O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual

Detalhes bibliográficos
Autor(a) principal: Silva, Pedro Paulo Santos da
Data de Publicação: 2016
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/5148
Resumo: The purpose of this research was to propose a teaching methodology for implementation in the teach-and-learn process of Physics that attends students with Intellectual Disabilities (ID) and contributes to the process of inclusion at school. It was structured around the search for answers to the following research problem: What are the characteristics that a teaching methodology needs had to contribute effectively to the teach-and-learn process of Physics, for all, without distinction, in a class that has students with Intellectual Disability? It was developed in three high schools of the regular teaching network, in classrooms in which students with Intellectual Disability were present. It was based on legal documents and contributions from the inclusive education theorists. It acquired a qualitative character as result of the subjectivity that established in the relations among the subjects that coexist in the same school environment. The research methodology required the immersion in the school environment and the use of techniques such as interviews with teachers, observations in the classroom and application of questionnaires. In the examination of the transcription of the interviews, procedures based on content analysis were used, and for the observations, questionnaires, field diaries and classroom materials used by the teachers, the inductive-deductive method was applied. The results of each of the techniques employed allowed the identification of categories of analysis, which were compared and served as parameters in the elaboration of the proposal of a Physics teaching methodology that is intended to be applicable to all students, including those with Intellectual Disability. The implementation of this proposal was carried out by two physics teachers in the classes of the schools researched and consisted of three stages: the organization of the actions, which had the participation of the researcher and the two teachers; the implementation itself, at which time observations and monitoring of the application of the procedures were made; was concluded with an interview with the teachers and the record of the students' opinions. The results of this procedure are presented as indicative of the validity of the proposal.
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spelling O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectualEnsino de físicaMetodologia de ensinoDeficiência intelectualEducação inclusivaCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAPhysics teachingTeaching methodologiesIntellectual disabilityInclusive educationThe purpose of this research was to propose a teaching methodology for implementation in the teach-and-learn process of Physics that attends students with Intellectual Disabilities (ID) and contributes to the process of inclusion at school. It was structured around the search for answers to the following research problem: What are the characteristics that a teaching methodology needs had to contribute effectively to the teach-and-learn process of Physics, for all, without distinction, in a class that has students with Intellectual Disability? It was developed in three high schools of the regular teaching network, in classrooms in which students with Intellectual Disability were present. It was based on legal documents and contributions from the inclusive education theorists. It acquired a qualitative character as result of the subjectivity that established in the relations among the subjects that coexist in the same school environment. The research methodology required the immersion in the school environment and the use of techniques such as interviews with teachers, observations in the classroom and application of questionnaires. In the examination of the transcription of the interviews, procedures based on content analysis were used, and for the observations, questionnaires, field diaries and classroom materials used by the teachers, the inductive-deductive method was applied. The results of each of the techniques employed allowed the identification of categories of analysis, which were compared and served as parameters in the elaboration of the proposal of a Physics teaching methodology that is intended to be applicable to all students, including those with Intellectual Disability. The implementation of this proposal was carried out by two physics teachers in the classes of the schools researched and consisted of three stages: the organization of the actions, which had the participation of the researcher and the two teachers; the implementation itself, at which time observations and monitoring of the application of the procedures were made; was concluded with an interview with the teachers and the record of the students' opinions. The results of this procedure are presented as indicative of the validity of the proposal.O objetivo desta pesquisa foi propor uma metodologia de ensino para ser implantada no processo ensino aprendizagem de Física que atenda aos alunos com Deficiência Intelectual (DI) e contribua com o processo de inclusão escolar. Estruturou-se em torno da busca por respostas ao seguinte problema de pesquisa: Quais as características que uma metodologia de ensino precisa ter para contribuir de forma efetiva com o processo ensino aprendizagem de Física, para todos, sem distinção, em uma turma que possui alunos com Deficiência Intelectual? Foi desenvolvida em três escolas de Ensino Médio da rede regular de ensino, em turmas que alunos com Deficiência Intelectual estavam presentes. Baseia-se em documentos legais e contribuições dos teóricos da Educação Inclusiva. Adquiriu um caráter qualitativo em decorrência da subjetividade que se estabeleceu a partir das relações entre os sujeitos que coexistiam no ambiente escolar. A metodologia de pesquisa exigiu a imersão no ambiente escolar e o uso de técnicas como entrevistas com professores, observações em sala de aula e aplicação de questionários. No exame da transcrição das entrevistas utilizaram-se procedimentos que tem como base a análise do conteúdo, e para as observações, questionários, registros em diário de campo e materiais didáticos usados pelos professores em sala de aula aplicou-se o método indutivo-dedutivo. Os resultados de cada uma das técnicas empregadas permitiram a identificação de categorias de análise, as quais foram confrontadas e serviram de parâmetro na elaboração da proposta de uma metodologia de ensino de Física que se pretende seja aplicável a todos os alunos, inclusive aqueles com Deficiência Intelectual. A implementação dessa proposta foi executada por duas professoras de Física em turmas das escolas pesquisadas e constou de três etapas: a organização das ações, que teve a participação do pesquisador e das duas docentes; a implementação propriamente dita, ocasião em que foram realizadas observações e acompanhamento da aplicação dos procedimentos; e finalizou-se com uma entrevista com as professoras e o registro das opiniões dos alunos. Os resultados destes procedimentos são apresentados como indicativos da validade da proposta.