Banca de DEFESA: REGINNE MICHELLI SILVA IOCCA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : REGINNE MICHELLI SILVA IOCCA
DATA : 22/05/2024
HORA: 15:30
LOCAL: BARRA DO BUGRES
TÍTULO:

INCLUSIVE TEACHING OF SCIENCE AND MATHEMATICS: TEACHERS’ PERCEPTION OF PEDAGOGICAL PRACTICES IN BASIC EDUCATION WITH A VIEW TO TEA STUDENTS IN SINOP/MT

PALAVRAS-CHAVES:

Autism; Inclusive Policies; Teacher Training; Pedagogical Support.

PÁGINAS: 83
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

This research resulted from the following question: what are the perceptions of teachers in an inclusive classroom, regarding the pedagogical strategies of the Science and Mathematics curricular components, which can contribute to the inclusive learning process, with a view to students with Autism Spectrum Disorder ( TEA), in Basic Education? Aiming to understand teachers' impasses and challenges in the practice of teaching Science and Mathematics to Basic Education students, looking at ASD and answering the guiding question, the research was structured using a qualitative approach, initially through analysis of public documents (decrees, laws, regulations, etc.), combined with a literature review on the topic; Then, a diagnostic survey was carried out using the online form on the Google Forms Platform, to capture the participants' perceptions regarding teaching students with ASD, the difficulties in practice with these students, as well as teaching strategies and their applications. in the room. The participants are teachers who work with the Science and Mathematics curricular components, in regular and specialized classrooms, for students with ASD in Basic Education, from public and private education networks in Sinop/MT. To analyze the data produced, content analysis was used, according to Bardin (2011), carrying out pre-analysis and interpretation of the data obtained, through the steps: screening, recording, organization, exploration of the material and data processing. The research can help in understanding the teaching process of students with ASD and in the teaching training of teachers who experience an inclusive classroom, in order to highlight the needs and challenges during Science and Mathematics practices developed in a regular classroom. After analyzing the data, it became clear that, even though it is a right guaranteed to students and guaranteed by law, many schools are not prepared for inclusion, which requires different adaptations and strategies. It is essential to understand the students' diagnosis, look at everyone in terms of their way of feeling and acting, assimilating their specificities with educational practices that benefit them throughout the educational process. From this perspective, it is necessary to continue studies on the subject, with the development of teaching materials, offering courses and workshops for continued training, working with pedagogical support for atypical families, with an eye back to the inclusion of the whole.

MEMBROS DA BANCA:
Presidente - 121144002 - CLÁUDIA LANDIN NEGREIROS
Interna - 82411001 - ISABELA AUGUSTA ANDRADE SOUZA
Externa à Instituição - DÉBORA ERILÉIA PEDROTTI - UFMT