Banca de QUALIFICAÇÃO: ALTIDAS LUIZA GUEDES INÁCIO
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.DISCENTE : ALTIDAS LUIZA GUEDES INÁCIO
DATA : 23/05/2022
HORA: 14:00
LOCAL: Webconferência pelo Google Meet
TÍTULO:
CONTINUING EDUCATION OF TEACHERS TO ATTEND DEAF STUDENTS IN THE PERSPECTIVE OF SPECIAL AND INCLUSIVE EDUCATION
PALAVRAS-CHAVES:
Continuing education, inclusive pedagogical practices, students with deafness, teaching activities, inclusive processes.
PÁGINAS: 106
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:
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.
MEMBROS DA BANCA:
Presidente - 68840001 - MARION MACHADO CUNHA
Interno - 39242003 - ALBINA PEREIRA DE PINHO SILVA
Interno - 253540001 - ARIELE MAZOTI CRUBELATI
Interno - 68601002 - LUCIENE NEVES SANTOS
Externo ao Programa - 121144002 - CLÁUDIA LANDIN NEGREIROS
Externo à Instituição - CLAUDIA VIVIEN CARVALHO DE OLIVEIRA SOARES - UESB