Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23028 |
Resumo: | Due to the importance and need for teachers in initial and continuing education to explore more and more the concepts and aspects related to inclusion, this thesis focused on the investigation of the extent to which the development and implementation of a training course contributed to the improvement of teachers in the areas of Biology, Physics and Chemistry. The data for the analysis of the research were obtained through questionnaires, elaboration of teaching strategies and resources, description of assignments, observations and notes taken by the researcher during the meetings. The data were analyzed using Textual Discourse Analysis (TDA). Prior to the development and application of the training course, an investigation was carried out by means of an online questionnaire sent to all those interested in participating in it. In this questionnaire, we sought to understand the conceptions of Biology, Physics and Chemistry graduates and undergraduates about inclusive education, inclusion and topics related to these subjects, as well as information about their experiences as teachers and what they know about the universe of the visually impaired person. From this analysis we structured the meetings of the training course in order to allocate moments for reflection and discussion on topics related to social inclusion, school inclusion, inclusive education, as well as strategies, materials and teaching resources that can be used to facilitate the teaching and learning process of students with visual impairment. In the first course, held during the months of August to December 2018, we counted with the participation of 6 chemistry academics and in the second training course we had the participation of 18 teachers in initial and continued training of the mentioned areas, which was developed from April to August 2019. The development of strategies and adapted teaching resources were proposed in this thesis as a way to assist in the teaching and learning process of students, for which the teachers worked collaboratively in their development. Some of the activities developed during the course were applied in regular inclusive classes with visually impaired students. As results, regarding the strategies and teaching resources developed, they encompassed several contents such as viruses, mixtures and solutions, models and maps, respiratory system, fermentation, calorimentary, reproductive system, organic functions, Bohr's atomic model, botany (flower), and conservation of energy. We were able to evidence, from the results of this research, that the training course contributed to the teachers' development, as it enabled new learning related to inclusion, the visually impaired person, besides the exchange of experiences among the teachers. From the analysis of the questionnaires we noticed that the participants know the importance of inclusion, however, many of them do not feel prepared to promote an inclusive education, for not having participated in courses/workshops/lectures or disciplines that address the subject or even for not knowing strategies/resources/methodologies to be developed with these students. However, the participants showed great interest in learning more about the theme, ways of adapting materials, and seeking new strategies to be used in the teaching and learning process of students with disabilities. Thus, other related themes need to be further explored to improve knowledge. |
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Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visualContributions and challenges for biology, physics and chemistry teacher education in an inclusive perspective of visually impaired studentsCurso de formaçãoFormação inicial e continuadaDeficiência visualInclusãoEnsino e aprendizagemTraining courseInitial and continued educationVisual impairmentInclusionTeaching and learningCNPQ::OUTROS::CIENCIASDue to the importance and need for teachers in initial and continuing education to explore more and more the concepts and aspects related to inclusion, this thesis focused on the investigation of the extent to which the development and implementation of a training course contributed to the improvement of teachers in the areas of Biology, Physics and Chemistry. The data for the analysis of the research were obtained through questionnaires, elaboration of teaching strategies and resources, description of assignments, observations and notes taken by the researcher during the meetings. The data were analyzed using Textual Discourse Analysis (TDA). Prior to the development and application of the training course, an investigation was carried out by means of an online questionnaire sent to all those interested in participating in it. In this questionnaire, we sought to understand the conceptions of Biology, Physics and Chemistry graduates and undergraduates about inclusive education, inclusion and topics related to these subjects, as well as information about their experiences as teachers and what they know about the universe of the visually impaired person. From this analysis we structured the meetings of the training course in order to allocate moments for reflection and discussion on topics related to social inclusion, school inclusion, inclusive education, as well as strategies, materials and teaching resources that can be used to facilitate the teaching and learning process of students with visual impairment. In the first course, held during the months of August to December 2018, we counted with the participation of 6 chemistry academics and in the second training course we had the participation of 18 teachers in