AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/2065 |
Resumo: | Autism Spectrum Disorder is a neurological developmental disorder characterized by delays and socio-communicative deviations and manifestations of restricted and repetitive behaviors, varying in levels of severity based on functionality, being considered by law as a disability, thus guaranteeing all its rights, especially school inclusion. Therefore, it is necessary to investigate inclusive pedagogical practices, a topic of great relevance that already has some research on the subject, but this study was carried out in a different context, aiming to analyze inclusive pedagogical practices in the remote teaching process of students with Autism Spectrum Disorder, due to the period of social isolation/distancing that occurred since March 2020 due to the Covid-19 pandemic, where classes began to occur only remotely. The research methodology was characterized as Field Research, with semi-structured interviews with 5 teachers from the municipal education network, who teach in classes from 1st to 3rd year of Early Elementary Education, in the city of Guarapuava, PR. As the main criterion for entering the research, teachers had to have students with ASD included in regular classes. In addition, data was collected on the subject through the search for existing literature and analysis of the municipal teaching plan. During the semi-structured interview, responses were grouped into seven categories: Teacher Profile, Class Profile, ASD Student Profile, Planning and Pedagogical Practices, Remote Teaching Challenges, Follow-up, and Continuing Education. The study of theses and dissertations published in the last 10 years revealed a great need for continuing education and more information about ASD. The results of this research showed that the number of ASD children included in regular classes is increasing, but the need for information about the disorder and specific continuing education for inclusion continues to be necessary for inclusion to occur in an integral way, in addition to the lack of support teachers with adequate training. It was also evident that students who had the support of a tutor teacher during remote teaching were able to achieve satisfactory learning compared to those who did not have a tutor. Among the interviewees, only one teacher did not consider remote teaching difficult, justifying that parents were very present in the student's daily life. The main difficulties reported were contact with the student, who did not always respond to the messages sent. Finally, it is concluded that pedagogical practices were adapted for remote teaching and for the inclusion of students with ASD. |
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Barby, Ana Aparecida de Oliveira Machadohttp://lattes.cnpq.br/7539915206597581045.256.469-77http://lattes.cnpq.br/1467366018683245MELLO, TATIANE VIEIRA DE2023-06-13T13:16:50Z2023-05-03MELLO, TATIANE VIEIRA DE. AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS. 2023. 82 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/2065Autism Spectrum Disorder is a neurological developmental disorder characterized by delays and socio-communicative deviations and manifestations of restricted and repetitive behaviors, varying in levels of severity based on functionality, being considered by law as a disability, thus guaranteeing all its rights, especially school inclusion. Therefore, it is necessary to investigate inclusive pedagogical practices, a topic of great relevance that already has some research on the subject, but this study was carried out in a different context, aiming to analyze inclusive pedagogical practices in the remote teaching process of students with Autism Spectrum Disorder, due to the period of social isolation/distancing that occurred since March 2020 due to the Covid-19 pandemic, where classes began to occur only remotely. The research methodology was characterized as Field Research, with semi-structured interviews with 5 teachers from the municipal education network, who teach in classes from 1st to 3rd year of Early Elementary Education, in the city of Guarapuava, PR. As the main criterion for entering the research, teachers had to have students with ASD included in regular classes. In addition, data was collected on the subject through the search for existing literature and analysis of the municipal teaching plan. During the semi-structured interview, responses were grouped into seven categories: Teacher Profile, Class Profile, ASD Student Profile, Planning and Pedagogical Practices, Remote Teaching Challenges, Follow-up, and Continuing Education. The study of theses and dissertations published in the last 10 years revealed a great need for continuing education and more information about ASD. The results of this research showed that the number of ASD children included in regular classes is increasing, but the need for information about the disorder and specific continuing education for inclusion continues to be necessary for inclusion to occur in an integral way, in addition to the lack of support teachers with adequate training. It was also evident that students who had the support of a tutor teacher during remote teaching were able to achieve satisfactory learning compared to those who did not have a tutor. Among the interviewees, only one teacher did not consider remote teaching difficult, justifying that parents were very present in the student's daily life. The main difficulties reported were contact with the student, who did not always respond to the messages sent. Finally, it is concluded that pedagogical practices were adapted for remote teaching and for the inclusion of students with ASD.O Transtorno do Espectro Autista é um distúrbio do desenvolvimento neurológico, caracterizado por atrasos e desvios sociocomunicativos e manifestações de comportamentos restritos e repetitivos, variando em níveis de gravidade baseado na funcionalidade, sendo considerado por lei como deficiência, garantindo assim todos os seus direitos, principalmente à inclusão escolar. Dessa forma, se faz necessário investigar as prática pedagógicas inclusivas, tema de grande relevância e que já há algumas pesquisas sobre o assunto, porém esse estudo realizou-se em um contexto diferente, tendo com objetivo analisar as práticas pedagógicas inclusiva no processo de ensino remoto dos os estudantes com Transtorno do Espectro Autista, devido o período de isolamento/distanciamento social que ocorreu desde março de 2020 em decorrência da pandemia da Covid-19, onde as aulas passaram a ocorrer somente de forma remota. A metodologia de pesquisa se caracterizou como Pesquisa de Campo, com entrevista semiestruturada com 5 professoras da rede municipal de ensino, que lecionam em classes do 1º ao 3º ano do Ensino Fundamental Séries Iniciais, do município de Guarapuava, PR. Como critério principal para entrar na