Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.

Detalhes bibliográficos
Autor(a) principal: Zanata, Eliana Marques
Data de Publicação: 2004
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2922
Resumo: The practice of inclusion in the school involves the education of children with special educational needs in regular classrooms with colleagues without special needs. However, regular education teachers are inclined to change practices as to arrangements, instructional procedures, activities, assessments and adequacy of the contents, so as the participation and learning of these students may be impaired. Even though the literature of inclusion presents many effective pedagogical strategies, they do not seem to reach the classrooms of deaf students. The present study is based on the problem of achieving better teachers qualification, attempting to enhance the pedagogical practices of regular education teachers as regards the needs of deaf students. The study comprised establishment and evaluation of a continued education program for regular education teachers so as to make it more autonomous and provide more effective adequate pedagogical practices to the needs of students. The study was conducted for 20 weeks and involved the researcher acting as a collaborator and three different teachers who had deaf students in their classrooms. The fist part involved a preliminary planning for analysis of the learning style of deaf students, and the aims and strategies that would be used with these students along the year. This was followed by collaborative intervention, on which the researcher videotaped a random class of each teacher. This tape was edited and presented in a meeting for the three teachers, for analysis and re-planning if required. Each class was re-planned and enhanced until all teachers agreed that the goal had been achieved. The collected data involved initial educational planning protocol and the protocol of each class with complete recording of the processes since the initial planning until evaluation of the last successful implementation. The teaching processes of 64 classes were videotaped, with a mean of 16 to 26 classes per teacher. The meetings also comprised discussion about texts on inclusive pedagogical practices. After intervention, the teachers opinions on the collaborative planning activity were gathered. The results showed many possibilities to establish a collaborative environment between regular education and special education teachers. The planned strategies were implemented in classrooms, and intervention provided an opportunity of training for the teachers. The teachers evaluated that the strategies implemented benefited not only the deaf students, but also the others. The collaboration potential between regular education and special education teachers is discussed as a strategy for formation and facilitation of inclusion of students with special educational needs. The results further demonstrated that, even though collaborative intervention has enhanced the quality of teaching, it does not seem to be enough to solve the communication problems between teacher and deaf student.
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spelling Zanata, Eliana MarquesMendes, Enicéia Gonçalveshttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4768474Z8http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779659E071d38943-b502-43e7-bd39-646d12e4e3f92016-06-02T19:44:16Z2005-04-082016-06-02T19:44:16Z2004-12-17ZANATA, Eliana Marques. Planning of inclusive pedagogical practices for deaf students in a collaborative perspective.. 2004. 201 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004.https://repositorio.ufscar.br/handle/ufscar/2922The practice of inclusion in the school involves the education of children with special educational needs in regular classrooms with colleagues without special needs. However, regular education teachers are inclined to change practices as to arrangements, instructional procedures, activities, assessments and adequacy of the contents, so as the participation and learning of these students may be impaired. Even though the literature of inclusion presents many effective pedagogical strategies, they do not seem to reach the classrooms of deaf students. The present study is based on the problem of achieving better teachers qualification, attempting to enhance the pedagogical practices of regular education teachers as regards the needs of deaf students. The study comprised establishment and evaluation of a continued education program for regular education teachers so as to make it more autonomous and provide more effective adequate pedagogical practices to the needs of students. The study was conducted for 20 weeks and involved the researcher acting as a collaborator and three different teachers who had deaf students in their classrooms. The fist part involved a preliminary planning for analysis of the learning style of deaf students, and the aims and strategies that would be used with these students along the year. This was followed by collaborative intervention, on which the researcher videotaped a random class of each teacher. This tape was edited and presented in a meeting for the three teachers, for analysis and re-planning if required. Each class was re-planned and enhanced until all teachers agreed that the goal had been achieved. The collected data involved initial educational planning protocol and the protocol of each class with complete recording of the processes since the initial planning until evaluation of the last successful implementation. The teaching processes of 64 classes were