Diálogos formativos para práticas pedagógicas inclusivas na educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/4820 |
Resumo: | In Brazil, there is a growing mobilization aiming at the expansion and guarantee of the right to Education. Many social movements and various segments of society struggle in defense of Inclusive Education. Faced with the new paradigm of universal education, there is a broad spectrum of challenges in conceiving education within an inclusive perspective. In this sense, the continued formation of teachers in context stands out as a possibility for the transformation of the educational scenario. The present study aimed to analyze the inclusive practices of children 's education from the spaces of dialogue teacher training in a school in the municipality of Nossa Senhora do Socorro / SE. This work was of a qualitative nature and adopted as a theoretical-methodological presupposition the collaborative-critical research-action. The research was organized in three non-linear moments, configuring the spirals of action-reflection, namely: knowing the educational practices of early childhood education; To provide spaces for dialogue-training of the subjects involved in inclusion and to evaluate changes in educational practices. The data produced were categorized and listed by thematic regularities of analysis. As a result of the research, it was observed that the school presents an unsatisfactory infrastructure for early childhood education and school organization as an obstacle to the achievement of collective moments of learning and professional training, it was also noted incipience in the work of school inclusion. Given this context, the pedagogical mediation of the child, case study and workshop of AAC/AT were prioritized as spaces for dialogue training. From real situations of the context reflected theoretically it is possible to visualize new possibilities in the pedagogical practices and organization of the school routine of the infantile education, in order to favor the participation of the student with the deficiency in the actions planned and developed by the school. Collaborative work in the daily life of children's education has proved to be potent in the process of professional teacher training and in the process of effecting school inclusion and child development. |
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Silva, Amanda Fernandes daGivigi, Rosana Carla do Nascimentohttp://lattes.cnpq.br/87203372624112792017-09-26T17:50:18Z2017-09-26T17:50:18Z2017-02-23SILVA, Amanda Fernandes da. Diálogos formativos para práticas pedagógicas inclusivas na educação infantil. 2017. 124 f. Dissertação (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017.https://ri.ufs.br/handle/riufs/4820In Brazil, there is a growing mobilization aiming at the expansion and guarantee of the right to Education. Many social movements and various segments of society struggle in defense of Inclusive Education. Faced with the new paradigm of universal education, there is a broad spectrum of challenges in conceiving education within an inclusive perspective. In this sense, the continued formation of teachers in context stands out as a possibility for the transformation of the educational scenario. The present study aimed to analyze the inclusive practices of children 's education from the spaces of dialogue teacher training in a school in the municipality of Nossa Senhora do Socorro / SE. This work was of a qualitative nature and adopted as a theoretical-methodological presupposition the collaborative-critical research-action. The research was organized in three non-linear moments, configuring the spirals of action-reflection, namely: knowing the educational practices of early childhood education; To provide spaces for dialogue-training of the subjects involved in inclusion and to evaluate changes in educational practices. The data produced were categorized and listed by thematic regularities of analysis. As a result of the research, it was observed that the school presents an unsatisfactory infrastructure for early childhood education and school organization as an obstacle to the achievement of collective moments of learning and professional training, it was also noted incipience in the work of school inclusion. Given this context, the pedagogical mediation of the child, case study and workshop of AAC/AT were prioritized as spaces for dialogue training. From real situations of the context reflected theoretically it is possible to visualize new possibilities in the pedagogical practices and organization of the school routine of the infantile education, in order to favor the participation of the student with the deficiency in the actions planned and developed by the school. Collaborative work in the daily life of children's education has proved to be potent in the process of professional teacher training and in the process of effecting school inclusion and child development.No Brasil há uma mobilização cada vez maior almejando a ampliação e garantia do direito à Educação. Muitos movimentos sociais e vários segmentos da sociedade lutam em defesa da Educação Inclusiva. Diante do novo paradigma da educação universal, vê-se um amplo espectro de desafio para conceber a educação na perspectiva inclusiva. Nesse sentido, a formação continuada dos professores em contexto destaca-se como possibilidade para a transformação do cenário educacional. O presente estudo apresentou como objetivo central analisar as práticas inclusivas da educação infantil a partir dos espaços de diálogo formação de professores em uma escola do município de Nossa Senhora do Socorro/SE. O referido trabalho foi de natureza qualitativa e adotou como pressuposto teórico-metodológico a pesquisa-ação colaborativo-crítica. A pesquisa organizou-se em três momentos não lineares, configurando as espirais de ação-reflexão, a saber: conhecer as práticas educativas da educação infantil; oportunizar espaços de diálogo formação dos sujeitos envolvidos na inclusão e avaliar as mudanças nas práticas educativas. Os dados produzidos foram categorizados e elencados por regularidades temáticas de análise. Como resultados da pesquisa observou-se que a escola apresenta insatisfatória infraestrutura para educação infantil e organização escolar que dificulta a realização de momentos coletivos de aprendizado e de formação profissional, notou-se também incipiência no trabalho de inclusão escolar. Diante deste contexto, priorizou-se a mediação pedagógica da criança, momentos de estudos e oficina de CAA/TA, como espaços de diálogo formação. A partir de situações reais do contexto refletidas teoricamente pode-se visualizar novas possibilidades nas práticas pedagógicas e organização da rotina escolar da educação infantil, de forma a favorecer a participação da aluna com deficiência nas ações planejadas e desenvolvidas pela escola. O trabalho colaborativo no cotidiano da educação infantil mostrou-se potente no processo de formação profissional docente e no processo de efetivação da inclusão escolar e desenvolvimento infantil.