Programa de formação continuada de professores no uso da comunicação alternativa
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/17710 |
Resumo: | Reflecting on continuing teacher education is always necessary, as it promotes professional development and can still be connected to broader struggles for social justice and contribute to reducing the gaps in the quality of education available to students of different profiles. In view of this, the present work aims to implement and evaluate a program of continuing education for teachers in the use of Alternative Communication - CA, analyzing the contribution and effects of autoscopy in teaching practice. As well as, verify the effects of Alternative Communication in the school routine of students with Autism Spectrum Disorder - TEA and their teachers. For that, Studies I and II were carried out. Study I aimed to Elaborate the Continuing Education Program and verify its effects, through the use of autoscopy, on the pedagogical performance of the teachers of Specialized Educational Services (AEE) in the use of Alternative Communication (CA). The four meetings of continuing education took place in the resource room of a public school in the city of Rio de Janeiro and the interventions with students took place in a common classroom, where bi-teaching took place. Three baseline sessions and 17 intervention sessions were held, 4 of which focused on training with teachers. From the results of Study I, it was possible to observe the performance of the teachers in order to favor the communication of their students with the resources of Alternative Communication - CA. Study II aimed to verify and analyze the effects of Alternative Communication (AC) on the performance of students' communication with Autistic Spectrum Disorder (ASD) in a common classroom, with phase 1 of the PECS-Adapted developed. The participants, two students and two AEE teachers, were the same as in Study I. The results signaled a greater communicative interaction between students and their teachers. In addition, they began to make use of Alternative Communication (CA) in the classroom, expanding the possibility of communication. As a result, the PECS-Adapado proved to be an effective AC system to be used by students with ASD in the classroom. |
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Walter, Catia Crivelenti de Figueiredohttp://lattes.cnpq.br/4061818490832341Redig, Annie Gomeshttp://lattes.cnpq.br/8240510332567772Deliberato, Deborahttp://lattes.cnpq.br/5154063375333536Nunes , Leila Regina d’Oliveira de Paulahttp://lattes.cnpq.br/3088935631734002Plestch, Márcia Denisehttp://lattes.cnpq.br/5622440291569151http://lattes.cnpq.br/5062002502458018Marçal y Guthierrez, Carla Cordeirocarlacordeiromarcal@gmail.com2022-05-10T14:36:22Z2022-02-23MARÇAL y GUTHIERREZ, Carla Cordeiro. Programa de formação continuada de professores no uso da comunicação alternativa. 2022. 173 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/17710Reflecting on continuing teacher education is always necessary, as it promotes professional development and can still be connected to broader struggles for social justice and contribute to reducing the gaps in the quality of education available to students of different profiles. In view of this, the present work aims to implement and evaluate a program of continuing education for teachers in the use of Alternative Communication - CA, analyzing the contribution and effects of autoscopy in teaching practice. As well as, verify the effects of Alternative Communication in the school routine of students with Autism Spectrum Disorder - TEA and their teachers. For that, Studies I and II were carried out. Study I aimed to Elaborate the Continuing Education Program and verify its effects, through the use of autoscopy, on the pedagogical performance of the teachers of Specialized Educational Services (AEE) in the use of Alternative Communication (CA). The four meetings of continuing education took place in the resource room of a public school in the city of Rio de Janeiro and the interventions with students took place in a common classroom, where bi-teaching took place. Three baseline sessions and 17 intervention sessions were held, 4 of which focused on training with teachers. From the results of Study I, it was possible to observe the performance of the teachers in order to favor the communication of their students with the resources of Alternative Communication - CA. Study II aimed to verify and analyze the effects of Alternative Communication (AC) on the performance of students' communication with Autistic Spectrum Disorder (ASD) in a common classroom, with phase 1 of the PECS-Adapted developed. The participants, two students and two AEE teachers, were the same as in Study I. The results signaled a greater communicative