFICIÊNCIA INTELECTUAL DE ANOS FINAIS DO ENSINO FUNDAMENTAL EM ESCOLAS ESTADUAIS DO MATO GROSSO

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 23/06/2025


  • Mostrar Abstract
  • The role of planning in inclusive education is vital to ensuring that all students have access to equitable educational opportunities. A sequence of well-structured and implemented actions allows schools to offer a learning environment that respects and values diversity, promotes the integral development of each student, and ensures the adaptations, adjustments, and flexibilities necessary for their development as citizens. In this sense, the objective of this study was to understand how teaching planning, aimed at serving students with intellectual disabilities, is defined by the State Department of Education in Mato Grosso through its guidelines, resolutions, directives, and other documents relevant to the state basic education network.In addition, the specific objectives of this work were: to analyze the main legal documents of SEDUC/MT and the BNCC that guarantee the care and inclusion of Special Education students, with an emphasis on intellectual disabilities; to reflect on the role of teacher training in the construction of inclusive practices, considering the preparation to deal with differences in the classroom; to understand the concept of teaching planning and its relevance as a guiding instrument for inclusive pedagogical practices; to develop an Educational Resource in the format of a Teaching Planning Guide based on existing documents to promote the inclusion of students with Intellectual Disabilities inserted in the context of the regular classroom, in the 6th year of Elementary School, of the Portuguese Language curricular component. This research was based on a bibliographic review and documentary analysis, such as: pedagogical notebooks from 2022 to 2024, Resolution No. 010/2023, regulations, DRC/MT, Learning Roadmap and Individualized Educational Plan (PEI) proposed by the State Department of Education - SEDUC/MT, and also the National Common Curricular Base (BNCC), which is the national document that guides basic education.  With the research, it was possible to understand that the fight for Special Education, in the regular education system, is an ongoing and essential movement to ensure
    that all students, regardless of their needs, have access to a quality and inclusive education. The school, then, is the main bias for the realization of these rights. However, it ignores the fact that the school alone cannot guarantee full inclusion, especially without the proper intersectoral support, public investment, continuing education, and decent working conditions for professionals. The isolated responsibility of the school can even result in teacher overload and frustration.

2024
Dissertações
1
  • PRISCILA MARENGO SEGRILLO
  • Práticas colaborativas entre professores das salas de Atendimento Educacional Especializado e Sala Comum, numa perspectiva da educação inclusiva

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 28/05/2024


  • Mostrar Abstract
  • The present research aimed to study and understand what the collaborative practices developed between the specialist teacher and the common room teacher are and how they work, for the process of school inclusion of students with disabilities. The study was based on the qualitative research method, with a case study approach in a school in the Sinop-MT Municipal Network, with phase I and II classes, in the morning. The research participants were: a specialist teacher who works in the resource room and four teachers from the common room who have children (PAEE) enrolled in the room. The research techniques were: participant observation, document analysis and semi-structured interviews. The documentary analysis takes the regulations implemented in the municipality's special education, in the year 2022, to assign classes to the specialist teacher who will serve in the resource room. In accordance with the proposal of the Professional Master's Degree, the Educational Product was prepared based on the collected data and the Literature review, resulting in a Guidance Guide on collaborative practice, listed through collaborative work, whose objective is to present and conceptualize the proposal of collaborative work, and allow research participants to deepen their knowledge on the topic. In accordance with the bibliography of authors who address the topic, the guide provides brief information regarding the collaborative work proposal, in accordance with Municipal Normative Instruction nº. 002/2022, so that teachers can improve their knowledge and reflect on the proposal. The results indicate that collaborative practices emerge in the context of activities developed together in school spaces, in observations and discussions about students, in monitoring development and learning, in conversations about planning and work strategies. These practices take place in the classroom and extend to other school spaces, such as the playground, teachers' room and principal's office. The data shows that collaboration between teachers contributes to students with disabilities participating and developing the skills they have, which includes not only these students, but also other students in the class. Furthermore, this work will be better if is developed with the presence of the other teacher.

2
  • FABRICIA LIDIANE CAMILO PEDROSO
  • ALFABETIZAÇÃO DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL POR MEIO DE ATIVIDADES DE CONSCIÊNCIA FONOLÓGICA

  • Orientador : IVONE JESUS ALEXANDRE
  • Data: 18/07/2024


  • Mostrar Abstract
  • UMMARY

    Our society is surrounded by written language in the most different forms. Reading and writing skills are constantly required, so being literate and mastering the written language are fundamental issues for schools, which should aim to provide everyone with the possibility of reading and writing, including students with mild intellectual disabilities. . In this work, we present the theoretical foundation and preliminary data, as well as the methodology used for this purpose. This research, therefore, set out to analyze pedagogical interventions that involve phonological awareness activities for the development of the alphabetic writing system for students with mild intellectual disabilities, enrolled in the final years of elementary school. The specific objectives are: to reflect on the life history of these students, starting from the social context from birth to school life; identify real knowledge about the alphabetic system, specifically with regard to writing and reading skills; describe the effects of phonological awareness activities on the development of the alphabetic writing system in these individuals; identify whether the mediation of phonological awareness activities contributes to progress in writing. Using a qualitative approach, this investigation was carried out in a state school in the city of Sinop/MT. We used participatory research, since the researcher is inserted in the researched environment and carried out the pedagogical interventions.

    The research participants are two students with mild intellectual disability (ID), enrolled in the final years of elementary school (7th year), not literate, as well as their guardians. Data collection took place through diagnostic assessments (initial and final), pedagogical interventions using phonological awareness activities and interviews with those responsible. For the theoretical basis, among the authors used, we highlight: Vygotsky (2003, 2007, 2010, 2011, 2022), a pioneer in studies on the learning and development processes of people with disabilities at the beginning of the 20th century, and Magda Soares (2022, 2004), theoretical that investigates the development of writing acquisition in children. The partial considerations of the research indicate that pedagogical interventions aimed at phonological awareness have a positive impact on the development of the alphabetic writing system in these subjects who are the object of study in this research. Preliminary results suggest that phonological awareness activities contributed to improving reading and writing skills, providing them with the development of linguistic skills. Furthermore, the interventions were well received and students with ID demonstrated interest in participating in the proposed activities.

3
  • ESTÊVÃO BARBOSA DOS SANTOS
  • OS SABERES DE EXPERIÊNCIAS NA EDUCAÇÃO INCLUSIVA ESCOLAR: A PRÁXIS DO EDUCADOR EM CENA PELA HISTÓRIA DE VIDA NO ATENDIMENTO EDUCACIONAL ESPECIALIZADO

  • Orientador : MARION MACHADO CUNHA
  • Data: 31/07/2024


  • Mostrar Abstract
  • The knowledge of experiences built throughout school life is fundamental for the educator's praxis. Thus, in this study we investigate the relations, processes and movements that qualify the praxis of the educator in the Specialized Educational Service (SES) in the specificity of the mediations that historicity produces in the construction of knowledge of experience. From this construction, our object of research consists of apprehending the knowledge of the experience and the theoretical-practical formations, both initial and continuous, situating these two movements of the teaching work of the teacher in the SEA in the plurality and diversity of students in the SES. For the research, we used, primarily, the Life History, using interview techniques to delve into these mediations. We also used the questionnaire data collection technique to situate the way in which the research subjects are revealed and organized, situating them in the intersection of document analysis. Six teachers who work in public schools in Sinop participated in the interviews. As for the organizing categories of analyses, we are guided by theoretical constructs by Mendes and Vilaronga (2014), Piccolo (2022), Nóvoa (1992), Libâneo (2016), Freire (1996), Marx (1989) and Kuenzer (2002). For the proposal of the educational product, still in the construction phase, we propose a pedagogical guide of the organizing knowledge of the educational praxis of SEA teachers, with the purpose of fostering the places of historicities that act and mediate the educational processes of specialist teachers. We consider that it is essential to reconstruct the knowledge of teaching for inclusive practice in education, valuing the life history of teachers in Specialized Educational Service, considering the stage of exclusionary flexible capitalism under its neoliberal model.

