Banca de DEFESA: FERNANDA TREVISAN

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA TREVISAN
DATA : 23/09/2022
HORA: 14:00
LOCAL: Sala vídeo conferência do mestrado em Educação PPGEdu UNEMAT
TÍTULO:

INCLUSIVE EDUCATION IN PANDEMIC TIMES

PALAVRAS-CHAVES:

Teacher training; Inclusive Education, Remote Learning and Pandemic.

PÁGINAS: 136
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:

This dissertation is part of the line of research Teacher Training, Policies and Pedagogical Practices, of the Graduate Program in Education – Masters in Education, at the Universidade do Estado de Mato Grosso. Its central theme is "Inclusive Education in Pandemic Times". In this research, we sought to know how inclusive education happened in the period of the pandemic, in the city of Cáceres/MT. With the following guiding questions: how did inclusive education happen in a time of pandemic? What are the perspectives that parents and teachers have on the subject of this research and its importance for the process of social inclusion? This is a qualitative research, having as an approach the principles of hermeneutic phenomenology, based on Bicudo (1990, 2000, 2011). Documentary and bibliographic research were carried out for its development. As an instrument for data collection, a semi-structured interview was applied, and the result was later understood through the research subjects' reports. The research subjects were: 04 mothers and 03 teaching professionals, totaling 07 interviewees, who were characterized with codenames, in order to preserve their identities. The research has as theoretical reference, the main authors: Lucinda Dias (1995), Mantoan (2003; 2006), Morin (1998; 2003, 2011), Sassaki (1997; 2010), Stainback; Stainback (1999); Rosely Aparecida Romanelli (2015; 2017), as well as authors from other lines of thought who contributed to our research. With the research carried out, it was possible to identify that inclusive education still experiences difficulties of inclusion in face-to-face teaching, and with the pandemic, the excluding and segregationist process led to setbacks in the teaching/learning of all students, especially students with disabilities. With the end of the research, it is intended to encourage debates about the inclusion of children with disabilities in regular education and the appreciation of their abilities and potential, as well as to think of teaching strategies that are consistent with the real needs of each individual.

MEMBROS DA BANCA:
Presidente - 138555001 - ROSELY APARECIDA ROMANELLI
Interno - 83216001 - MARIA DO HORTO SALLES TIELLET
Externo à Instituição - TANIA STOLTZ - UFPR