Práticas pedagógicas e a inclusão de jovens e adultos com deficiência
Main Author: | |
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Publication Date: | 2018 |
Format: | Bachelor thesis |
Language: | por |
Source: | Repositório Institucional da UFRN |
Download full: | https://repositorio.ufrn.br/handle/123456789/42320 |
Summary: | 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 |
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Araújo, Lilian Roxane AlvesFonseca, Gessica FabielyViana, Flávia RoldanAguiar, Alexandre da SilvaFonseca, Gessica Fabiely2018-08-15T13:43:59Z2021-10-05T14:49:37Z2018-08-15T13:43:59Z2021-10-05T14:49:37Z2018-06-292014069654Araujo, Lilian Roxane Alves. Práticas pedagógicas e a inclusão de jovens e adultos com deficiência. 2018. 36f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018.https://repositorio.ufrn.br/handle/123456789/42320The 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 educationOs desafios da inserção do aluno com deficiência na Educação de Jovens e Adultos estão relacionados as demandas de formação continuada e constante reflexão sobre as práticas pedagógicas direcionadas para esse público. Nesse sentido, o objetivo geral desse trabalho é investigar as práticas pedagógicas direcionadas as pessoas com deficiência na EJA. A metodologia adotada foi uma pesquisa de abordagem qualitativa de caráter exploratória com um professor da Educação de Jovens e Adultos que tivesse alunos com deficiência e atuasse na rede pública de ensino, objetivando saber as experiências vivenciadas na EJA, sua formação, sua prática pedagógica com alunos com deficiência, o planejamento pedagógico e seu papel na inclusão desses alunos. Para isso, foi utilizado um roteiro semiestruturado buscando elucidar tais questões. Finalmente a análise dos dados se pautando nos pressupostos da análise de conteúdo de Bardin, no qual emergiram categorias temáticas para análise. Com a análise, chegou-se a conclusão que permanecem incipientes as ações de formação docente para atuar na EJA em uma perspectiva inclusiva principalmente na formação inicial revelando o caráter secundário de ambas as modalidades nos cursos de licenciatura, e que práticas pedagógicas desenvolvidas por professores que respeitam e reconhecem os tempos de vida e as especificidades do público da EJA contribuem de modo mais efetivo tanto para a inclusão social quanto para um ensino de qualidade.Universidade Federal do Rio Grande do NorteUFRNBrasilPedagogiaEducação de Jovens e AdultosPráticas pedagógicasInclusãoPessoas com deficiênciaPráticas pedagógicas e a inclusão de jovens e adultos com deficiênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTPráticaspedagógicas_Monografia_2018.pdf.txtExtracted texttext/plain76242https://repositorio.ufrn.br/bitstream/123456789/42320/1/Pr%c3%a1ticaspedag%c3%b3gicas_Monografia_2018.pdf.txt8fe63788defdb458d5a92172bddabf36MD51ORIGINALPráticaspedagógicas_Monografia_2018.pdfArtigoapplication/pdf414521https://repositorio.ufrn.br/bitstream/123456789/42320/2/Pr%c3%a1ticaspedag%c3%b3gicas_Monografia_2018.pdf5db69e58e312ed7488278ae325fe9f66MD52CC-LICENSElicense_urlapplication/octet-stream49https://repositorio.ufrn.br/bitstream/123456789/42320/3/license_url4afdbb8c545fd630ea7db775da747b2fMD53license_textapplication/octet-stream0https://repositorio.ufrn.br/bitstream/123456789/42320/4/license_textd41d8cd98f00b204e9800998ecf8427eMD54license_rdfapplication/octet-stream0https://repositorio.ufrn.br/bitstream/123456789/42320/5/license_rdfd41d8cd98f00b204e9800998ecf8427eMD55LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/42320/6/license.txta80a9cda2756d355b388cc443c3d8a43MD56123456789/423202021-10-05 11:49:37.699oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-10-05T14:49:37Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
title |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
spellingShingle |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência Araújo, Lilian Roxane Alves Educação de Jovens e Adultos Práticas pedagógicas Inclusão Pessoas com deficiência |
title_short |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
title_full |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
title_fullStr |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
title_full_unstemmed |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
title_sort |
Práticas pedagógicas e a inclusão de jovens e adultos com deficiência |
author |
Araújo, Lilian Roxane Alves |
author_facet |
Araújo, Lilian Roxane Alves |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Fonseca, Gessica Fabiely |
dc.contributor.referees2.none.fl_str_mv |
Viana, Flávia Roldan |
dc.contributor.referees3.none.fl_str_mv |
Aguiar, Alexandre da Silva |
dc.contributor.author.fl_str_mv |
Araújo, Lilian Roxane Alves |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Gessica Fabiely |
contributor_str_mv |
Fonseca, Gessica Fabiely |
dc.subject.pr_BR.fl_str_mv |
Educação de Jovens e Adultos Práticas pedagógicas Inclusão Pessoas com deficiência |
topic |
Educação de Jovens e Adultos Práticas pedagógicas Inclusão Pessoas com deficiência |
description |
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 |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-15T13:43:59Z 2021-10-05T14:49:37Z |
dc.date.available.fl_str_mv |
2018-08-15T13:43:59Z 2021-10-05T14:49:37Z |
dc.date.issued.fl_str_mv |
2018-06-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.pr_BR.fl_str_mv |
2014069654 |
dc.identifier.citation.fl_str_mv |
Araujo, Lilian Roxane Alves. Práticas pedagógicas e a inclusão de jovens e adultos com deficiência. 2018. 36f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/handle/123456789/42320 |
identifier_str_mv |
2014069654 Araujo, Lilian Roxane Alves. Práticas pedagógicas e a inclusão de jovens e adultos com deficiência. 2018. 36f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018. |
url |
https://repositorio.ufrn.br/handle/123456789/42320 |
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por |
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por |
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openAccess |
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Universidade Federal do Rio Grande do Norte |
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UFRN |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pedagogia |
publisher.none.fl_str_mv |
Universidade Federal do Rio Grande do Norte |
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