     

4
  • ELIANA BARBOSA DA SILVA BARRETO
  • ENSINO EM DUAS ESCOLAS PÚBLICAS DE JUARA -MATO GROSSO: ANÁLISES ACERCA DAS PRÁTICAS PEDAGÓGICAS PARA ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

  • Orientador : ARIELE MAZOTI CRUBELATI MUSIALAK
  • Data: 05/09/2024


  • Mostrar Abstract
  • The work presents reflections on the contemporary teaching process, mainly on the development of learning for students with Autism Spectrum Disorder (ASD) in the public school environment of MT, considering the offer of innovative methodologies in Special and Inclusive Education as a guiding point for research, specifically in two Basic Education schools in Juara-MT. The research targets two students with ASD who are being attended to in Specialized Educational Services (AEE) and also in common teaching classes. The exploration of theoretical contributions will support us regarding the answer to the problem in question, such as the inclusion of students with ASD, and whether there is qualitative permanence in Specialized Educational Service (AEE) and regular service, observing whether there is collaborative work between the teachers involved with the target audience of the research. Intending to provide a reflection of the educational reality researched in Juara regarding inclusive practices. To this end, this qualitative research with a bibliographical construct, based on books, articles, websites, blogs, platforms, websites of federal and state public bodies, among others, will rely, for empirical research, on interviews with the teaching staff responsible for the students researched. , with managers and parents (or guardians) of autistic students. We will make observations regarding those involved in the classes of the students researched. The results are configured as an analysis of the learning processes of the research target audience, of praxis, a reflection of the specific knowledge of teachers. The educational product presents itself with the preparation of a guidance guide with suggestions for digital games that can be accessed in digital and interactive format using a “QR Code” bar code that can be easily scanned by various cell phones with a camera, to verify the different methodologies In order to promote the development of students with autism spectrum disorder ASD in teaching and learning, there will also be offers of continuing education related to the study in the schools researched.

5
  • VANIA CRISTINA MARQUES
  • AS CONTRIBUIÇÕES DA TECNOLOGIA DIGITAL COMO PROPOSTA PEDAGÓGICA PARA ESTUDANTES COM ALTAS HABILIDADES/ SUPERDOTAÇÃO

  • Orientador : ROBSON ALEX FERREIRA
  • Data: 05/09/2024


  • Mostrar Abstract
  • This dissertation aims to analyze how digital technologies as a pedagogical proposal for students with giftedness/high abilities (Gifted/High Ability), within the context of inclusive education, can be used to enrich the learning of these students. The problem question posed was: in what way can digital technologies favor the construction of knowledge for students classified as AH/HD? The descriptive qualitative research took place at the Prof.ª Leni Teresinha Benedetti Municipal Basic Education School in Sinop-MT and involved 30 teachers. The instruments used for data collection were semi-structured interviews, observations of teachers' pedagogical practices and a field diary. The data was analyzed using thematic axes (Rinaldi, 2009). Among other authors, we used Gardner (1989) to understand the theory of Multiple Intelligences, Renzulli (1978) to understand the Triadic Enrichment model, as well as Fleith (2006), Pérez (2004), and Alencar and Fleith (2001), who address the need to identify and attend to high abilities in the Brazilian educational context. The main results revealed a varied and often limited understanding of the concepts of multiple intelligences, high abilities and the contributions of digital technologies for this audience. The responses also indicated an urgent need for continuing and detailed training on these topics, so that teachers can recognize and adequately attend to these students who have such peculiar characteristics. In order to meet these needs, as an educational product we have developed a training guide entitled "Multiple Intelligences and High Abilities/Gifted in Digital Education: concepts, strategies and practices", designed to support educators in implementing inclusive and technological pedagogical practices. It concludes that training is essential to support educators in integrating digital technologies into their teaching practices, ensuring a quality and inclusive education for all students. The data collected indicates that, when used properly, digital technologies can transform the teaching and learning process, creating an inclusive environment that facilitates the development of students with high abilities.

6
  • EDNA RODRIGUES MARQUES
  • Políticas Públicas de Educação Especial na Perspectiva Inclusiva: Um estudo de caso de São Miguel do Araguaia - GO

     
     
  • Orientador : IRENE CARRILLO ROMERO BEBER
  • Data: 16/09/2024


  • Mostrar Abstract
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7
  • JESIEL CARDOSO REIS
  • O ENSINO DAS FIGURAS DE LINGUAGEM A ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) NO ENSINO MÉDIO

  • Orientador : LUCIENE NEVES SANTOS
  • Data: 23/09/2024


  • Mostrar Abstract
  • Special and Inclusive Education was and is highlighted at this time, contributing to a service plan for students with disabilities in schools where this group can develop their potential. This dissertation's main objective was to develop an educational product aimed at teaching figures of speech for high school students with autism spectrum disorder (ASD). For this, data collection was carried out through bibliographical research and field research. Therefore, literature on the subject was analyzed, recorded and summarized; The field research took place through the selection of four students with ASD, level 1 support, and one student with level 2 support, all from high school – duly enrolled in the Resource Room of a school in the city of Rondonópolis-MT, in which they were subjected to two diagnostic activities with 10 questions each, the first without the resources of explanatory figures and the second containing figures that helped students to better understand the figurative meaning of the questions. The research had prior authorization from the Ethics Committee of the State University of Mato Grosso, as well as from the parents and/or guardians of the students through the Consent Form. With the survey of the diagnostic results, and after carrying out the analyses, a booklet was created, with the most common figures of speech. This study is part of direct collaborative work with the teacher from the Resource and Multimedia Room (SRM) and aims to help teachers who work in basic education in serving this public who will increasingly be included in the common classroom, corroborating the reach of these skills, enabling better coping with life outside of school. The main results demonstrated that with the use of well-directed resources for the teaching/learning of students with ASD it is possible to obtain better results, thus contributing to the development of the skills of this target audience.

