Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes

Detalhes bibliográficos
Autor(a) principal: Henrichsen, Luana
Data de Publicação: 2023
Outros Autores: Roncaglio, Viviane, Marchezan, Analice
Tipo de documento: Artigo
Idioma: por
Título da fonte: Remat (Bento Gonçalves)
Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5877
Resumo: This writing aims to analyze the apprehensions of undergraduates in Mathematics when they are challenged to plan activities in the discipline of Analytical Geometry with a view to the specificities of PwD students (blind or deaf) included in regular classrooms. The study is anchored in a theoretical framework about the laws of inclusion, the challenges of teachers with the inclusion of PwD students in regular classrooms and the sensitive look of these teachers with the inclusion process. Data analysis was performed qualitatively, data produced from the presentation of activities proposed by future teachers, in which transcripts of the reports of undergraduates who put themselves in the place of these included students and the groups that proposed these activities were carried out. It was possible to verify, through the feedbacks of future teachers, signs of insecurity and fear due to the lack of preparation during the academic trajectory, that is, the few curricular components aimed at the inclusive area. In addition, it can be seen that they seek empathy by putting themselves in the place of the included students and are willing to face this great challenge that is inclusion in regular education. The undergraduates felt encouraged to develop critical thinking and this made them more integrated with inclusive practices, making our goal go beyond what we wanted.
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spelling Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classesAprehensiones y desafíos en la educación inclusiva: discusiones basadas en actividades propuestas en las clases de Geometría AnalíticaApreensões e desafios na educação inclusiva: discussões a partir de atividades propostas em aulas de Geometria AnalíticaFormação de ProfessoresMatemáticaInclusãoAluno SurdoAluno CegoTeacher TrainingMathInclusionDeaf StudentBlind StudentFormación de ProfesoresMatemáticasInclusiónEstudiante SordoEstudiante CiegoThis writing aims to analyze the apprehensions of undergraduates in Mathematics when they are challenged to plan activities in the discipline of Analytical Geometry with a view to the specificities of PwD students (blind or deaf) included in regular classrooms. The study is anchored in a theoretical framework about the laws of inclusion, the challenges of teachers with the inclusion of PwD students in regular classrooms and the sensitive look of these teachers with the inclusion process. Data analysis was performed qualitatively, data produced from the presentation of activities proposed by future teachers, in which transcripts of the reports of undergraduates who put themselves in the place of these included students and the groups that proposed these activities were carried out. It was possible to verify, through the feedbacks of future teachers, signs of insecurity and fear due to the lack of preparation during the academic trajectory, that is, the few curricular components aimed at the inclusive area. In addition, it can be seen that they seek empathy by putting themselves in the place of the included students and are willing to face this great challenge that is inclusion in regular education. The undergraduates felt encouraged to develop critical thinking and this made them more integrated with inclusive practices, making our goal go beyond what we wanted.Este escrito tiene como objetivo analizar las aprensiones de los estudiantes de licenciatura en Matemáticas cuando son desafiados a planificar actividades en la disciplina de Geometría Analítica con vistas a las especificidades de los estudiantes com discapacidades (ciegos o sordos) incluidos en las aulas regulares. El estudio se ancla en un marco teórico sobre las leyes de la inclusión, los desafíos de los docentes con la inclusión de los alunos discapacitados en las aulas regulares y la mirada sensible de estos docentes hacia el proceso de inclusión. El análisis de datos se realizó de forma cualitativa, com los datos producidos a partir de la presentación de actividades planteadas por los futuros professores. A partir de essas actividades se realizaron transcripciones, de los relatos de los estudiantes de grado que se pusieron en el lugar de los estudiantes descapacitados e incluidos y, además,se pusieron en el lugar de los grupos que plantearon las actividades. Se pudo verificar, por medio de las retroalimentaciones de los futuros docentes, signos de inseguridad y miedo por la falta de preparación durante la trayectoria académica, o sea, por haber pocos componentes curriculares dirigidos al área inclusiva. Además, se puede apreciar que buscan la empatía poniéndose en el lugar de los alumnos incluidos y están dispuestos a afrontar este gran reto que es la inclusión en la educación regular. Los estudiantes se sintieron motivados a desarrollar el pensamiento crítico y eso los hizo sentirse más integrados com las prácticas inclusivas, haciendo que nuestra meta fuera más [...].Esta escrita tem por objetivo analisar as apreensões de licenciandos em Matemática ao serem desafiados a planejar atividades na disciplina de Geometria Analítica, com vistas às especificidades de alunos PcD (Cegos ou surdos) incluídos em sala de aula regular. O estudo está ancorado em um referencial teórico sobre as leis de inclusão, os desafios dos professores com a inclusão de alunos PcD em sala de aula regular e o olhar sensível destes professores com o processo de inclusão. A análise dos dados foi realizada de forma qualitativa, dados estes produzidos a partir da apresentação das atividades propostas pelos futuros professores, em que foi realizada a transcrições dos relatos dos licenciandos que se colocaram no lugar destes alunos incluídos, e dos grupos que propuseram estas atividades. Foi possível verificar através dos feedbacks dos futuros professores, indícios de insegurança e medo em virtude da falta de preparação durante a trajetória acadêmica, ou seja, dos poucos componentes curriculares voltados à área inclusiva. Ademais, pode-se perceber que esses profissionais em formação buscam pela empatia ao se colocarem no lugar dos alunos incluídos e se mostram dispostos a encarar este grande desafio que é a inclusão no ensino regular. Os licenciandos sentiram-se instigados a desenvolverem o pensamento crítico e isso fez com que os mesmos se integrassem mais às práticas inclusivas, fazendo com que nosso objetivo fosse além do que almejávamos.