Continuing teacher education: teaching history from an inclusive perspective

Autor: Teixeira, Mois?s Pires
Přispěvatelé: Campos, Mar?lia Lopes de, Pletsch, M?rcia Denise, Pletsch, Marcia Denise, Ara?jo, Fabiana de Carvalho Dias, Ben?cchio, Rosilda Nascimento
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2023-01-25T17:55:35Z No. of bitstreams: 1 2020 - Mois?s Pires Teixeira.pdf: 3134491 bytes, checksum: 5d33d367f54815105295f56b47e62d63 (MD5) Made available in DSpace on 2023-01-25T17:55:35Z (GMT). No. of bitstreams: 1 2020 - Mois?s Pires Teixeira.pdf: 3134491 bytes, checksum: 5d33d367f54815105295f56b47e62d63 (MD5) Previous issue date: 2020-03-16 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior This dissertation aims to analyze the development of pedagogical strategies with Basic Education teachers in an inclusive perspective for students with Autism Spectrum Disorder (TEA) in the municipal education network of Paty do Alferes from a Continuing Education Symposium and the creation of a local study group. For this, we use the methodology of collaborative action research because we understand that this would be the best option for joint work. The research field was the extension course ?Educational inclusion by axes of interest?, prepared by the local study group of the Municipal School Liddy Mignone and with some members of the research group Observatory of Special Education and School Inclusion - ObEE, from the Federal University Rural Rio de Janeiro, in partnership with the Municipal Education Secretariat via the Special Education Coordination of Paty do Alferes, RJ. The Continuing Education course was one of the actions promoted by this research, as well as the creation of the local study group and the development of pedagogical proposals for apprentices with ASD. The first results showed the difficulties found in teacher training, mainly related to continuing education in Special Education in general. The data showed that many teachers work in regular education from an inclusive perspective with a minimum of specific knowledge for that purpose, but demonstrated creative practices. The data showed that many teachers work in regular education from an inclusive perspective with a minimum of specific knowledge for that purpose. With regard to the pedagogical proposals developed by the teachers, the data showed that the historical-spatial perspective and of teaching through images contributed to the significant teaching of History not only for learners with ASD, but for everyone. Finally, we take the theoretical-practical training courses based on the reality of everyday school life very seriously, which is the driving force for the study, analysis and reflection of pedagogical practices. A presente disserta??o tem por objetivo analisar a elabora??o de estrat?gias pedag?gicas com professores da Educa??o B?sica numa perspectiva inclusiva para alunos com Transtorno do Espectro do Autismo (TEA) na rede municipal de Educa??o de Paty do Alferes a partir de um Simp?sio de Forma??o Continuada e da cria??o de um grupo de estudos local. Para isso, utilizamos a metodologia da pesquisa-a??o colaborativa por compreendermos que esta seria a melhor op??o para um trabalho conjunto. O campo de pesquisa foi o curso de extens?o ?Inclus?o educacional por eixos de interesse?, elaborado pelo grupo de estudos local da Escola Municipal Liddy Mignone e com alguns membros do grupo de pesquisa Observat?rio de Educa??o Especial e Inclus?o Educacional - ObEE, da Universidade Federal Rural do Rio de Janeiro, em parceria com as Secretaria Municipal de Educa??o via Coordena??o de Educa??o Especial de Paty do Alferes, RJ. O curso de Forma??o Continuada foi uma das a??es fomentadas por essa pesquisa, assim como a cria??o do grupo de estudos local e a elabora??o de propostas pedag?gicas para aprendizes com TEA. Os primeiros resultados apresentaram a dificuldades encontradas nas forma??es de professores, principalmente relacionadas ? forma??o continuada em Educa??o Especial de forma geral. Os dados mostraram que muitos professores trabalham na educa??o regular numa perpectiva inclusiva com o m?nimo de conhecimentos espec?ficos para esse fim, mas demonstraram pr?ticas criativas. Com rela??o ?s propostas pedag?gicas elaboradas pelos professores, os dados mostraram que a perspectiva hist?rico-espacial e do ensino por meio de imagens contribuiram para o ensino significativo de Hist?ria n?o somente para os aprendizes com TEA, mas para todos. Por fim, consideramos com grande seriedade as forma??es continuadas te?rico-pr?ticas pautadas na realidade do cotidiano escolar, sendo este a for?a motriz para o estudo, a an?lise e a reflex?o das pr?ticas pedag?gicas.
Databáze: OpenAIRE
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