8
  • ELESSANDRA FERREIRA DE OLIVEIRA SILVA
  • O COENSINO NA EDUCAÇÃO INFANTIL: Experiência vivenciada em duas salas de aula no município de Sinop - MT

     
     
  • Orientador : IRENE CARRILLO ROMERO BEBER
  • Data: 24/09/2024


  • Mostrar Abstract
  •  

     
     
9
  • ANIELI BARBOSA
  •  

     

    Alfabetização e letramento de estudantes com Transtorno do Espectro Autista: Estudo do Método IntraAct Brasil

  • Orientador : NILCE MARIA DA SILVA
  • Data: 26/09/2024


  • Mostrar Abstract
  •  

    This study is about the literacy and literacy of students diagnosed with autism spectrum disorder (ASD) in the regular classroom using the IntraAct method, established as a municipal public literacy policy, in Alta Floresta/MT. Its main objective is to investigate the contributions of the IntraAct method to the literacy of students diagnosed with ASD attending the 1st year of Elementary School. This dissertation is characterized as a qualitative study, in which the methodological path followed was action research and documentary research. Data collection took place through diagnostic assessment, action plan, formative/summative assessment and document analysis. The action research was carried out at municipal school teacher Benjamin Padoa in the municipality of Alta Floresta Mato Grosso with a student, as well as analyzes of documents from six students enrolled in the first year classes of that school. The theoretical basis focuses on studies by Cagliari (2007), Cagliari (2006) Lemle (2009), Soares (2014), Soares (2020) and Kleiman (2012), Marques, Barbosa, Gomes (2018), Mantoan, Prieto and Arantes (2006), Teixeira, (2016), Volkmar, Wiesner, (2019), Oliveira, Trentine, (2023), Flick (2009), Creswell (2007) Gil (2008), Prodanov, Freitas (2013) and Thiollent (1986). Through analysis, it was found that of the six students with ASD, enrolled in the school's 1st year classes, only the student who participated in the action research achieved a satisfactory level of literacy when subjected to the IntraAct method. The pedagogical product resulting from the study consists of pedagogical games and its application demonstrated its usability, making the learning of students with ASD participating in the action research fun.

10
  • CLÉO MAYCON VIANA PAZ
  • REALIDADE AUMENTADA NO ENSINO DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL: uma sequência didática para aprendizagem dos Domínios Morfoclimáticos do Brasil

  • Orientador : ELISANGELA DIAS BRUGNERA
  • Data: 27/09/2024


  • Mostrar Abstract
  • The This dissertation presents the constituent elements of the research that supported the creation, development and validation of the Didactic Sequence as an Educational Product, a requirement of the training path of the Professional Master's Degree in Inclusive Education on a National Network (PROFEI). In this way, the entire theoretical-methodological process that culminated in the production and validation of the Didactic Sequence with the use of Augmented Reality technology in the teaching-learning process of students with Intellectual Disabilities, in the context of a common classroom, is exposed. Thus, the objective is to: Build a Didactic Sequence for the teaching-learning process of the Morphoclimatic Dominoes content with the help of Augmented Reality resources, adapting the learning needs of students with Intellectual Disabilities in the Final Years of Elementary School at Comendador José Pedro Dias State School, located in the municipality of Juara – Mato Grosso.¬ The guiding question is: Did the use of Augmented Reality contribute to the learning of Morphoclimatic Domains content by students with Intellectual Disabilities? The relevance of this study is reflected in the demand for enrollment of students with Intellectual Disabilities in regular schools, with around 47% of the total enrolled in the Special Education modality. The methodology adopted is characterized by an observational research method and a qualitative approach, with regard to procedures, there is bibliographical research at the time of construction of the theoretical framework that anchored the discussions and reflections, and in a second moment, action research. As a fundamental theoretical reference, Herpich (2019) and Tori, Kirner and Siscouto (2006) were used in the conceptualization and applicability of Augmented Reality, Creswell (2014), Lakatos and Marconi (2007), Minayo, (2009) and Thiollent (apud Gil, 2019), in the methodological outline of the research and Vigotsky (1997, 1998) in the pedagogical perspective and data analysis. The results found suggest that Augmented Reality can contribute to the active and meaningful learning of participating students, thus demonstrating evidence that they understood the content taught.

     

11
  • DRIELEN DOS SANTOS MAGALHÃES
  • A UTILIZAÇÃO DE RECURSOS DE TECNOLOGIA ASSISTIVA NA ALFABETIZAÇÃO DE ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NA PERSPECTIVA DA FORMAÇÃO DOCENTE

  • Orientador : ELISANGELA DIAS BRUGNERA
  • Data: 30/09/2024


  • Mostrar Abstract
  • This research investigates the impact of using assistive technology on the literacy of children with Autism Spectrum Disorder (ASD), promoting educational practices that integrate assistive technology in teaching these students. The objective is to improve the pedagogical skills of educators and the learning process of students with ASD, through technological resources that promote inclusion and accessibility in the school environment. This research has as its guiding question the following question: How, in a context of continuing education, can the use and development of Assistive Technology resources as complementary materials to the textbook contribute to the literacy process of students with ASD? The methodology adopted is qualitative and exploratory, being a case study with action research characteristics. As an educational product, a training course for teachers was developed, entitled "Assistive Technology in the Literacy of Students with ASD", offered to first and second year elementary school teachers, who work in literacy classes, at the Municipal School of Basic Education Professor Tereza Lobo, in Cuiabá – MT, where the researcher works. This course was validated through practical activities with students with ASD in the literacy process, demonstrating that the educational product helped teachers implement more effective activities for these students' literacy.

12
  • LAUDIANE SILVA DE OLIVEIRA FERREIRA
  • O ENSINO DE MATEMÁTICA E A DEFICIÊNCIA INTELECTUAL: concepções de professores dos anos finais do ensino fundamental em uma escola pública de Mato Grosso

  • Orientador : CHIARA MARIA SEIDEL LUCIANO DIAS
  • Data: 30/09/2024


  • Mostrar Abstract
  •  

    This investigative research reflects on the role of the mathematics teacher and the way in which he encourages the participation of students with intellectual disabilities in the school environment, considering the limitations of the individual being trained. Its main objective is to analyze how students with intellectual needs are included in the teaching and learning process in the mathematics discipline. This dissertation aims to answer the following question: “How can the mathematics teacher contribute to the process of including students with intellectual disabilities in the classroom environment, for the construction of knowledge? The theoretical references researched served to highlight significant and necessary improvements in different school contexts of Elementary School II in the public network. This is descriptive qualitative research, with a case design, which involved the study with teachers working in Elementary School II at a state school in the city of Jauru - MT. The instruments used for data collection were closed and open questionnaires applied to mathematics teachers at the Deputado João Evaristo Curvo State School. The analysis of the collaborators' responses made it possible to infer that, even in the face of the structural difficulties faced in the performance of inclusive education, teachers are able to promote small curricular adaptations for students with intellectual disabilities and seek to use innovative methodologies, especially with the use of play. and, which are capable of promoting meaningful learning.