interaction between students and their teachers. In addition, they began to make use of Alternative Communication (CA) in the classroom, expanding the possibility of communication. As a result, the PECS-Adapado proved to be an effective AC system to be used by students with ASD in the classroom.Refletir sobre a formação continuada de professores é sempre necessário, pois ela fomenta o desenvolvimento profissional e ainda pode estar conectada a lutas mais amplas por justiça social e contribuir para a diminuição das lacunas na qualidade da educação disponível para estudantes de diferentes perfis. Diante disso, o presente trabalho tem como objetivo implementar e avaliar um programa de formação continuada de professores no uso da Comunicação Alternativa – CA, analisando a contribuição e os efeitos da autoscopia na prática docente. Assim como, verificar os efeitos da Comunicação Alternativa no cotidiano escolar dos estudantes com Transtorno do Espectro Autista – TEA e suas professoras. Para isso, foram realizados os Estudos I e II. O Estudo I teve como objetivo elaborar o Programa de Formação Continuada e verificar seus efeitos, mediante o uso da autoscopia, no desempenho pedagógico das professoras do Atendimento Educacional Especializado (AEE) no uso da Comunicação Alternativa (CA). Os quatro encontros de formação continuada aconteceram na sala de recursos de uma escola pública na cidade do Rio de Janeiro e as intervenções com os estudantes aconteceram em sala de aula comum, onde ocorria a bidocência. Foram realizadas 3 sessões de linha base e 17 sessões de intervenção, sendo 4 voltadas para a formação com as professoras. A partir dos resultados do Estudo I, foi possível observar o desempenho das professoras a fim de favorecer a comunicação de seus estudantes com os recursos de Comunicação Alternativa – CA. O Estudo II teve como objetivo verificar e analisar os efeitos da Comunicação Alternativa (CA) no desempenho da comunicação dos estudantes com o Transtorno do Espectro Autista (TEA) em sala de aula comum, tendo a fase 1 do PECS-Adaptado desenvolvida. Os participantes, dois estudantes e duas professoras do AEE, foram os mesmos do Estudo I. Os resultados sinalizaram uma maior interação comunicativa dos estudantes com suas professoras. Além disso, eles começaram a fazer uso da Comunicação Alternativa (CA) em sala de aula, ampliando a possibilidade de comunicação. Ainda como resultado, o PECS-Adaptado mostrou-se um eficaz sistema de CA para ser utilizado por alunos com TEA em sala de aula.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-05-10T14:36:22Z No. of bitstreams: 2 Tese - Carla Cordeiro Marçal y Guthierrez - 2022 - Completa.pdf: 1720972 bytes, checksum: 2bc609917d9a795fa209459b721b5cb9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-10T14:36:22Z (GMT). No. of bitstreams: 2 Tese - Carla Cordeiro Marçal y Guthierrez - 2022 - Completa.pdf: 1720972 bytes, checksum: 2bc609917d9a795fa209459b721b5cb9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-02-23Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoProfessores – FormaçãoTranstorno do Espectro AutistaFormação continuada de professoresAutoscopiaComunicação AlternativaContinuing teacher educationAutoscopyAlternative CommunicationAutistic Spectrum DisorderCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPrograma de formação continuada de professores no uso da comunicação alternativaContinuing teacher training program in the use of alternative communicationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Carla Cordeiro Marçal y Guthierrez - 2022 - Completa.pdfTese - Carla Cordeiro Marçal y Guthierrez - 2022 - Completa.pdfapplication/pdf1720972http://www.bdtd.uerj.br/bitstream/1/17710/5/Tese+-+Carla+Cordeiro+Mar%C3%A7al+y+Guthierrez+-+2022+-+Completa.pdf2bc609917d9a795fa209459b721b5cb9MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Programa de formação continuada de professores no uso da comunicação alternativa |
dc.title.alternative.eng.fl_str_mv |
Continuing teacher training program in the use of alternative communication |
title |
Programa de formação continuada de professores no uso da comunicação alternativa |
spellingShingle |
Programa de formação continuada de professores no uso da comunicação alternativa Marçal y Guthierrez, Carla Cordeiro Educação Professores – Formação Transtorno do Espectro Autista Formação continuada de professores Autoscopia Comunicação Alternativa Continuing teacher education Autoscopy Alternative Communication Autistic Spectrum Disorder CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Programa de formação continuada de professores no uso da comunicação alternativa |
title_full |
Programa de formação continuada de professores no uso da comunicação alternativa |
title_fullStr |
Programa de formação continuada de professores no uso da comunicação alternativa |