pesquisa, as professoras deveriam ter alunos com TEA incluídos nas classes regulares de ensino. Além disso, houve levantamento de dados sobre o tema por meio da busca em literatura existente e análise do planejamento municipal de ensino. Durante a entrevista semiestruturada, as respostas foram agrupadas em sete categorias: Perfil dos Professores, Perfil da Turma, Perfil do Aluno TEA, Planejamento e Práticas Pedagógicas, Desafios do Ensino Remoto, Acompanhamento e Formação Continuada. O estudo das teses e dissertações publicadas nos últimos 10 anos revelou uma grande necessidade de formação continuada e de mais informação sobre TEA. Os resultados desta pesquisa demonstraram que o número de crianças TEA incluídas nas turmas regulares é crescente, mas a necessidade de informação sobre o transtorno e de formação continuada específica para a inclusão continua sendo necessário para que a inclusão aconteça de forma integral, além da falta de professores de apoio com formação adequada. Ficou evidente ainda que os alunos que tiveram acompanhamento de professor tutor durante o ensino remoto conseguiram alcançar aprendizagem satisfatória, quando comparado à aqueles que não tiveram tutor. Entre as entrevistadas, apenas uma professora não considerou difícil o ensino remoto, justificando que os pais eram muito presentes no dia-a-dia do aluno. As principais dificuldades relatadas foram o contato com o aluno, que nem sempre respondia às mensagens enviadas. Por fim, conclui-se que as práticas pedagógicas foram adaptadas para o ensino remoto e para a inclusão de alunos com TEA.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2023-06-13T13:16:50Z No. of bitstreams: 1 Dissertação - Tatiane Vieira De Mello.pdf: 1055007 bytes, checksum: 1fa14784ffbef1f51401a8c825347791 (MD5)Made available in DSpace on 2023-06-13T13:16:50Z (GMT). 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dc.title.por.fl_str_mv |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
title |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
spellingShingle |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS MELLO, TATIANE VIEIRA DE Transtorno do Espectro Autista Práticas pedagógicas Ensino remoto Autism Spectrum Disorder Pedagogical practices Remote teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
title_full |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
title_fullStr |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
title_full_unstemmed |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
title_sort |
AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS |
author |
MELLO, TATIANE VIEIRA DE |
author_facet |
MELLO, TATIANE VIEIRA DE |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barby, Ana Aparecida de Oliveira Machado |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7539915206597581 |
dc.contributor.authorID.fl_str_mv |
045.256.469-77 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1467366018683245 |
dc.contributor.author.fl_str_mv |
MELLO, TATIANE VIEIRA DE |
contributor_str_mv |
Barby, Ana Aparecida de Oliveira Machado |
dc.subject.por.fl_str_mv |
Transtorno do Espectro Autista Práticas pedagógicas Ensino remoto |
topic |
Transtorno do Espectro Autista Práticas pedagógicas Ensino remoto Autism Spectrum Disorder Pedagogical practices Remote teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autism Spectrum Disorder Pedagogical practices Remote teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Autism Spectrum Disorder is a neurological developmental disorder characterized by delays and socio-communicative deviations and manifestations of restricted and repetitive behaviors, varying in levels of severity based on functionality, being considered by law as a disability, thus guaranteeing all its rights, especially school inclusion. Therefore, it is necessary to investigate inclusive pedagogical practices, a topic of great relevance that already has some research on the subject, but this study was carried out in a different context, aiming to analyze inclusive pedagogical practices in the remote teaching process of students with Autism Spectrum Disorder, due to the period of social isolation/distancing that occurred since March 2020 due to the Covid-19 pandemic, where classes began to occur only remotely. The research methodology was characterized as Field Research, with semi-structured interviews with 5 teachers from the municipal education network, who teach in classes from 1st to 3rd year of Early Elementary Education, in the city of Guarapuava, PR. As the main criterion for entering the research, teachers had to have students with ASD included in regular classes. In addition, data was collected on the subject through the search for existing literature and analysis of the municipal teaching plan. During the semi-structured interview, responses were grouped into seven categories: Teacher Profile, Class Profile, ASD Student Profile, Planning and Pedagogical Practices, Remote Teaching Challenges, Follow-up, and Continuing Education. The study of theses and dissertations published in the last 10 years revealed a great need for continuing education and more information about ASD. The results of this research showed that the number of ASD children included in regular classes is increasing, but the need for information about the disorder and specific continuing education for inclusion continues to be necessary for inclusion to occur in an integral way, in addition to the lack of support teachers with adequate training. It was also evident that students who had the support of a tutor teacher during remote teaching were able to achieve satisfactory learning compared to those who did not have a tutor. Among the interviewees, only one teacher did not consider remote teaching difficult, justifying that parents were very present in the student's daily life. The main difficulties reported were contact with the student, who did not always respond to the messages sent. Finally, it is concluded that pedagogical practices were adapted for remote teaching and for the inclusion of students with ASD. |
publishDate |
2023 |
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2023-06-13T13:16:50Z |
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2023-05-03 |
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MELLO, TATIANE VIEIRA DE. AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS. 2023. 82 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2065 |
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MELLO, TATIANE VIEIRA DE. AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS. 2023. 82 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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Universidade Estadual do Centro-Oeste |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
repository.mail.fl_str_mv |
repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
_version_ |
1811733828628119552 |