13
  • MARLI DE FÁTIMA DA SILVA
  • A UTILIZAÇÃO DA TECNOLOGIA ASSISTIVA NO ATENDIMENTO A CRIANÇAS COM TEA: PERCEPÇÕES DE PROFESSORES DA SALA DE RECURSOS MULTIFUNCIONAL DA EDUCAÇÃO INFANTIL

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 30/09/2024


  • Mostrar Abstract
  • The research aimed to investigate the potential of mobile applications as a pedagogical tool for developing the learning of students with non-verbal Autism Spectrum Disorder (ASD). The study analyzed the use of Assistive Technology (AT) in the Multifunctional Resource Room during Early Childhood Education, focusing on serving children with ASD. AT encompasses a set of products, services, techniques and methods that help improve the functional skills of people with disabilities, promoting inclusion and a more autonomous life. ASD is characterized by impairments in social interaction and communication, in addition to restricted and repetitive behaviors, interests and activities, whose manifestations vary according to the development and age of the individual. A comprehensive review of the literature on the use of AT and mobile applications in the education of children with ASD was carried out. This review provided the theoretical basis necessary to understand the current state of pedagogical practices used by teachers of Specialized Educational Services (AEE) in early childhood education, verifying the difficulties and challenges faced by teachers in Teaching-Learning and in the development of communication of children with non-verbal ASD. In this context, the research raised the following question: Can mobile applications be used as technological resources in pedagogical activities in early childhood education and can they assist in the communication and development of learning of non-verbal children with ASD? The methodology adopted was qualitative descriptive, with the participation of five teachers from the Multifunctional Resource Room (SRM) of the AEE in early childhood education. Data were collected through semi-structured interviews and analyzed based on thematic axes. The results indicated that the teachers are knowledgeable about assistive technology, and some use it in their pedagogical practices and integrate mobile technologies in the teaching and communication of these children. The educators realized that mobile applications offer new forms of engagement and interaction adapted to the individual needs of the students. In addition, the teachers participated in the evaluation of the pedagogical notebook, presented in a mini-course of continuing education in the school environment, covering concepts of AT and its application in classes with children with ASD, as well as legislation related to special education. The teachers considered the pedagogical notebook an important tool for adapting pedagogical activities to the needs of students with ASD. The evaluation of the pedagogical notebook also revealed that its use stimulated critical reflection among the teachers, encouraging them to improve their pedagogical practices based on the theories studied. This integration between theory and practice was seen as one of the main strengths of the notebook, facilitating not only the adaptation of content for students with ASD, but also the ongoing training of teachers.

14
  • SANDRA APARECIDA DA COSTA
  • TECNOLOGIA ASSISTIVA NA EDUCAÇÃO INFANTIL: POSSIBILIDADES PARA O ATENDIMENTO DAS CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

  • Orientador : ROBSON ALEX FERREIRA
  • Data: 11/12/2024


  • Mostrar Abstract
  • This research aimed to analyze how Assistive Technology (AT) is used in the regular classroom in Early Childhood Education to serve children with Autism Spectrum Disorder (ASD). AT is an interdisciplinary area of knowledge that encompasses, among others, resources, methodologies and strategies that aim to develop skills that contribute to the full participation of the target audience of Special Education in school education. ASD is characterized by being a neurodevelopmental disorder that persistently affects, among other things, the person's communication and social interaction. The study presents as a problem question: how can AT help teachers in the preparation of pedagogical teaching materials for children with ASD in the regular classroom of Early Childhood Education? The methodology adopted was descriptive qualitative research. The interviewees were 8 teachers, 7 from the regular classroom and 1 from the Specialized Educational Services (AEE) room. The data collection instruments were: semi-structured interviews, observations and field diaries, and data analysis was carried out through the following thematic axes: I - Use of technologies in the classroom; II - Understanding AT; III - Autistic children in early childhood education; IV - Continuing education; and V - AT and its tools for serving children with autism. Theorists such as Sassaki (2007), Zavareze (2009), Souza (2008) were used to approach inclusive education, and Kuhlmann Jr (2010) and reference documents such as BNCC (2017) to consolidate early childhood education and inclusive processes. Regarding AT and its possibilities, the main authors of the basis were Bersh (2009; 2013; 2017) and Galvão Filho (2009; 2012). The teachers surveyed use adapted materials for their classes, however, they do not associate these materials with the tools offered in AT. The results indicated that there is a misunderstanding in the concept of AT, confusing it with information technology. Another point highlighted in the results reflects the recognition by the teachers of the need for in-depth studies involving autistic children, since each one has distinct characteristics within the spectrum. The educational product presented occurred through continued training in the school environment, a mini-course, covering the concepts of AT and its possibilities of use in classes with children with ASD and the legislation regarding the target audience of special education. Given the results collected, it is concluded that the teachers are concerned with training that meets their needs in order to serve all children. Regarding assistive technology, due to its interdisciplinary characteristics, it has proven to be an essential element in meeting the needs of autistic children and thus enabling classes that are truly inclusive.

15
  • GREICE KELLEN DE SOUZA FORTUNATO DE OLIVEIRA
  • TECNOLOGIA ASSISTIVA NAS AULAS DE EDUCAÇÃO FÍSICA: DESAFIOS E POSSIBILIDADES DE INCLUSÃO

  • Orientador : ROBSON ALEX FERREIRA
  • Data: 13/12/2024


  • Mostrar Abstract
  • The historical context of Physical Education shows that over time, stronger, more agile, faster and more skilled students were valued more than those who did not have such characteristics. Over the years, Physical Education began to value other characteristics, such as teamwork, socialization, respect for rules and knowledge acquired through thematic units experienced. When we approach Inclusive Physical Education, we still find a series of difficulties in promoting learning environments that benefit everyone, especially in the context that involves the initial and continuing education of teachers. Assistive technology can function as a resource that aims to contribute by complementing or supplementing the needs of the target audience of Special Education, in this case in Physical Education classes. In this sense, the problem question that guided this research was: how do Physical Education teachers in the city of Aripuanã/MT use Assistive Technologies in their classes? Therefore, this study aims to analyze the use of Assistive Technologies in Physical Education classes in the municipal school system in the city of Aripuanã/MT. The methodology used was descriptive qualitative research and the study subjects were eight Physical Education teachers from the city of Aripuanã/MT. Data collection was carried out through questionnaires and interviews, and data analysis was carried out through thematic axes. The main results indicated that Assistive Technology is still little explored within Physical Education. Despite its potential, many Physical Education teachers still face difficulties in using these resources due to lack of training and adequate support. The educational product originating from this research aims to contribute to filling the gap involving the themes presented and discussed in this research, structured to provide teachers with theoretical and practical tools that help them understand the inclusion process and the application of assistive technologies in Physical Education classes, divided into three modules that address fundamental aspects for teacher training. Therefore, it is believed that investments in continuing education and access to specialized and specific materials/equipment are essential so that teachers can learn about and implement effective inclusive strategies.

2022
Dissertações
1
  • BERENICE MARIA DALLA COSTA DA SILVA
  • Educação Inclusiva e a Gestão Escolar: ações e práticas no processo de inclusão dos estudantes com necessidades educativas especiais

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 13/07/2022


  • Mostrar Abstract
  • This paper analyzes the actions and practices promoted by school management from the perspective of inclusion of students with special educational needs, in order to understand whether there are and what would be the limitations to promote the inclusion of these students in regular education. The qualitative research of descriptive approach, and content analysis, used as instrument of data collection the interview, which followed a semi-structured script for the conversation with six directors of schools of the state network of a city in the north of Mato Grosso, guided by the research question: What are the actions and practices promoted by school management in the perspective of inclusion of students with special educational needs in regular education classrooms of state schools? These instruments collected data that allowed us to contextualize the current legislation on policies for inclusive education, to investigate how school management organizes itself to include students with SEN and how it does this work, to verify with the managers what resources and didactic/pedagogical materials the school receives or possesses to work with these students, and to detec whether the school provides continuing education for educators with a wiew to inclusion. Inclusive Education is based on human rights and, especially, on the right of all students to benefit from quality education, with the basic aim of equal rights and social inclusion. In the current educational scenario, the inclusive movement is aiready a reality, the result of a set of national and international laws. It is a legal and normative framework that seeks to broaden access to regular schooling and has a fundamental impact on special education. In the view of the directors interviewed, the inclusion process is permeated with complex issues and, so far, has not fully met the expectations of the school community, families and society in relation to a consistent, broad and true inclusion. However, despite the difficulties and limitations, the principals evaluated the inclusive process as positive. From the results of these investigations, we hope to contribute to the advancement of scientific knowledge on the theme of Inclusive Education and to legitimize educational practices contextualized with the reality and demands of schools and the subjects that attend them.

