Banca de QUALIFICAÇÃO: IRACI SANT'ANA LIMA TORQUATO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : IRACI SANT'ANA LIMA TORQUATO
DATA : 24/11/2022
HORA: 17:00
LOCAL: Laboratório de Metodologia Científica - Sala A3, Bloco A meet.google.com/ixx-kkoz-wpn
TÍTULO:

LEARNING DIFFICULTIES IN THE PEDAGOGY CURRICULUM IN BRAZILIAN PUBLIC HIGHER EDUCATION

PALAVRAS-CHAVES:

Dyscalculia; Specific Learning Difficulties; Pedagogy; Special Education.

PÁGINAS: 190
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

Our objective was to research the curricular configuration of studies on specific learning difficulties (DEA), with emphasis on dyscalculia, in pedagogy degrees in Brazilian Public Higher Education Institutions. Some research shows that one of the challenges faced by teachers in the classroom stems from DEA, which are specific neurodevelopmental disorders or specific learning disorders (TEA), which affect the individual's learning in one or more specific areas of knowledge. Among these disorders is dyscalculia that affects the learning of mathematics, compromising the ability to think, relate, write numbers and symbols, activities and problem solving. Thus, the research problem is delimited, namely: how the studies of specific learning difficulties (DEA) are included, with emphasis on dyscalculia, which affects the learning of mathematics, in the curricula of the Degrees in Pedagogy of Public Institutions of Higher Education Brazilian? The hypothesis will be built after processing the data. Methodologically, we adopted: a) - Bibliographic Research with Systematic Literature Review (RSL), to verify the research produced on the subject. For conceptual reference on DEA, we used the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the International Statistical Classification of Diseases and Related Health Problems (ICD-10), as well as the specific literature on dyscalculia; b) - Documentary Research, whose corpus was composed of 260 Pedagogical Projects of the Courses (PPCs), distributed among the 5 regions of Brazil. For data analysis, the Content Analysis technique was adopted from the perspective of Bardin (1977) and Rodrigues (2019). The analysis and interpretation was carried out through a movement of dialogue between the constituted data and the conceptual contributions of the research that provided us with understanding of the researched object and answering the research problem. The results of the scientific productions of RSL showed that most pedagogues do not have knowledge related to dyscalculia and this theme was not considered in their studies as academics in their initial training. The analysis of data from the PPCs resulted in four categories of analysis: 1st - Learning and Human Development in the Educational Process; 2nd - Special and Inclusive Education Policies; 3rd - Assistive Technology in the Learning Process of People with Learning Disabilities and; 4th - Specific Learning Difficulties. The research showed that DEA studies are included in 118 PPCs of 260, 160 curriculum components (CC) with a frequency of 115 mandatory CC, 39 optional and 6 elective, presented in 82 different nomenclatures. Of the 160 CC, only 12 have an emphasis on dyscalculia, being 5 mandatory, 3 optional and 4 elective. The CC that present the highest prevalence in the studies of Learning Disabilities (DA) are Educational Psychology, Educational Psychology II and Learning Psychology, which have insufficient hours to offer studies in a significant way of all the contents covered in the respective menus, considering the breadth of DA, with the aim of providing theoretical and methodological knowledge for the future pedagogue. Thus, we can conclude that the study of AD is partially included (118/260), configured as mandatory (115/160), however, there is a discrepant gap in the study of DEA-dyscalculia (12/160) and its components partially mandatory, which generates a deficit in the professional learning process of future pedagogues and requires a restructuring of the curriculum with the insertion of mandatory CC that specifically treats DEA (dyscalculia),  with a minimum workload of 60 hours/class.

MEMBROS DA BANCA:
Presidente - 131867001 - KILWANGY KYA KAPITANGO A SAMBA
Interno - 121144002 - CLÁUDIA LANDIN NEGREIROS
Externo à Instituição - RITA DE FÁTIMA DA SILVA ROSAS DE CASTRO - UFMS