Práticas pedagógicas e a inclusão de jovens e adultos com deficiência

• Autor(a) principal: Araújo, Lilian Roxane Alves
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42320
• topic: Educação de Jovens e Adultos; Práticas pedagógicas; Inclusão; Pessoas com deficiência

The challenges of inserting students with disabilities in youth and adult education are related to the demands of continuing education and constant reflection on the pedagogical practices directed to this public. In this sense, the general objective of this work is to investigate the pedagogical practices directed to people with disabilities in the EJA. The methodology adopted was an exploratory qualitative approach research with a teacher of Youth and Adult Education that had students with disabilities and worked in the public school system, aiming to know the experiences lived in the EJA, its formation, its pedagogical practice with students with disabilities, pedagogical planning and their role in the inclusion of these students. For this, a semi-structured script was used to elucidate such questions. Finally, the analysis of the data is based on the assumptions of the content analysis of Bardin, in which emerged thematic categories for analysis. With the analysis, it was concluded that the actions of teacher training to work in the EJA in an inclusive perspective mainly in the initial training revealing the secondary nature of both modalities in the degree courses, and that pedagogical practices developed by teachers who respect and recognize the lifetimes and the specificities of the EJA's public contribute more effectively to both social inclusion and quality education