2
  • JULIANA CRISTINA SCHMIDT SCHONS
  • GAMIFICAÇÃO NO ENSINO FUNDAMENTAL: METODOLOGIA

    ATIVA NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA E DA VALORIZAÇÃO

    DAS POTENCIALIDADES DE TODOS OS ESTUDANTES.

     


  • Orientador : SANDRA LUZIA WROBEL STRAUB
  • Data: 25/08/2022


  • Mostrar Abstract
  • The present research aimed to analyze if the use of active learning methodologies, using gamification, working interdisciplinary the didactic contents of Portuguese, mathematics and art, is able to positively influence the active participation of students in classes and the inclusion of all students. the students. Thus, the following specific objectives were established: to identify the students' level of motivation through autonomy; identify commitment to collaborative work; to verify if the students, from the gamification strategy, recognize the textual genres, as well as the ability to use them on a daily basis; recognize whether gamification as an active methodology contributes to the teaching-learning process and to the development of socio-emotional skills. Thus, the bibliographic study began on the themes of active methodologies and gamification as an active methodology, supported by Alves (2014), Alves (2018), Eugenio (2020), Kapp (2012), Moran (2018). Therefore, the concept on the subject was defined, highlighting the main elements that are present in gamification, such as: avatars, competition, collaboration, levels, rewards, feedback, among others, which can be used to promote student engagement. in achieving an objective. Still, aiming to develop a product capable of encouraging the interaction and inclusion of all students, regardless of their physical, social or gender characteristics, seeking to make education inclusive, this work is anchored in researchers such as Mendes (2001, 2017), Ferreira (2014), Ribeiro (2019). The research involves the development of a gamified product, having technology as a basis for doing research and producing works, the game being applied in three 5th grade classes at the State School Professor Djalma Guilherme da Silva, located in the municipality of Sinop/MT. Participant research was used as a methodological basis, as there was interaction and involvement of the researcher with the researched, seeking to deeply understand the research subjects. To enable the analysis of the results, the classes were observed during the application of the game, with photographic records, filming and semi-structured interviews. It is concluded that gamification as an active methodology is promising and contributes to the development of the teaching-learning process, of socio-emotional skills, strengthening the bond between students and between students and teachers, contributing to a more inclusive education.

3
  • VALMIR DIAS DE MORAIS
  • A TECNOLOGIA ASSISTIVA NO PROCESSO DE ENSINO-APRENDIZAGEM DE ESTUDANTES COM DEFICIÊNCIA VISUAL CEGUEIRA

  • Orientador : SANDRA LUZIA WROBEL STRAUB
  • Data: 06/09/2022


  • Mostrar Abstract
  • We know the barriers faced by blind visually impaired students enrolled in regular school, particularly with regard to the access to a quality education based on equal opportunities for all. The computer equipped with a screen reader presents itself as an important tool capable of alleviating such barriers, giving the blind student the ability to have access to the same content offered to all other students. Supported by these statements, we present this work as a result of our master's research in inclusive education offered by PROFEI. The aim was to analyze how the mediation of the teaching-learning process occurs for blind visually impaired students enrolled in state schools located in municipalities of the North of Mato Grosso that are under the jurisdiction of the Regional Board of Education (DRE) of Alta Floresta for the use of computers equipped with screen reader programs, and to discuss what is the importance of this knowledge in the teaching-learning process of these students in the regular classroom. This research is characterized as qualitative and exploratory, with action research as the research method. We draw on the research of Carvalho (2020), Faria (2019), Wandermurem (2016), Petri (2012), among other diverse references that we used as a theoretical basis for our research. The research took place in two schools in the north of Mato Grosso with Multifunctional Resource Room teachers, regular classroom teachers, managers and two blind students enrolled in these educational institutions. Data collection occurred through interviews, which were conducted via Google Meet, recorded and then transcribed for interpretation and analysis, being presented the speeches of the subjects investigated, as well as the analysis of speeches during the chapters of this work. In view of the data presented, it was possible to verify that the lack of training of educators, both in the regular classroom and in the SRM, stands out as the biggest obstacle for the mediation of teaching-learning for blind students in the schools investigated. We also present in the core of this work, our proposal for continued education for teachers and family members proposed during the investigation, training that together with the pedagogical booklet also presented in this work make up the educational product required by PROFEI as part of the activities established for completion of the course. And finally, we present considerations about the results obtained and what needs to be promoted for the effectiveness of an accessible school that offers opportunities to all students in an equitable way.

4
  • MAIBY GISELE WAGNER
  • A SUBJETIVIDADE NOS ESPAÇOS EDUCACIONAIS INCLUSIVOS NA EDUCAÇÃO INFANTIL: O ACOLHIMENTO E A ESCUTA NAS PRÁTICAS PEDAGÓGICAS

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 16/09/2022


  • Mostrar Abstract
  • This research had as objective analyzes the children's reception with special educational needs in the Infantile Education in the perspective of the inclusive education, in the municipal district of Sinop-MT. With base in studies referenced in this paper, that talk about the importance of the reception and for the lack of studies in this area, the research looked for to rethink the conceptions and the paradigm of the special education and of the inclusive education in the Infantile Education. By investigation on the reception in the school space, as educational practice that it articulates in the investigation processes in the common teaching, it was looked for to understand that forms and if the teachers are being prepared for such action. For the bibliographical revision it was observed that is done necessary for the studies of this area the understanding of the reception concepts and of inclusive spaces, what took place in this study. This way, it composes the methodology of this study the bibliographical research, the revision of the bibliography, the documental research and the collection of data through questionnaires. With relationship to the investigative method, the rising of the data happened through applied questionnaires to the municipal servers of the maintaining institutions. As part of the proposal of the Professional Master's degree, was elaborated as educational product a Guide of orientations on reception, which was delineated in agreement with the collected data. The Guide is an action proposal for the reception in the schools and it seeks that the teachers have autonomy and direction for the subjects related to the theme of the inclusion. As resulted it was noticed that, in practice, there still is not a municipal politics with intention of a formation of inclusive education involving the theme of the reception in the infantile education. Given the relevance of the theme, the study indicates the need that the reception composes the inclusion actions in the municipal district, to begin for the teachers' continuous formation.