initial and continued training of the mentioned areas, which was developed from April to August 2019. The development of strategies and adapted teaching resources were proposed in this thesis as a way to assist in the teaching and learning process of students, for which the teachers worked collaboratively in their development. Some of the activities developed during the course were applied in regular inclusive classes with visually impaired students. As results, regarding the strategies and teaching resources developed, they encompassed several contents such as viruses, mixtures and solutions, models and maps, respiratory system, fermentation, calorimentary, reproductive system, organic functions, Bohr's atomic model, botany (flower), and conservation of energy. We were able to evidence, from the results of this research, that the training course contributed to the teachers' development, as it enabled new learning related to inclusion, the visually impaired person, besides the exchange of experiences among the teachers. From the analysis of the questionnaires we noticed that the participants know the importance of inclusion, however, many of them do not feel prepared to promote an inclusive education, for not having participated in courses/workshops/lectures or disciplines that address the subject or even for not knowing strategies/resources/methodologies to be developed with these students. However, the participants showed great interest in learning more about the theme, ways of adapting materials, and seeking new strategies to be used in the teaching and learning process of students with disabilities. Thus, other related themes need to be further explored to improve knowledge.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESDevido à importância e necessidade dos professores em formação inicial e continuada explorarem cada vez mais os conceitos e aspectos relacionados à inclusão, esta tese teve como foco de investigação, verificar em que medida a elaboração e implementação de um curso de formação contribuiu para o aperfeiçoamento de professores das áreas de Biologia, Física e Química. Os dados para análise da pesquisa foram obtidos por meio de questionários, elaboração de estratégias e recursos didáticos, descrição de trabalhos, observações e anotações realizadas pela pesquisadora durante os encontros. Os dados foram analisados utilizando a Análise Textual Discursiva (ATD). Em momento prévio ao desenvolvimento e aplicação do curso de formação foi realizada uma investigação, por meio de um questionário on-line enviado a todos os interessados em participar do mesmo. Neste, buscamos compreender as concepções dos graduados e graduandos em Biologia, Física e Química sobre educação inclusiva, inclusão e tópicos referentes a esses assuntos, além de informações sobre suas experiências vivenciadas como professores e o que eles conhecem do universo da pessoa com deficiência visual. A partir desta análise estruturamos os encontros do curso de formação a fim de destinar momentos de reflexão e discussão sobre tópicos relacionados à inclusão social, escolar, educação inclusiva, bem como, estratégias, materiais e recursos didáticos que podem ser utilizados para facilitar o processo de ensino e aprendizagem de estudantes com deficiência visual. No primeiro curso, realizado durante os meses de agosto a dezembro de 2018, contamos com a participação de 6 acadêmicos de Química e no segundo curso de formação tivemos a participação de 18 professores em formação inicial e continuada das áreas mencionadas, o qual foi desenvolvido de abril a agosto de 2019. A elaboração de estratégias e recursos didáticos adaptados foram propostos nesta tese como uma maneira de auxiliar no processo de ensino e aprendizagem dos estudantes, para isso os professores trabalharam colaborativamente no desenvolvimento dos mesmos. Algumas das atividades desenvolvidas durante o curso foram aplicadas em turmas regulares inclusivas com estudantes com deficiência visual. Como resultados, referentes às estratégias e recursos didáticos desenvolvidos eles englobaram vários conteúdos como vírus, misturas e soluções, maquetes e mapas, sistema respiratório, fermentação, calorimentria, sistema reprodutor, funções orgânicas, modelo atômico de Bohr, botânica (flor) e conservação de energia. Pudemos evidenciar, a partir dos resultados desta pesquisa, que o curso de formação contribuiu para o desenvolvimento docente, pois, possibilitou novas aprendizagens relacionadas à inclusão, a pessoa com deficiência visual, além da troca de experiências entre os professores. A partir da análise dos questionários percebemos que os participantes sabem da importância da inclusão, no entanto, muitos não se sentem preparados para promover um ensino inclusivo, por não terem participado de cursos/oficinas/palestras ou disciplinas que contemplem o assunto ou até por não conhecerem estratégias/recursos/metodologias a serem desenvolvidas com esses estudantes. Entretanto, os participantes demonstraram grande interesse em aprender mais sobre o tema, maneiras de adaptar materiais e, buscar novas estratégias a serem utilizadas no processo de ensino e aprendizagem de estudantes com deficiência. Assim, outros temas relacionados precisam ser cada vez mais explorados para aprimorar os conhecimentos.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasChitolina, Maria Rosahttp://lattes.cnpq.br/4401319386725357Mól, Gerson de SouzaPigatto, Aline Grohe SchirmerPereira, Josefa Lídia CostaAdaime, Martha BohrerVieira, Valesca Vargas2021-11-26T19:37:40Z2021-11-26T19:37:40Z2021-08-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/23028porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-11-27T06:04:35Zoai:repositorio.ufsm.br:1/23028Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-11-27T06:04:35Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual Contributions and challenges for biology, physics and chemistry teacher education in an inclusive perspective of visually impaired students |