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2023-02-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/587710.35819/remat2023v9i1id5877REMAT: Revista Eletrônica da Matemática; Vol. 9 No. 1 (2023); e2001REMAT: Revista Eletrônica da Matemática; Vol. 9 Núm. 1 (2023); e2001REMAT: Revista Eletrônica da Matemática; v. 9 n. 1 (2023); e20012447-2689reponame:Remat (Bento Gonçalves)instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5877/3303Copyright (c) 2023 REMAT: Revista Eletrônica da Matemáticahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessHenrichsen, LuanaRoncaglio, VivianeMarchezan, Analice2023-02-22T14:49:39Zoai:ojs2.periodicos.ifrs.edu.br:article/5877Revistahttp://periodicos.ifrs.edu.br/index.php/REMATPUBhttps://periodicos.ifrs.edu.br/index.php/REMAT/oai||greice.andreis@caxias.ifrs.edu.br2447-26892447-2689opendoar:2023-02-22T14:49:39Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false
dc.title.none.fl_str_mv Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
Aprehensiones y desafíos en la educación inclusiva: discusiones basadas en actividades propuestas en las clases de Geometría Analítica
Apreensões e desafios na educação inclusiva: discussões a partir de atividades propostas em aulas de Geometria Analítica
title Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
spellingShingle Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
Henrichsen, Luana
Formação de Professores
Matemática
Inclusão
Aluno Surdo
Aluno Cego
Teacher Training
Math
Inclusion
Deaf Student
Blind Student
Formación de Profesores
Matemáticas
Inclusión
Estudiante Sordo
Estudiante Ciego
title_short Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
title_full Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
title_fullStr Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
title_full_unstemmed Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
title_sort Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
author Henrichsen, Luana
author_facet Henrichsen, Luana
Roncaglio, Viviane
Marchezan, Analice
author_role author
author2 Roncaglio, Viviane
Marchezan, Analice
author2_role author
author
dc.contributor.author.fl_str_mv Henrichsen, Luana
Roncaglio, Viviane
Marchezan, Analice
dc.subject.por.fl_str_mv Formação de Professores
Matemática
Inclusão
Aluno Surdo
Aluno Cego
Teacher Training
Math
Inclusion
Deaf Student
Blind Student
Formación de Profesores
Matemáticas
Inclusión
Estudiante Sordo
Estudiante Ciego
topic Formação de Professores
Matemática
Inclusão
Aluno Surdo
Aluno Cego
Teacher Training
Math
Inclusion
Deaf Student
Blind Student
Formación de Profesores
Matemáticas
Inclusión
Estudiante Sordo
Estudiante Ciego
description This writing aims to analyze the apprehensions of undergraduates in Mathematics when they are challenged to plan activities in the discipline of Analytical Geometry with a view to the specificities of PwD students (blind or deaf) included in regular classrooms. The study is anchored in a theoretical framework about the laws of inclusion, the challenges of teachers with the inclusion of PwD students in regular classrooms and the sensitive look of these teachers with the inclusion process. Data analysis was performed qualitatively, data produced from the presentation of activities proposed by future teachers, in which transcripts of the reports of undergraduates who put themselves in the place of these included students and the groups that proposed these activities were carried out. It was possible to verify, through the feedbacks of future teachers, signs of insecurity and fear due to the lack of preparation during the academic trajectory, that is, the few curricular components aimed at the inclusive area. In addition, it can be seen that they seek empathy by putting themselves in the place of the included students and are willing to face this great challenge that is inclusion in regular education. The undergraduates felt encouraged to develop critical thinking and this made them more integrated with inclusive practices, making our goal go beyond what we wanted.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5877
10.35819/remat2023v9i1id5877
url https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5877
identifier_str_mv 10.35819/remat2023v9i1id5877
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5877/3303
dc.rights.driver.fl_str_mv Copyright (c) 2023 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
dc.source.none.fl_str_mv REMAT: Revista Eletrônica da Matemática; Vol. 9 No. 1 (2023); e2001
REMAT: Revista Eletrônica da Matemática; Vol. 9 Núm. 1 (2023); e2001
REMAT: Revista Eletrônica da Matemática; v. 9 n. 1 (2023); e2001
2447-2689
reponame:Remat (Bento Gonçalves)
instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron:IFRS
instname_str Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron_str IFRS
institution IFRS
reponame_str Remat (Bento Gonçalves)
collection Remat (Bento Gonçalves)
repository.name.fl_str_mv Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
repository.mail.fl_str_mv ||greice.andreis@caxias.ifrs.edu.br
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