5
  • Rebeca Ferreira Carvalho
  • UM ESTUDO SOBRE A EDUCAÇÃO INCLUSIVA NA FRONTEIRA DO BRASIL COM A BOLÍVIA, REGIÃO DO PANTANAL MATO-GROSSENSE

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 21/09/2022


  • Mostrar Abstract
  • This research proposes a study on Inclusive Education on the border between Brazil and Bolivia, in the Pantanal Mato-grossense region, its purpose is to present the challenges faced by two public rural schools located in this region concerning the effectiveness of Education inclusive. The problem lies in meeting the educational needs experienced in rural schools in the border region, because in addition to the challenges of implementing a quality inclusive education, there are also social and geographical problems, such as the adequacy of the real curriculum to the context. in which these students are inserted. In this perspective, a biopsychosocial approach is presented as the most appropriate because it allows a holistic observation of the presented reality, as well as raising possible more assertive intervention proposals. The period of the analysis takes place between the establishment of schools in 2001 and the present date. The methodology will be the literature review, document analysis, and the collection of primary data through semi-structured interviews. The collected data will be systematized, analyzed, and presented qualitatively. As part of the Professional Master's proposal, the conclusions must be published in articles and book chapters, and the knowledge generated will support intervention proposals with the Municipal Department of Education of the municipality of Cáceres, through the educational product developed in conjunction with the research, which aims to disseminate the concept and facilitate the application of the biopsychosocial approach in the target schools.

6
  • ROSIVANE SOUSA PEREIRA
  • UM ESTUDO SOBRE A EXPERIÊNCIA DA EDUCAÇÃO INCLUSIVA NO MUNICÍPIO DE SANTARÉM-PARÁ

  • Orientador : LUCIO JOSE DUTRA LORD
  • Data: 22/09/2022


  • Mostrar Abstract
  • The growing number of students with disabilities in public basic education implies the need for structural changes, since it is not only about including the student in the school environment, but also about ensuring the right to learning for all. The present research aims to contribute to the theme of inclusive education, for this it investigates the historical course of the inclusion process in the municipality of Santarém - PA. The goal was to reflect on the inclusive educational practices developed by SEMED Santarém - PA since since the implementation of Special Education in 1991 in the Municipal Education Network until today. The study was developed through qualitative methodological approaches, with bibliographic review, documentary and legislative studies, and primary data collection through interviews and questionnaires with the coordinator and former coordinators of Special Education in the municipal education network, pedagogical coordinators and managers of local public schools. The systematization of the data was carried out based on the analysis of the materials obtained and registered in the field diary, as well as those produced in the questionnaires, interviews and the reports of the research subjects. The study concluded that it is the duty of the school and the State to provide education for all, for students with disabilities, it needs to be an Inclusive Education, without segregation, for this, the school can make use of Multifunctional Resource Rooms and empower its professionals to deal with this audience. As far as the results are concerned, the analyses allowed us to outline a proposal for an educational product, which is a requirement of the Professional Master's program where this research is being developed. This product aims to help correct the main limitation identified by the research, which is the partial knowledge of the National Policy on Special Education by the municipal education management and the other subjects interviewed.

7
  • DANIELY GIMENES VOLPINI RIALTO
  • AS PRÁTICAS DE EDUCAÇÃO ESPECIAL INCLUSIVAS NA FORMAÇÃO CONTINUADA DE PROFISSIONAIS DA EDUCAÇÃO

  • Orientador : ALBINA PEREIRA DE PINHO
  • Data: 28/09/2022


  • Mostrar Abstract
  • This research aimed to analyze how the process of continuing education in special education for education professionals is articulated, with emphasis on the teaching work and how this reflects on the actions promoted in the school context regarding inclusive practices, from the perspective of diversity. Thus, the study delved into issues inherent in the school routine and logistics of the processes and projects that permeate the school spaces, in order to correlate the dynamics of continuing education, planning and inclusive actions. For this, it was performed the bibliographic study about the conception and concepts of continuing education, educational practice and the internal and external determinants, inclusive special education and school and its social function, supported by MAZZOTA, ZERBATO and MENDES, TARDIF, SOUZA, IMBERNÓN and NÓVOA. Given the particularity of the unit of analysis, the research is characterized as collaborative research (IBIAPINA), because I understand that the relevance of the process is also given to the fact that everyone stands as learners with appreciation of knowledge and unveiling of the real situations experienced by education professionals. The research took place at EMEB Rodrigo Damasceno, located in the city of Sinop/MT, on the occasion of the proposition of a continuing education project in the school involving all segments. The project consisted of eight face-to-face meetings, where concepts were clarified and issues pertinent to the target audience of special education and inclusive processes were socialized. For data collection, an initial questionnaire was used to collect the doubts, expectations, and profile of the professionals to guide the training proposal. During the meetings, all the discussions were recorded in the field notebook of the researcher-trainer, as well as reflective activities and at the end of the training project, a questionnaire was applied to analyze the scope of actions. The set of data that formalizes the corpus of analysis allows us to observe that individualized practices, work overload, and the lack of continuing education with attention to the real needs of professionals are the main obstacles to the inclusive process. The continuing education covered knowledge that gave subsidies for the education professionals to realize in practice, through discussion with their peers, possibilities of activities, flexibility, curriculum adaptation and actions that meet the demands of their students, the dialogue aimed at the possibility of changing the collective thinking.

8
  • ALTIDAS LUIZA GUEDES INÁCIO
  • FORMAÇÃO CONTINUADA DE PROFESSORES PARA ATENDIMENTO AO ALUNO SURDO NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

  • Orientador : ALBINA PEREIRA DE PINHO
  • Data: 29/09/2022


  • Mostrar Abstract
  • The need for permanent debates on the subject of continuing teacher education in an inclusive perspective has grown in recent decades, mainly as a result of educational reforms associated with social inclusion processes on a national and international scale, therefore, it becomes even more important. understand the reliability of such debates. Thus, this final conclusion work (TFC) brings reflections on the continuing education of teachers who work with deaf students from an inclusive perspective and whether it significantly makes it possible to minimize excluding pedagogical practices to consolidate, in part, the inclusion of deaf students. . The general objective was to: Analyze the consequences of the proposal for continuing teacher education in inclusive pedagogical practices and in teaching activities in the context of deaf student learning, from the perspective of inclusive education. In order to elucidate the issues that run through this presented problem, the specific objectives aim to: a) Understand the training needs of teachers who work in the care of deaf students, with a view to inclusion in educational contexts; b) Propose and develop a project for continuing teacher education based on attentive listening to the challenges they face in everyday school life when dealing with deaf students; c) Understand the challenges and possibilities encountered by teachers in the development of strategies to assist deaf students in the teaching and learning process. This study is of a qualitative nature and is based on the assumptions of collaborative research, instrumented with observations recorded in a field diary from training meetings and semi-structured interviews. The participants of this research were teachers of the education network in the state of Mato Grosso, working in the common room and specialized educational service. And among these, eight semi-structured interviews were applied to the teachers who participated in the entire investigative course of this research. The data set that formalizes the analysis corpus allows us to observe that one of the main obstacles to the inclusion process is work overload, professional demands that make up the main reasons for absence from training meetings. Continuing education covered knowledge that provided support for teachers to promote improvements in pedagogical practices in the context of learning for students with deafness according to an inclusive perspective. These are teaching strategies through discussion with their peers, development of adapted activities, promotion of deaf culture in the school environment, vision of possibilities and potential for learning of the deaf subject from collective dialogues. The results show that one of the consequences of continuing education was the possibility for the teacher to change his way of seeing the student with deafness, to believe that there are possibilities for learning aimed at their development.