title |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
spellingShingle |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual Vieira, Valesca Vargas Curso de formação Formação inicial e continuada Deficiência visual Inclusão Ensino e aprendizagem Training course Initial and continued education Visual impairment Inclusion Teaching and learning CNPQ::OUTROS::CIENCIAS |
title_short |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
title_full |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
title_fullStr |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
title_full_unstemmed |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
title_sort |
Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual |
author |
Vieira, Valesca Vargas |
author_facet |
Vieira, Valesca Vargas |
author_role |
author |
dc.contributor.none.fl_str_mv |
Chitolina, Maria Rosa http://lattes.cnpq.br/4401319386725357 Mól, Gerson de Souza Pigatto, Aline Grohe Schirmer Pereira, Josefa Lídia Costa Adaime, Martha Bohrer |
dc.contributor.author.fl_str_mv |
Vieira, Valesca Vargas |
dc.subject.por.fl_str_mv |
Curso de formação Formação inicial e continuada Deficiência visual Inclusão Ensino e aprendizagem Training course Initial and continued education Visual impairment Inclusion Teaching and learning CNPQ::OUTROS::CIENCIAS |
topic |
Curso de formação Formação inicial e continuada Deficiência visual Inclusão Ensino e aprendizagem Training course Initial and continued education Visual impairment Inclusion Teaching and learning CNPQ::OUTROS::CIENCIAS |
description |
Due to the importance and need for teachers in initial and continuing education to explore more and more the concepts and aspects related to inclusion, this thesis focused on the investigation of the extent to which the development and implementation of a training course contributed to the improvement of teachers in the areas of Biology, Physics and Chemistry. The data for the analysis of the research were obtained through questionnaires, elaboration of teaching strategies and resources, description of assignments, observations and notes taken by the researcher during the meetings. The data were analyzed using Textual Discourse Analysis (TDA). Prior to the development and application of the training course, an investigation was carried out by means of an online questionnaire sent to all those interested in participating in it. In this questionnaire, we sought to understand the conceptions of Biology, Physics and Chemistry graduates and undergraduates about inclusive education, inclusion and topics related to these subjects, as well as information about their experiences as teachers and what they know about the universe of the visually impaired person. From this analysis we structured the meetings of the training course in order to allocate moments for reflection and discussion on topics related to social inclusion, school inclusion, inclusive education, as well as strategies, materials and teaching resources that can be used to facilitate the teaching and learning process of students with visual impairment. In the first course, held during the months of August to December 2018, we counted with the participation of 6 chemistry academics and in the second training course we had the participation of 18 teachers in initial and continued training of the mentioned areas, which was developed from April to August 2019. The development of strategies and adapted teaching resources were proposed in this thesis as a way to assist in the teaching and learning process of students, for which the teachers worked collaboratively in their development. Some of the activities developed during the course were applied in regular inclusive classes with visually impaired students. As results, regarding the strategies and teaching resources developed, they encompassed several contents such as viruses, mixtures and solutions, models and maps, respiratory system, fermentation, calorimentary, reproductive system, organic functions, Bohr's atomic model, botany (flower), and conservation of energy. We were able to evidence, from the results of this research, that the training course contributed to the teachers' development, as it enabled new learning related to inclusion, the visually impaired person, besides the exchange of experiences among the teachers. From the analysis of the questionnaires we noticed that the participants know the importance of inclusion, however, many of them do not feel prepared to promote an inclusive education, for not having participated in courses/workshops/lectures or disciplines that address the subject or even for not knowing strategies/resources/methodologies to be developed with these students. However, the participants showed great interest in learning more about the theme, ways of adapting materials, and seeking new strategies to be used in the teaching and learning process of students with disabilities. Thus, other related themes need to be further explored to improve knowledge. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-26T19:37:40Z 2021-11-26T19:37:40Z 2021-08-31 |
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 |
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http://repositorio.ufsm.br/handle/1/23028 |
url |
http://repositorio.ufsm.br/handle/1/23028 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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