title_full_unstemmed |
Programa de formação continuada de professores no uso da comunicação alternativa |
title_sort |
Programa de formação continuada de professores no uso da comunicação alternativa |
author |
Marçal y Guthierrez, Carla Cordeiro |
author_facet |
Marçal y Guthierrez, Carla Cordeiro carlacordeiromarcal@gmail.com |
author_role |
author |
author2 |
carlacordeiromarcal@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Walter, Catia Crivelenti de Figueiredo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4061818490832341 |
dc.contributor.referee1.fl_str_mv |
Redig, Annie Gomes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8240510332567772 |
dc.contributor.referee2.fl_str_mv |
Deliberato, Debora |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5154063375333536 |
dc.contributor.referee3.fl_str_mv |
Nunes , Leila Regina d’Oliveira de Paula |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3088935631734002 |
dc.contributor.referee4.fl_str_mv |
Plestch, Márcia Denise |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5622440291569151 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5062002502458018 |
dc.contributor.author.fl_str_mv |
Marçal y Guthierrez, Carla Cordeiro carlacordeiromarcal@gmail.com |
contributor_str_mv |
Walter, Catia Crivelenti de Figueiredo Redig, Annie Gomes Deliberato, Debora Nunes , Leila Regina d’Oliveira de Paula Plestch, Márcia Denise |
dc.subject.por.fl_str_mv |
Educação Professores – Formação Transtorno do Espectro Autista Formação continuada de professores Autoscopia Comunicação Alternativa Continuing teacher education Autoscopy Alternative Communication Autistic Spectrum Disorder |
topic |
Educação Professores – Formação Transtorno do Espectro Autista Formação continuada de professores Autoscopia Comunicação Alternativa Continuing teacher education Autoscopy Alternative Communication Autistic Spectrum Disorder CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Reflecting on continuing teacher education is always necessary, as it promotes professional development and can still be connected to broader struggles for social justice and contribute to reducing the gaps in the quality of education available to students of different profiles. In view of this, the present work aims to implement and evaluate a program of continuing education for teachers in the use of Alternative Communication - CA, analyzing the contribution and effects of autoscopy in teaching practice. As well as, verify the effects of Alternative Communication in the school routine of students with Autism Spectrum Disorder - TEA and their teachers. For that, Studies I and II were carried out. Study I aimed to Elaborate the Continuing Education Program and verify its effects, through the use of autoscopy, on the pedagogical performance of the teachers of Specialized Educational Services (AEE) in the use of Alternative Communication (CA). The four meetings of continuing education took place in the resource room of a public school in the city of Rio de Janeiro and the interventions with students took place in a common classroom, where bi-teaching took place. Three baseline sessions and 17 intervention sessions were held, 4 of which focused on training with teachers. From the results of Study I, it was possible to observe the performance of the teachers in order to favor the communication of their students with the resources of Alternative Communication - CA. Study II aimed to verify and analyze the effects of Alternative Communication (AC) on the performance of students' communication with Autistic Spectrum Disorder (ASD) in a common classroom, with phase 1 of the PECS-Adapted developed. The participants, two students and two AEE teachers, were the same as in Study I. The results signaled a greater communicative interaction between students and their teachers. In addition, they began to make use of Alternative Communication (CA) in the classroom, expanding the possibility of communication. As a result, the PECS-Adapado proved to be an effective AC system to be used by students with ASD in the classroom. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-10T14:36:22Z |
dc.date.issued.fl_str_mv |
2022-02-23 |
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MARÇAL y GUTHIERREZ, Carla Cordeiro. Programa de formação continuada de professores no uso da comunicação alternativa. 2022. 173 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17710 |
identifier_str_mv |
MARÇAL y GUTHIERREZ, Carla Cordeiro. Programa de formação continuada de professores no uso da comunicação alternativa. 2022. 173 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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Universidade do Estado do Rio de Janeiro |
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