9
  • MARIA APARECIDA DE SOUZA SANTOS
  • MODELAGEM DE UM APLICATIVO PARA A COLABORAÇÃO E GESTÃO DA EDUCAÇÃO INCLUSIVA: ACOMPANHAMENTO E SUPORTE PEDAGÓGICO DAS INSTITUIÇÕES DE ENSINO NO MUNICÍPIO DE SÃO PEDRO DA CIPA/MT

  • Orientador : SANDRA LUZIA WROBEL STRAUB
  • Data: 30/09/2022


  • Mostrar Abstract
  • Special Education in the Perspective of Inclusive Education, has a great legislation that supports it. However, there are many challenges to be established and implemented, among them the interaction between the actors involved, with a view to meeting the needs of students who are the target audience of special education (PAEE) and, consequently, contributing to the in-service training of teachers. and the organization of the school environment in an inclusive perspective. Based on this problem, this study, called “Modeling an application for collaboration and management of inclusive education: monitoring and pedagogical support of educational institutions in the municipality of São Pedro da Cipa/MT”, established the objective of analyzing which are the obstacles in communication, collaboration and management of support services that hinder pedagogical development and the process of inclusion of students target audience of special education and propose the development of an application to minimize the difficulties evidenced. For this, the proposed methodology was the case study with a qualitative approach, being proposed, in the delimitation of the unit-case, the sampling of three public educational institutions existing in the municipality of São Pedro da Cipa/MT: state school Irmã Miguelina Corso, municipal school Gessy Antônio da Silva and Márcio Alessandro Gomes Machado early childhood education center. Interviews were carried out with five educational managers, three teachers from the Multifunctional Resource Room (SRM), ten teachers from the common room and nine heads of families of PAEE students from the three educational institutions surveyed. After this investigation, it was observed that all actors still experience difficulties in the process of inclusive education, and that the main difficulties are related to communication, collaboration and management of school inclusion. In the case study carried out in the city of São Pedro da Cipa, it was possible to understand that the interaction in the flow of information is a difficulty in the inclusion process. Within this context, the conclusion is that an application such as the one presented in this study can solve most of the difficulties of all actors, even serving beyond the municipal context, but becoming an option for the improvement of national education. since the application allows this interaction to take place in real time.

10
  • MARIANA SANTOS DE OLIVEIRA FIGUEREDO
  • O Ensino da Língua Portuguesa como segunda Língua a Estudantes Surdos na Perspectiva do Ensino Colaborativo

  • Orientador : MARION MACHADO CUNHA
  • Data: 13/10/2022


  • Mostrar Abstract
  • The Brazilian Sign Language (Libras) and Portuguese Language (LP) are structured in different ways, presenting their own linguistic systems. Based on this assertion, it is believed that the learning of writing by the deaf student becomes difficult when the methodologies are based only on practices aimed at the learning of hearing students, whose writing is given by the combination grapheme-phoneme (letter-sound). Thus, this research has as main objective to analyze and describe the teaching of Portuguese as a second language to deaf students, from the perspective of collaborative teaching, between teachers of the Multifunctional Resource Room (SRM) and language teachers in the regular classroom, in a school of the state network of Campo Verde/MT. This study was conducted through a qualitative methodological approach under the dynamics of case study, with the method of data collection being classroom observation, semi-structured interviews, open-ended questionnaires and face-to-face meetings. It was based on the reflections and theoretical discussions of the visual pedagogy of Campello (2008) and the teaching of LP for the deaf in Quadros (2005; 2004; 2006), and Lacerda (2006; 2012, 2013) and Damázio (2007) and, also, in the theories and collaborative practices in Zerbato and Mendes (2018), Vilaronga and Mendes (2014) and Capellini and Zerbato (2019), besides being justified in the legislations that deal with the education of the deaf or people with disabilities and in the "Guidance for the offer of services of special education", of the State Department of Education of the Government of Mato Grosso (SEDUC/SUDE/MT, 2021). As a proposal of the educational product, a pedagogical notebook will be prepared with the purpose of contributing to the specialist teacher, working in the SRM, and the regular classroom teacher. This will consist of didactic-pedagogical guidelines for the teaching of LP as a second language for deaf students, emphasizing the benefits of working in collaboration. As a partial result of this research we observed the absence of a collaborative work between the SRM and common classroom LP teachers and the use of LP teaching methodology for deaf students, based on methods used with hearing students.

     

11
  • KELE APARECIDA DE SOUZA
  • As Práticas Educativas com Estudantes com Deficiência Visual e as Possibilidades de Aprendizagem Ativa nos Contextos de Exclusão 

  • Orientador : MARION MACHADO CUNHA
  • Data: 14/10/2022


  • Mostrar Abstract
  • In this dissertation text, we present the results obtained through this research, which aimed to problematize and analyze the pedagogical practices and school conceptions of students with visual impairment in Elementary School I, with discussions related to school inclusion and the teacher's actions. In this direction, we focus the research on/about the educational practices that are and can enhance the student with visual impairment as an active subject of the teaching and learning process, considering the context of school inclusion and the pedagogical dimensions of special education. We developed this study in a municipal school in Sinop, Mato Grosso (MT). As a methodological option we chose the case study in a qualitative approach, in the theoretical composition we seek to relate our research proposal to Freire's subject of transcendence (1979), to the subject of potentialities, according to Vygotsky (2011), the proposal of a society that seeks respect diversity and consider human rights and the rights of nature (ACOSTA, 2016), among other authors who contribute to the understanding of the object proposed in this research. From the steps developed during this investigative process, we observed that in the field of education, inclusive educational practices occur in a limited way, with different methodologies by some teachers, with Specialized Educational Assistance (AEE) being the clearest proposal. We understand that different external factors such as social, political, economic, cultural and historical influence the context of inclusive education. Thus, from the research, the proposal of the educational product is directed towards the realization of a pedagogical notebook for teachers, briefly prioritizing a theoretical discussion about inclusive education, AEE, the student with visual impairment, as well as suggestions of activities that can be developed with such an audience, based on the contributions of the students participating in the research.

12
  • POLIANA ACS TEODORO
  • A TRANSIÇÃO DA EDUCAÇÃO INFANTIL PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL: FOCO NA CRIANÇA COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

  • Orientador : MARION MACHADO CUNHA
  • Data: 17/10/2022


  • Mostrar Abstract
  • T

    This dissertation focuses on the transition process of children with Autistic Spectrum Disorder (ASD) from kindergarten to the early years of elementary school in the public system of Sinop, Mato Grosso. Thus, we directed our theoretical and methodological constructions to apprehend the inclusive actions promoted by teachers of the common classroom in these stages. To understand this reality, we used the qualitative research approach, focusing on the Case Study. Data were collected through semi-structured interviews and systematic observation. The interviews were conducted with teachers of the Specialized Educational Service (AEE), teachers of the common classroom, and management of early childhood education and elementary school in the public school units of Sinop, totaling eight interviews. Observations were made in the common room and in the AEE of these children and, to deepen the central object of the research, we used document analysis and bibliographic research based on legal and institutional documents that support the AEE of children with ASD. The research covered relevant aspects such as the characteristics of ASD and the process of transition from the first stage of basic education to the early years of elementary school. In the data analysis we address the characterization of the researched institutions, the educational process of children with ASD inserted in early childhood education and elementary school, presenting the conceptions of teachers and managers of the researched units, their notes and wishes when it comes to the public involved in special education, specifically, children with ASD, considering their characteristics and pedagogical relationships. The fundamental theoretical articulation for empirical analysis was based on relating the object of research to the concept of Living Well (ACOSTA, 2016), for which there is a practical-historical signaling of collectivity, that is, the defense of a society by decisions of collaborative practices and respect for human diversity. The educational product presented is in the form of a pedagogical notebook, made available electronically, with the purpose of clarifying doubts about the characteristics of ASD, involving guidelines concerning the collaborative dialogue between the stages of the transition process from early childhood education to the early years of elementary school. As a research result, it was evidenced that the collaborative practices for the transition process imply the construction of educational actions directed under two aspects: the collaborative transition of students with ASD and the relationships based on a pedagogical process as articulation and continuity in and for the schooling of the child with ASD.