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Exatas e da Terra (ICET)UFMT CUC - CuiabáPrograma de Pós-Graduação em Educação em Ciências e Matemática - PPGECEMKalhil, Josefina Diosdada Barrerahttp://lattes.cnpq.br/3175179523669781Kalhil, Josefina Diosdada Barrera533.810.172-68http://lattes.cnpq.br/3175179523669781Siqueira, Thomaz Décio Abdalla077.983.342-20http://lattes.cnpq.br/6975046249673640533.810.172-68Scott, Alejandro Baldomero Duffus046.237.125-76http://lattes.cnpq.br/4667078196194459Brito, Licurgo Peixoto de081.431.612-34http://lattes.cnpq.br/5100592138044970Wielewski, Gladys Denise502.478.161-91http://lattes.cnpq.br/4154014326253864Silva, Pedro Paulo Santos da2024-02-21T15:24:49Z2016-12-282024-02-21T15:24:49Z2016-12-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSILVA, Pedro Paulo Santos da. O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual. 2016. 185 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016.http://ri.ufmt.br/handle/1/5148porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-02-22T07:01:33Zoai:localhost:1/5148Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-02-22T07:01:33Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
title O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
spellingShingle O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
Silva, Pedro Paulo Santos da
Ensino de física
Metodologia de ensino
Deficiência intelectual
Educação inclusiva
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
Physics teaching
Teaching methodologies
Intellectual disability
Inclusive education
title_short O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
title_full O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
title_fullStr O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
title_full_unstemmed O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
title_sort O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual
author Silva, Pedro Paulo Santos da
author_facet Silva, Pedro Paulo Santos da
author_role author
dc.contributor.none.fl_str_mv Kalhil, Josefina Diosdada Barrera
http://lattes.cnpq.br/3175179523669781
Kalhil, Josefina Diosdada Barrera
533.810.172-68
http://lattes.cnpq.br/3175179523669781
Siqueira, Thomaz Décio Abdalla
077.983.342-20
http://lattes.cnpq.br/6975046249673640
533.810.172-68
Scott, Alejandro Baldomero Duffus
046.237.125-76
http://lattes.cnpq.br/4667078196194459
Brito, Licurgo Peixoto de
081.431.612-34
http://lattes.cnpq.br/5100592138044970
Wielewski, Gladys Denise
502.478.161-91
http://lattes.cnpq.br/4154014326253864
dc.contributor.author.fl_str_mv Silva, Pedro Paulo Santos da
dc.subject.por.fl_str_mv Ensino de física
Metodologia de ensino
Deficiência intelectual
Educação inclusiva
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
Physics teaching
Teaching methodologies
Intellectual disability
Inclusive education
topic Ensino de física
Metodologia de ensino
Deficiência intelectual
Educação inclusiva
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
Physics teaching
Teaching methodologies
Intellectual disability
Inclusive education
description The purpose of this research was to propose a teaching methodology for implementation in the teach-and-learn process of Physics that attends students with Intellectual Disabilities (ID) and contributes to the process of inclusion at school. It was structured around the search for answers to the following research problem: What are the characteristics that a teaching methodology needs had to contribute effectively to the teach-and-learn process of Physics, for all, without distinction, in a class that has students with Intellectual Disability? It was developed in three high schools of the regular teaching network, in classrooms in which students with Intellectual Disability were present. It was based on legal documents and contributions from the inclusive education theorists. It acquired a qualitative character as result of the subjectivity that established in the relations among the subjects that coexist in the same school environment. The research methodology required the immersion in the school environment and the use of techniques such as interviews with teachers, observations in the classroom and application of questionnaires. In the examination of the transcription of the interviews, procedures based on content analysis were used, and for the observations, questionnaires, field diaries and classroom materials used by the teachers, the inductive-deductive method was applied. The results of each of the techniques employed allowed the identification of categories of analysis, which were compared and served as parameters in the elaboration of the proposal of a Physics teaching methodology that is intended to be applicable to all students, including those with Intellectual Disability. The implementation of this proposal was carried out by two physics teachers in the classes of the schools researched and consisted of three stages: the organization of the actions, which had the participation of the researcher and the two teachers; the implementation itself, at which time observations and monitoring of the application of the procedures were made; was concluded with an interview with the teachers and the record of the students' opinions. The results of this procedure are presented as indicative of the validity of the proposal.
publishDate 2016
dc.date.none.fl_str_mv 2016-12-28
2016-12-09
2024-02-21T15:24:49Z
2024-02-21T15:24:49Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv SILVA, Pedro Paulo Santos da. O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual. 2016. 185 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016.
http://ri.ufmt.br/handle/1/5148
identifier_str_mv SILVA, Pedro Paulo Santos da. O processo ensino aprendizagem de Física em turmas do ensino médio que possuem alunos com deficiência intelectual. 2016. 185 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2016.
url http://ri.ufmt.br/handle/1/5148
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Ciências Exatas e da Terra (ICET)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Ciências Exatas e da Terra (ICET)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMT
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Repositório Institucional da UFMT
collection Repositório Institucional da UFMT
repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv jordanbiblio@gmail.com
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