Dissertações/Teses

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
  • ESTRATÉGIAS NA ALFABETIZAÇÃO DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL NO ATENDIMENTO EDUCACIONAL ESPECIALIZADO

  • 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.

     

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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