O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/7100 |
Resumo: | This research is based on the principles of Vigotski's Historical-Cultural Theory, and sought to investigate the teaching discourse, revealed in pedagogical evaluations in the school context, sent to the Special Education sector of the Regional Education Center of Cascavel, belonging to the structure of the State Secretariat of Education (SEED) of the State of Paraná, whether emotional development is recorded by them, how this recording occurs and what understanding of this aspect of development is expressed by these teachers. This assessment is developed in accordance with the guiding documents of the State Department of Education in the State of Paraná (SEED). The research was documentary, and its corpus was based on documents relating to pedagogical assessments carried out by Special Education teachers. 107 evaluation reports made available by the NRE for the research were analyzed, covering the years 2016 to 2019, developed by 30 teachers, who worked in 14 schools in the investigated network, looking for the references made by teachers in relation to emotional aspects. To analyze the data, the methodology of Cores of Meaning proposed by Aguiar and Ozella (2006) was used, which allowed the analysis of evaluation reports forming Pre-indicators, Indicators and Cores of Meaning in a dialectical movement of synthesis. The five Cores of Meaning resulting from the analysis are: Behavioral aspects, Aspects linked to learning, Aspects linked to socialization, Emotional aspects and Aspects linked to the indication of a medical report. The research also reveals that emotions appear in assessments only as a finding without any reflection on their importance in emotional development. The need for teachers to be prepared to observe and consider the socialization, emotional and behavioral aspects involved in the learning processes is highlighted, maintaining the focus on the development of students' theoretical thinking, overcoming the conceptions that stigmatize based on the diagnoses presented in clinical/medical reports. To this end, public policies are necessary that provide teachers with space in their working hours, in order to guarantee continuous in-service training, enabling them to maintain their own mental health in order to consider the emotional development of their students. |
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Zymanski, Maria Lidia SicaZymanski, maria Lidia SicaTureck, Lucia Terezinha ZanatoSilva, Silvia Maria Cintra dahttp://lattes.cnpq.br/1492265493397240Ribeiro, Cíntia Kamila de Bona2024-03-25T19:57:36Z2023-11-24Ribeiro, Cíntia Kamila de Bona. O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais. 2023. 140 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/7100This research is based on the principles of Vigotski's Historical-Cultural Theory, and sought to investigate the teaching discourse, revealed in pedagogical evaluations in the school context, sent to the Special Education sector of the Regional Education Center of Cascavel, belonging to the structure of the State Secretariat of Education (SEED) of the State of Paraná, whether emotional development is recorded by them, how this recording occurs and what understanding of this aspect of development is expressed by these teachers. This assessment is developed in accordance with the guiding documents of the State Department of Education in the State of Paraná (SEED). The research was documentary, and its corpus was based on documents relating to pedagogical assessments carried out by Special Education teachers. 107 evaluation reports made available by the NRE for the research were analyzed, covering the years 2016 to 2019, developed by 30 teachers, who worked in 14 schools in the investigated network, looking for the references made by teachers in relation to emotional aspects. To analyze the data, the methodology of Cores of Meaning proposed by Aguiar and Ozella (2006) was used, which allowed the analysis of evaluation reports forming Pre-indicators, Indicators and Cores of Meaning in a dialectical movement of synthesis. The five Cores of Meaning resulting from the analysis are: Behavioral aspects, Aspects linked to learning, Aspects linked to socialization, Emotional aspects and Aspects linked to the indication of a medical report. The research also reveals that emotions appear in assessments only as a finding without any reflection on their importance in emotional development. The need for teachers to be prepared to observe and consider the socialization, emotional and behavioral aspects involved in the learning processes is highlighted, maintaining the focus on the development of students' theoretical thinking, overcoming the conceptions that stigmatize based on the diagnoses presented in clinical/medical reports. To this end, public policies are necessary that provide teachers with space in their working hours, in order to guarantee continuous in-service training, enabling them to maintain their own mental health in order to