Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | https://doi.org/10.1590/1980-54702021v27e0161 http://hdl.handle.net/1843/68553 https://orcid.org/0000-0002-0156-3804 https://orcid.org/0000-0002-3417-4899 https://orcid.org/0000-0002-3217-2515 |
Resumo: | This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives. |
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2024-05-22T21:51:42Z2024-05-22T21:51:42Z202127371390https://doi.org/10.1590/1980-54702021v27e01611980-5470http://hdl.handle.net/1843/68553https://orcid.org/0000-0002-0156-3804https://orcid.org/0000-0002-3417-4899https://orcid.org/0000-0002-3217-2515This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.Este estudo abordou a estratégia de estudos de aula (Lesson Study) como suporte para o planejamento de atividades acadêmicas de professores que pretendem adotar ou contribuir para a adoção de uma perspectiva inclusiva na Educação Superior. O objetivo geral deste estudo foi descrever indicadores preliminares do uso da Lesson Study como prática de ensino capaz de viabilizar uma perspectiva inclusiva, no contexto da Educação Superior. De maneira específica, objetivamos: a) identificar estratégias de estudantes com e sem marcadores (sociais, linguísticos, étnicos, neuromotores, dentre outros) como sugestões para o processo de ensino-aprendizagem com perspectiva inclusiva; e b) comparar essas estratégias e discuti-las do ponto de vista de aspectos da prática de ensino testada nessa análise. Com abordagem predominantemente qualitativa, essa pesquisa se caracterizou pelo tipo descritivo e os instrumentos de investigação utilizados para a coleta de dados consistiram em entrevistas, observação e anotações de campo. Participaram dessa análise três professoras universitárias e um grupo de doze estudantes, sendo quatro deles com marcadores (sociais, linguísticos, étnicos, neuromotores, dentre outros) e oito sem. Os resultados permitiram destacar quatro indicadores específicos da Lesson Study e 26 tipos de estratégias indicadas pelos alunos (com e sem marcadores) como sugestões para suporte durante as práticas de ensino. Foi possível observar que aquelas fornecidas pelos estudantes sem marcadores não diferiram muito daquelas apresentadas pelos estudantes com marcadores, exceto em situações específicas, tais como as apontadas pelo discente com surdez. Os dados obtidos permitiram fazer alusões às políticas e orientações existentes e geradas na própria Universidade e, de modo particular, a análise proporcionou o aprimoramento profissional das professoras envolvidas, assim como indicou possibilidades desse aprimoramento em relação aos outros docentes que possuem uma preocupação com a adoção de ações com perspectivas de ensino inclusivo.engUniversidade Federal de Minas GeraisUFMGBrasilFAE - DEPARTAMENTO DE ADMINISTRAÇÃO ESCOLARRevista brasileira de educação especialEducação especialEnsino superiorAlunosEducação inclusivaSpecial educationHigher educationStudentsSchool inclusionLesson StudyPreliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher educationIndicadores preliminares do uso da lesson study como prática de ensino capaz de viabilizar uma perspectiva inclusiva na educação superiorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://www.scielo.br/j/rbee/a/khDmLzcYZHxWyFPP58xm9bK/#Jáima Pinheiro de OliveiraSeán BrackenNatália Nakanoapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/68553/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALPreliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education.pdfPreliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education.pdfapplication/pdf274244https://repositorio.ufmg.br/bitstream/1843/68553/2/Preliminary%20indicators%20of%20the%20use%20of%20lesson%20study%20as%20a%20teaching%20practice%20capable%20of%20enabling%20an%20inclusive%20perspective%20in%20higher%20education.pdfbe912f3e9cc90535d8973e492085026cMD521843/685532024-05-22 18:51:43.696oai:repositorio.ufmg.br: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Repositório de PublicaçõesPUBhttps://repositorio.ufmg.br/oaiopendoar:2024-05-22T21:51:43Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.pt_BR.fl_str_mv |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
dc.title.alternative.pt_BR.fl_str_mv |
Indicadores preliminares do uso da lesson study como prática de ensino capaz de viabilizar uma perspectiva inclusiva na educação superior |
title |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
spellingShingle |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education Jáima Pinheiro de Oliveira Special education Higher education Students School inclusion Lesson Study Educação especial Ensino superior Alunos Educação inclusiva |
title_short |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
title_full |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
title_fullStr |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
title_full_unstemmed |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
title_sort |
Preliminary indicators of the use of lesson study as a teaching practice capable of enabling an inclusive perspective in higher education |
author |
Jáima Pinheiro de Oliveira |
author_facet |
Jáima Pinheiro de Oliveira Seán Bracken Natália Nakano |
author_role |
author |
author2 |
Seán Bracken Natália Nakano |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Jáima Pinheiro de Oliveira Seán Bracken Natália Nakano |
dc.subject.por.fl_str_mv |
Special education Higher education Students School inclusion Lesson Study |
topic |
Special education Higher education Students School inclusion Lesson Study Educação especial Ensino superior Alunos Educação inclusiva |
dc.subject.other.pt_BR.fl_str_mv |
Educação especial Ensino superior Alunos Educação inclusiva |
description |
This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021 |
dc.date.accessioned.fl_str_mv |
2024-05-22T21:51:42Z |
dc.date.available.fl_str_mv |
2024-05-22T21:51:42Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1843/68553 |
dc.identifier.doi.pt_BR.fl_str_mv |
https://doi.org/10.1590/1980-54702021v27e0161 |
dc.identifier.issn.pt_BR.fl_str_mv |
1980-5470 |
dc.identifier.orcid.pt_BR.fl_str_mv |
https://orcid.org/0000-0002-0156-3804 https://orcid.org/0000-0002-3417-4899 https://orcid.org/0000-0002-3217-2515 |
url |
https://doi.org/10.1590/1980-54702021v27e0161 http://hdl.handle.net/1843/68553 https://orcid.org/0000-0002-0156-3804 https://orcid.org/0000-0002-3417-4899 https://orcid.org/0000-0002-3217-2515 |
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1980-5470 |
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eng |
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eng |
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Revista brasileira de educação especial |
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openAccess |
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Universidade Federal de Minas Gerais |
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UFMG |
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Brasil |
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FAE - DEPARTAMENTO DE ADMINISTRAÇÃO ESCOLAR |
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Universidade Federal de Minas Gerais |
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