13
  • LEILA ADRIELI ROESLER ROHENKOHL
  • Altas Habilidades/Superdotação: oficinas formativas para identificação destes alunos em uma escola da rede pública de Sorriso-MT

  • Orientador : MARION MACHADO CUNHA
  • Data: 21/10/2022


  • Mostrar Abstract
  • This dissertation work aims to identify students with High Abilities/Giftedness in Elementary School I, with training workshops for and with teachers. The research carried out was directed to the educational practices of teachers in inclusive education, linked to the Professional Master's in Inclusive Education at the University of the State of Mato Grosso. It is worth justifying that, through debates related to the concept of intelligence and creativity, teachers do not have theoretical-methodological tools that qualify pedagogical actions for and with highly skilled subjects who are in the school environment. And, due to the lack of knowledge of the properties and educational conditions, necessary for students with High Abilities/Giftedness (AH/SD), there is an absence of this subject, even though he is present in school spaces, therefore, a present-absent subject. This context translates the invisibility of the AH/SD subject. For this, training workshops were held with teachers, also research subjects, under two movements: the creation of a space of formative relationships for data collection, under the dynamics of action research, and a theoretical-methodological training tool, based on the conceptions of multiple intelligences and the theory of the three rings. The research required, as techniques, the application of open questionnaires (before the workshops and after them) and the realization of free observations of the activities to apprehend the pedagogical processes in the field of continuing teacher education. The workshops proved to be viable as a space for collective construction and also as a fundamental mediating tool for the elaboration of theoretical-methodological elements for the identification of students with High Abilities/Giftedness. Thus, an educational product called the Pedagogical Notebook was produced, with the purpose of subsidizing the continuing education of teachers for the pedagogical work in the identification of AH/SD. This pedagogical notebook was thus built as a result of dialogues and collective construction, a space and tool with the potential for students to move from present-absent to present-present, as a subject of school existence, in law and in fact.

     

14
  • PÉRICLES BAPTISTA GOMES
  • O ADOLESCENTE COM TRANSTORNO DO ESPECTRO AUTISTA (TEA): A UTILIZAÇÃO DE UM APLICATIVO MÓVEL E SUAS CONTRIBUIÇÕES PARA O PROCESSO PEDAGÓGICO


  • Orientador : SANDRA LUZIA WROBEL STRAUB
  • Data: 27/10/2022


  • Mostrar Abstract
  • The present research aims to analyze how the use of the mobile application “Rotina Divertida” contributes to organizational improvement, autonomy, interaction and communication in the pedagogical process during the performance of school and family activities of the student with Autism Spectrum Disorder (ASD). For the theoretical basis, among the authors used, the following stand out: Galvão Filho (2012), APA (2014), Dorvan and Zucker (2017), Schmidt (2018), Georgen (2018), Riesgo (2018) Dias (2021) and Marques and Malheiro (2021). ASD is considered a neurological development disorder that compromises the individual's language and social interaction, also having as a symptom the development of repetitive behaviors. This disorder is usually noticed in childhood and there is no consensus as to what causes this manifestation. Thus, in this bias, the school environment has a duty to promote a place conducive to the development of social interactions, autonomy, and coexistence for the child with ASD with other children of the same age group, being guided by professionals trained to assist in the apprenticeship. Assistive Technology (AT) is an area of knowledge that aims to promote the functionality of daily activities for people with disabilities, a fundamental and efficient resource, in an inclusive education system. This study was carried out at the Ivaníra Moreira Junglos municipal school in the Municipality of Colíder-MT. Two families’ students by two mothers, two school students with TEA students, enrolled in Elementary School II, school class with 14 years, and teachers who study among the students who study for 15 years. The period of this study took place between the months of February and June 2022, in which students use and encourage the application with their school, family and social activities, with the family as an encourager and active, that students use the application both at home and at school. Through this study it was possible to elaborate a pedagogical booklet aimed at teachers, families and students with ASD, which brings the application Routine Fun as a tool to be explored its features in various contexts, educational, family and social.

15
  • FERNANDA SPENAZZATO SEGER
  • FORMAÇÃO DE PROFESSORES EM HABILIDADES METAFONOLÓGICAS PARA A ALFABETIZAÇÃO NA EDUCAÇÃO INCLUSIVA

     

     

     

     

  • Orientador : ALBINA PEREIRA DE PINHO
  • Data: 30/11/2022


  • Mostrar Abstract
  • Literacy, in Brazil, reflects in the results of research, both in qualitative analyzes and in quantitative data, a history full of barriers, in which social and political problems contribute to maintaining high illiteracy rates, as well as lower than expected reading levels (BRASIL, 2017, 2020). As well as literacy, there is Special Education, which comes up against major obstacles historically constituted in the country. Still very young, the National Policy on Special Education in an Inclusive Perspective (BRASIL, 2008) tries to reorganize the educational structure to promote spaces and practices based on the principles of inclusion. There is a high number of researches on literacy, and more recently many have focused on the study of the relationship between phonological awareness and the insertion of children in the world of writing, in this sense Seara's contributions are part of the theoretical construct; Nunes; Lazzarotto-Volcão (2015), Diniz; Pacheco (2012), Morais (2012), Soares (2003, 2016). However, there are still few studies that refer to phonological reflection skills for literacy in Specialized Educational Assistance (AEE). In view of this, the research aims to investigate the training possibilities of undergraduates in Pedagogy to study metaphonological skills as a didactic resource in the development of teaching written language to the Target Public of Special Education (PAEE) students. The research is characterized as a qualitative-interpretative study, based on the assumptions of collaborative ethnography (BORTONI-RICARDO, 2008), the data were generated, first with the use of questionnaires sent to the participants in a virtual way, prepared with the resources of forms and then a collaborative meeting was held in which the focus group interview was carried out with the undergraduates of the Pedagogy course at the University of the State of Mato Grosso (UNEMAT), university campus of Sinop, 9 students participated in the research, all of them of the female gender. The data collected from the questionnaires and the meeting were a fundamental source in the construction of the pedagogical product that this research was concerned with elaborating, in this way, the categorizations and analyzes show a feeling or perception that the studies in the Pedagogy course were occupied, largely with the theoretical composition and little with the pedagogical practice, such as teaching methodologies and didactic proposals.
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