Programa de formação continuada de professores no uso da comunicação alternativa

Detalhes bibliográficos
Autor(a) principal: Marçal y Guthierrez, Carla Cordeiro
Data de Publicação: 2022
Outros Autores: carlacordeiromarcal@gmail.com
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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spelling 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). 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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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dc.identifier.citation.fl_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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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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