Apprehensions and challenges in inclusive education: discussions based on activities proposed in Analytical Geometry classes
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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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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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