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBrasilEducaçãoEducação inclusivaFormação de professoresEducação de criançasInclusão escolarPrática de ensinoPesquisa-AçãoInclusive educationTeacher trainingAction researchCIENCIAS HUMANAS::EDUCACAODiálogos formativos para práticas pedagógicas inclusivas na educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALAMANDA_FERNANDES_SILVA.pdfapplication/pdf2740623https://ri.ufs.br/jspui/bitstream/riufs/4820/1/AMANDA_FERNANDES_SILVA.pdf0e38b5f09c7e4643570c2b7d9f2e0d25MD51TEXTAMANDA_FERNANDES_SILVA.pdf.txtAMANDA_FERNANDES_SILVA.pdf.txtExtracted texttext/plain263993https://ri.ufs.br/jspui/bitstream/riufs/4820/2/AMANDA_FERNANDES_SILVA.pdf.txt12d2303c107481b4785db8fd383c26d7MD52THUMBNAILAMANDA_FERNANDES_SILVA.pdf.jpgAMANDA_FERNANDES_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1256https://ri.ufs.br/jspui/bitstream/riufs/4820/3/AMANDA_FERNANDES_SILVA.pdf.jpg29dbc7dcbf7decef8ef6a857e1cac80dMD53riufs/48202017-11-24 19:19:10.506oai:ufs.br:riufs/4820Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T22:19:10Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
title |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
spellingShingle |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil Silva, Amanda Fernandes da Educação Educação inclusiva Formação de professores Educação de crianças Inclusão escolar Prática de ensino Pesquisa-Ação Inclusive education Teacher training Action research CIENCIAS HUMANAS::EDUCACAO |
title_short |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
title_full |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
title_fullStr |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
title_full_unstemmed |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
title_sort |
Diálogos formativos para práticas pedagógicas inclusivas na educação infantil |
author |
Silva, Amanda Fernandes da |
author_facet |
Silva, Amanda Fernandes da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Amanda Fernandes da |
dc.contributor.advisor1.fl_str_mv |
Givigi, Rosana Carla do Nascimento |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8720337262411279 |
contributor_str_mv |
Givigi, Rosana Carla do Nascimento |
dc.subject.por.fl_str_mv |
Educação Educação inclusiva Formação de professores Educação de crianças Inclusão escolar Prática de ensino Pesquisa-Ação |
topic |
Educação Educação inclusiva Formação de professores Educação de crianças Inclusão escolar Prática de ensino Pesquisa-Ação Inclusive education Teacher training Action research CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Inclusive education Teacher training Action research |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In Brazil, there is a growing mobilization aiming at the expansion and guarantee of the right to Education. Many social movements and various segments of society struggle in defense of Inclusive Education. Faced with the new paradigm of universal education, there is a broad spectrum of challenges in conceiving education within an inclusive perspective. In this sense, the continued formation of teachers in context stands out as a possibility for the transformation of the educational scenario. The present study aimed to analyze the inclusive practices of children 's education from the spaces of dialogue teacher training in a school in the municipality of Nossa Senhora do Socorro / SE. This work was of a qualitative nature and adopted as a theoretical-methodological presupposition the collaborative-critical research-action. The research was organized in three non-linear moments, configuring the spirals of action-reflection, namely: knowing the educational practices of early childhood education; To provide spaces for dialogue-training of the subjects involved in inclusion and to evaluate changes in educational practices. The data produced were categorized and listed by thematic regularities of analysis. As a result of the research, it was observed that the school presents an unsatisfactory infrastructure for early childhood education and school organization as an obstacle to the achievement of collective moments of learning and professional training, it was also noted incipience in the work of school inclusion. Given this context, the pedagogical mediation of the child, case study and workshop of AAC/AT were prioritized as spaces for dialogue training. From real situations of the context reflected theoretically it is possible to visualize new possibilities in the pedagogical practices and organization of the school routine of the infantile education, in order to favor the participation of the student with the deficiency in the actions planned and developed by the school. Collaborative work in the daily life of children's education has proved to be potent in the process of professional teacher training and in the process of effecting school inclusion and child development. |
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2017 |
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2017-02-23 |
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SILVA, Amanda Fernandes da. Diálogos formativos para práticas pedagógicas inclusivas na educação infantil. 2017. 124 f. Dissertação (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
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https://ri.ufs.br/handle/riufs/4820 |
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SILVA, Amanda Fernandes da. Diálogos formativos para práticas pedagógicas inclusivas na educação infantil. 2017. 124 f. Dissertação (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2017. |
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