Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega

Detalhes bibliográficos
Autor(a) principal: Costa, Jucilene Braz da
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3132
Resumo: The dissertation addressed the author's concerns regarding the inclusion of students with disabilities in the regular school, specifically students with a visual impairment, blindness or low vision. Challenges have to be overcome when teaching such students, for example, adapting science classes according to special educational needs. Thus, the main objective was to investigate the pedagogical practices adopted in the discipline of Sciences that contribute to the teaching and learning process of a student with congenital blindness, with 11 years of age, enrolled in the 4th year of Elementary School of a Municipal Public School in Municipality of Boqueirão-PB. To do so, based on the qualitative research, of the participant type, applying the method the case study. The literature review was based on the theoretical assumptions of authors such as Goffman (2004), Mittler (2003), among others. As a methodological tool we used the semi-structured interview and participant observation. The semi-structured interview was carried out in the regular school, with the teacher of the classroom of the referred student, the director and the teacher responsible for the Specialized Educational Assistance - AEE. Concerning the participant observations, it was held in the regular classroom and at the time of the break, where we focused on the existence of adapted pedagogical actions and the interaction of the blind student with the students, teachers and other employees. In the AEE room, she observed the pedagogical actions developed in the teaching and learning process of science content for blind students. The observations were carried out in 22 meetings in the regular school, distributed in the months of May and August of 2016. The data collected indicate that the school is not aware of inclusive initiatives to meet the needs of a blind student. Only in the AEE room can the student initially develop their skills. Thus, it is concluded that much still has to be done for the inclusion of the blind student.
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spelling Onofre, Eduardo Gomes62283391415http://lattes.cnpq.br/5339741056906369Silva, Luzia Guacira dos Santos32434472400http://lattes.cnpq.br/1032425601643160Dias, Marcia Adelino da Silva44330588404http://lattes.cnpq.br/9674492903954108Assis, Maria Célia de65804760491http://lattes.cnpq.br/544924260366471907254657431http://lattes.cnpq.br/7840601345972374Costa, Jucilene Braz da2018-07-03T17:48:33Z2017-02-14COSTA, J. B. da. Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega. 2017. 118f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2017.http://tede.bc.uepb.edu.br/jspui/handle/tede/3132The dissertation addressed the author's concerns regarding the inclusion of students with disabilities in the regular school, specifically students with a visual impairment, blindness or low vision. Challenges have to be overcome when teaching such students, for example, adapting science classes according to special educational needs. Thus, the main objective was to investigate the pedagogical practices adopted in the discipline of Sciences that contribute to the teaching and learning process of a student with congenital blindness, with 11 years of age, enrolled in the 4th year of Elementary School of a Municipal Public School in Municipality of Boqueirão-PB. To do so, based on the qualitative research, of the participant type, applying the method the case study. The literature review was based on the theoretical assumptions of authors such as Goffman (2004), Mittler (2003), among others. As a methodological tool we used the semi-structured interview and participant observation. The semi-structured interview was carried out in the regular school, with the teacher of the classroom of the referred student, the director and the teacher responsible for the Specialized Educational Assistance - AEE. Concerning the participant observations, it was held in the regular classroom and at the time of the break, where we focused on the existence of adapted pedagogical actions and the interaction of the blind student with the students, teachers and other employees. In the AEE room, she observed the pedagogical actions developed in the teaching and learning process of science content for blind students. The observations were carried out in 22 meetings in the regular school, distributed in the months of May and August of 2016. The data collected indicate that the school is not aware of inclusive initiatives to meet the needs of a blind student. Only in the AEE room can the student initially develop their skills. Thus, it is concluded that much still has to be done for the inclusion of the blind student.A dissertação abordou as inquietações da autora face à inclusão de alunos com deficiência na escolar regular, especificamente alunos com uma deficiência visual, cegueira ou baixa visão. Desafios têm que ser vencidos quando ensinamos os referidos alunos, por exemplo, adaptar as aulas de ciências de acordo com as necessidades educacionais especiais. Assim, o objetivo central foi investigar as práticas pedagógicas adotadas na disciplina de Ciências que contribuem com o processo de ensino e aprendizagem de uma aluna com cegueira congênita, com 11 anos de idade, matriculada no 4º ano do Ensino Fundamental de uma Escola Pública Municipal no município de Boqueirão-PB. Para tanto, tomou como base a pesquisa qualitativa, do tipo participante, aplicando o método o estudo de caso. A revisão bibliográfica baseou-se em pressupostos teóricos de autores tais como: Goffman (2004), Mittler (2003), entre outros. Como instrumento metodológico utilizamos a entrevista semi estruturada e a observação participante. A entrevista semi estruturada foi realizada na escola regular, com a professora da sala de aula da referida aluna, a diretora e a professora responsável pelo Atendimento Educacional Especializado – AEE. Concernente às observações participantes, realizou-se na sala de aula regular e no momento do intervalo, onde focalizamos a existência de ações pedagógicas adaptadas e a interação da aluna cega com os discentes, docentes e demais funcionários. Na sala de AEE, observou as ações pedagógicas desenvolvidas no processo de ensino e aprendizagem dos conteúdos de ciências para aluna cega. As observações foram realizadas em 22 encontros na escola regular, distribuídas nos meses de maio e agosto de 2016. Os dados coletados indicam que a escola desconhece as iniciativas inclusivas para atender as necessidades de uma aluna cega. Apenas na sala de AEE a referida aluna conseguiu, de forma inicial, desenvolver suas habilidades. Assim, conclui-se que muito ainda tem que ser feito para que haja a inclusão da aluna cega.Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2018-06-27T11:38:12Z No. of bitstreams: 1 PDF - Jucilene Braz da Costa.pdf: 56528862 bytes, checksum: 3165f4acd4dfeb2dee0e64bee594a2ce (MD5)Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2018-07-03T17:48:33Z (GMT) No. of bitstreams: 1 PDF - Jucilene Braz da Costa.pdf: 56528862 bytes, checksum: 3165f4acd4dfeb2dee0e64bee594a2ce (MD5)Made available in DSpace on 2018-07-03T17:48:33Z (GMT). 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dc.title.por.fl_str_mv Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
title Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
spellingShingle Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
Costa, Jucilene Braz da
Inclusão escolar
Ensino de Ciências
Deficiência visual
Pessoa com deficiência
Science teaching
School inclusion
EDUCACAO::ENSINO-APRENDIZAGEM
title_short Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
title_full Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
title_fullStr Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
title_full_unstemmed Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
title_sort Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega
author Costa, Jucilene Braz da
author_facet Costa, Jucilene Braz da
author_role author
dc.contributor.advisor1.fl_str_mv Onofre, Eduardo Gomes
dc.contributor.advisor1ID.fl_str_mv 62283391415
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5339741056906369
dc.contributor.referee1.fl_str_mv Silva, Luzia Guacira dos Santos
dc.contributor.referee1ID.fl_str_mv 32434472400
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/1032425601643160
dc.contributor.referee2.fl_str_mv Dias, Marcia Adelino da Silva
dc.contributor.referee2ID.fl_str_mv 44330588404
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/9674492903954108
dc.contributor.referee3.fl_str_mv Assis, Maria Célia de
dc.contributor.referee3ID.fl_str_mv 65804760491
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/5449242603664719
dc.contributor.authorID.fl_str_mv 07254657431
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7840601345972374
dc.contributor.author.fl_str_mv Costa, Jucilene Braz da
contributor_str_mv Onofre, Eduardo Gomes
Silva, Luzia Guacira dos Santos
Dias, Marcia Adelino da Silva
Assis, Maria Célia de
dc.subject.por.fl_str_mv Inclusão escolar
Ensino de Ciências
Deficiência visual
Pessoa com deficiência
topic Inclusão escolar
Ensino de Ciências
Deficiência visual
Pessoa com deficiência
Science teaching
School inclusion
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Science teaching
School inclusion
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description The dissertation addressed the author's concerns regarding the inclusion of students with disabilities in the regular school, specifically students with a visual impairment, blindness or low vision. Challenges have to be overcome when teaching such students, for example, adapting science classes according to special educational needs. Thus, the main objective was to investigate the pedagogical practices adopted in the discipline of Sciences that contribute to the teaching and learning process of a student with congenital blindness, with 11 years of age, enrolled in the 4th year of Elementary School of a Municipal Public School in Municipality of Boqueirão-PB. To do so, based on the qualitative research, of the participant type, applying the method the case study. The literature review was based on the theoretical assumptions of authors such as Goffman (2004), Mittler (2003), among others. As a methodological tool we used the semi-structured interview and participant observation. The semi-structured interview was carried out in the regular school, with the teacher of the classroom of the referred student, the director and the teacher responsible for the Specialized Educational Assistance - AEE. Concerning the participant observations, it was held in the regular classroom and at the time of the break, where we focused on the existence of adapted pedagogical actions and the interaction of the blind student with the students, teachers and other employees. In the AEE room, she observed the pedagogical actions developed in the teaching and learning process of science content for blind students. The observations were carried out in 22 meetings in the regular school, distributed in the months of May and August of 2016. The data collected indicate that the school is not aware of inclusive initiatives to meet the needs of a blind student. Only in the AEE room can the student initially develop their skills. Thus, it is concluded that much still has to be done for the inclusion of the blind student.
publishDate 2017
dc.date.issued.fl_str_mv 2017-02-14
dc.date.accessioned.fl_str_mv 2018-07-03T17:48:33Z
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dc.identifier.citation.fl_str_mv COSTA, J. B. da. Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega. 2017. 118f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2017.
dc.identifier.uri.fl_str_mv http://tede.bc.uepb.edu.br/jspui/handle/tede/3132
identifier_str_mv COSTA, J. B. da. Desenhando linhas inclusivas nas aulas de Ciências: Uma investigação na escola regular com uma aluna cega. 2017. 118f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM) - Universidade Estadual da Paraíba, Campina Grande, 2017.
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