videotaped, with a mean of 16 to 26 classes per teacher. The meetings also comprised discussion about texts on inclusive pedagogical practices. After intervention, the teachers opinions on the collaborative planning activity were gathered. The results showed many possibilities to establish a collaborative environment between regular education and special education teachers. The planned strategies were implemented in classrooms, and intervention provided an opportunity of training for the teachers. The teachers evaluated that the strategies implemented benefited not only the deaf students, but also the others. The collaboration potential between regular education and special education teachers is discussed as a strategy for formation and facilitation of inclusion of students with special educational needs. The results further demonstrated that, even though collaborative intervention has enhanced the quality of teaching, it does not seem to be enough to solve the communication problems between teacher and deaf student.A prática de inclusão no âmbito da escola implica em promover a escolarização de crianças com necessidades educacionais especiais em classes comuns, juntamente com seus colegas sem necessidades mais diferenciadas. Entretanto, o professor de classe comum tende a modificar pouco sua prática, em termo de arranjos, de procedimentos instrucionais, atividades, formas de avaliação e adequação do conteúdo de modo que a participação e a aprendizagem desses alunos ficam comprometidas. Embora a literatura sobre inclusão mostre uma considerável quantidade de estratégias pedagógicas efetivas, elas parecem não chegar às classes onde alunos com deficiências se encontram inseridos. O presente estudo parte do problema de se tentar buscar uma melhoria na qualificação docente e mais especificamente, visando tornar as práticas pedagógicas do professor do ensino comum mais efetivas, no tocante às necessidades de alunos surdos. O objetivo do trabalho consistiu em implementar e avaliar um programa de formação continuada, o ensino colaborativo, para o professor do ensino comum, de forma a tornálo mais autônomo e com práticas pedagógicas mais efetivas e adequadas às necessidades de seus alunos. O estudo foi realizado durante um período de vinte semanas e envolveu o pesquisador atuando como colaborador e três diferentes professores (2ª, 3ª e 4ª séries do Ensino Fundamental) que tinham um aluno surdo inserido em suas turmas. A primeira etapa envolveu um planejamento preliminar onde se analisou o estilo de aprendizagem dos alunos surdos, os objetivos e as estratégias que seriam utilizadas com esses alunos ao longo do ano. Em seguida, foi iniciada a intervenção colaborativa, onde o pesquisador filmava uma determinada aula, aleatoriamente amostrada, de cada professor. Essa aula era editada e exibida em reunião com os três professores, onde os componentes eram analisados e, se necessário, a aula era replanejada e implementada. Esse movimento aconteceu até atingir um consenso entre os professores de que havia sido atingido o objetivo pretendido. Os dados coletados envolveram o protocolo de planejamento educacional inicial, o protocolo de cada aula, com registro do processo completo, desde o planejamento inicial até a avaliação da última implementação bem sucedida. Foram filmados o processo de ensino e analisadas 64 aulas, com uma média de 16 a 26 aulas por professor. Nas reuniões foram, também, discutidos textos sobre práticas pedagógicas inclusivas. Após a intervenção, foram coletadas as opiniões dos professores sobre as atividades de planejamento colaborativo. Os resultados apontaram que muitas são as possibilidades quando se estabelece um ambiente colaborativo entre o professor do ensino comum e o professor de educação especial. As estratégias planejadas foram implementadas na sala de aula e a intervenção proporcionou uma oportunidade de formação para os professores. Os professores avaliaram que as estratégias implementadas beneficiaram não apenas seus alunos surdos, mas todos os demais. Discutiu-se se o potencial da colaboração entre professores do ensino comum e especial, enquanto estratégia de formação e de facilitação da inclusão escolar de alunos com necessidades educacionais especiais. Os resultados também apontam que a intervenção colaborativa, embora tenha melhorado a qualidade do ensino, não parece ser suficiente para solucionar as dificuldades de comunicação da professora com o aluno surdo.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialSurdezInclusão escolarProfessores formaçãoEnsino colaborativoSpecial educationInclusionDeafCollaborative teachingTeacher trainingPedagogical practiceCurricular adaptationsCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALPráticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.Planning of inclusive pedagogical practices for deaf students in a collaborative perspective.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-13ed1db7c-9efd-477c-babb-fe4fa24cbf3cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseEMZ.pdfapplication/pdf2728783https://repositorio.ufscar.br/bitstream/ufscar/2922/1/TeseEMZ.pdfd30e288119c11fb0b21808448057b4b0MD51THUMBNAILTeseEMZ.pdf.jpgTeseEMZ.pdf.jpgIM Thumbnailimage/jpeg6801https://repositorio.ufscar.br/bitstream/ufscar/2922/2/TeseEMZ.pdf.jpgad8eadc71caf064e05df3ee493b049d0MD52ufscar/29222023-09-18 18:31:39.879oai:repositorio.ufscar.br:ufscar/2922Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:39Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
dc.title.alternative.eng.fl_str_mv Planning of inclusive pedagogical practices for deaf students in a collaborative perspective.
title Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
spellingShingle Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
Zanata, Eliana Marques
Educação especial
Surdez
Inclusão escolar
Professores formação
Ensino colaborativo
Special education
Inclusion
Deaf
Collaborative teaching
Teacher training
Pedagogical practice
Curricular adaptations
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
title_full Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
title_fullStr Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
title_full_unstemmed Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
title_sort Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
author Zanata, Eliana Marques
author_facet Zanata, Eliana Marques
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779659E0
dc.contributor.author.fl_str_mv Zanata, Eliana Marques
dc.contributor.advisor1.fl_str_mv Mendes, Enicéia Gonçalves
dc.contributor.advisor1Lattes.fl_str_mv http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4768474Z8
dc.contributor.authorID.fl_str_mv 71d38943-b502-43e7-bd39-646d12e4e3f9
contributor_str_mv Mendes, Enicéia Gonçalves
dc.subject.por.fl_str_mv Educação especial
Surdez
Inclusão escolar
Professores formação
Ensino colaborativo
topic Educação especial
Surdez
Inclusão escolar
Professores formação
Ensino colaborativo
Special education
Inclusion
Deaf
Collaborative teaching
Teacher training
Pedagogical practice
Curricular adaptations
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Special education
Inclusion
Deaf
Collaborative teaching
Teacher training
Pedagogical practice
Curricular adaptations
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description The practice of inclusion in the school involves the education of children with special educational needs in regular classrooms with colleagues without special needs. However, regular education teachers are inclined to change practices as to arrangements, instructional procedures, activities, assessments and adequacy of the contents, so as the participation and learning of these students may be impaired. Even though the literature of inclusion presents many effective pedagogical strategies, they do not seem to reach the classrooms of deaf students. The present study is based on the problem of achieving better teachers qualification, attempting to enhance the pedagogical practices of regular education teachers as regards the needs of deaf students. The study comprised establishment and evaluation of a continued education program for regular education teachers so as to make it more autonomous and provide more effective adequate pedagogical practices to the needs of students. The study was conducted for 20 weeks and involved the researcher acting as a collaborator and three different teachers who had deaf students in their classrooms. The fist part involved a preliminary planning for analysis of the learning style of deaf students, and the aims and strategies that would be used with these students along the year. This was followed by collaborative intervention, on which the researcher videotaped a random class of each teacher. This tape was edited and presented in a meeting for the three teachers, for analysis and re-planning if required. Each class was re-planned and enhanced until all teachers agreed that the goal had been achieved. The collected data involved initial educational planning protocol and the protocol of each class with complete recording of the processes since the initial planning until evaluation of the last successful implementation. The teaching processes of 64 classes were videotaped, with a mean of 16 to 26 classes per teacher. The meetings also comprised discussion about texts on inclusive pedagogical practices. After intervention, the teachers opinions on the collaborative planning activity were gathered. The results showed many possibilities to establish a collaborative environment between regular education and special education teachers. The planned strategies were implemented in classrooms, and intervention provided an opportunity of training for the teachers. The teachers evaluated that the strategies implemented benefited not only the deaf students, but also the others. The collaboration potential between regular education and special education teachers is discussed as a strategy for formation and facilitation of inclusion of students with special educational needs. The results further demonstrated that, even though collaborative intervention has enhanced the quality of teaching, it does not seem to be enough to solve the communication problems between teacher and deaf student.
publishDate 2004
dc.date.issued.fl_str_mv 2004-12-17
dc.date.available.fl_str_mv 2005-04-08
2016-06-02T19:44:16Z
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dc.identifier.citation.fl_str_mv ZANATA, Eliana Marques. Planning of inclusive pedagogical practices for deaf students in a collaborative perspective.. 2004. 201 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/2922
identifier_str_mv ZANATA, Eliana Marques. Planning of inclusive pedagogical practices for deaf students in a collaborative perspective.. 2004. 201 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004.
url https://repositorio.ufscar.br/handle/ufscar/2922
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