consider the emotional development of their students.Esta pesquisa fundamenta-se nos princípios da Teoria Histórico-Cultural de Vigotski, e buscou investigar no discurso docente, revelado nas avaliações pedagógicas no contexto escolar, encaminhadas ao setor de Educação Especial do Núcleo Regional de Educação de Cascavel, pertencente à estrutura da Secretaria Estadual de Educação (SEED) do Estado do Paraná, se o desenvolvimento emocional é registrado por eles, de que forma esse registro ocorre e qual compreensão desse aspecto do desenvolvimento é manifestada por estes professores. Essa avaliação desenvolve-se conforme os documentos norteadores da Secretaria Estadual de Educação no Estado do Paraná (SEED). A pesquisa foi documental, sendo que seu corpus se constituiu com base nos documentos relativos às avaliações pedagógicas realizadas pelas professoras da Educação Especial. Foram analisados 107 relatórios de avaliação disponibilizados pelo NRE para a pesquisa, referentes aos anos de 2016 até 2019, desenvolvidos por 30 docentes, que atuavam em 14 colégios da rede investigada, buscando-se quais as referências feitas pelos professores com relação aos aspectos emocionais. Para análise dos dados utilizou-se a metodologia dos Núcleos de Significação proposta de Aguiar e Ozella (2006), que permitiu a análise dos relatórios de avaliação formando Pré-indicadores, Indicadores e Núcleos de Significação em um movimento dialético de síntese. Os cinco Núcleos de Significação resultantes da análise são: Aspectos comportamentais, Aspectos ligados à aprendizagem, Aspectos ligados à socialização, Aspectos emocionais e Aspectos ligados ao indicativo de laudo médico. A pesquisa ainda revela que as emoções aparecem nas avaliações somente como constatação sem que exista reflexão sobre sua importância no desenvolvimento emocional. Destaca-se a necessidade de que os professores sejam preparados para observarem e considerarem os aspectos de socialização, emocionais e comportamentais envolvidos nos processos de aprendizagem, mantendo o foco no desenvolvimento do pensamento teórico dos alunos, superando as concepções que estigmatizam com base nos diagnósticos apresentados em laudos clínicos/médicos. Para isso, são necessárias políticas públicas que possibilitem ao professor, espaço em sua jornada de trabalho, de forma a lhe garantir formação contínua em serviço, possibilitando-lhe manter sua própria saúde psíquica de forma a considerar o desenvolvimento emocional de seus alunosSubmitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2024-03-25T19:57:36Z No. of bitstreams: 1 Cíntia Kamila de Bona Ribeiro.pdf: 1713949 bytes, checksum: 61515393f69be4caf5afdc59691af489 (MD5)Made available in DSpace on 2024-03-25T19:57:36Z (GMT). No. of bitstreams: 1 Cíntia Kamila de Bona Ribeiro.pdf: 1713949 bytes, checksum: 61515393f69be4caf5afdc59691af489 (MD5) Previous issue date: 2023-11-24application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessVigotskiEducação EspecialTeoria Histórico-culturalAvaliação pedagógica no contexto escolarEmoçõesVygotskySpecial educationHistorical-cultural theoryPedagogical assessment in the school contextEmotionsEDUCAÇÃOO desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos MultifuncionaisEmotional development in Special Education: a study on pedagogical assessment for Multifunctional Resource Roomdissinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006678066452762177366reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALCíntia Kamila de Bona Ribeiro.pdfCíntia Kamila de Bona Ribeiro.pdfapplication/pdf1713949http://tede.unioeste.br:8080/tede/bitstream/tede/7100/2/C%C3%ADntia+Kamila+de+Bona+Ribeiro.pdf61515393f69be4caf5afdc59691af489MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/7100/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/71002024-03-25 16:57:36.154oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2024-03-25T19:57:36Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
dc.title.alternative.eng.fl_str_mv |
Emotional development in Special Education: a study on pedagogical assessment for Multifunctional Resource Roomdiss |
title |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
spellingShingle |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais Ribeiro, Cíntia Kamila de Bona Vigotski Educação Especial Teoria Histórico-cultural Avaliação pedagógica no contexto escolar Emoções Vygotsky Special education Historical-cultural theory Pedagogical assessment in the school context Emotions EDUCAÇÃO |
title_short |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
title_full |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
title_fullStr |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
title_full_unstemmed |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
title_sort |
O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais |
author |
Ribeiro, Cíntia Kamila de Bona |
author_facet |
Ribeiro, Cíntia Kamila de Bona |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Zymanski, Maria Lidia Sica |
dc.contributor.referee1.fl_str_mv |
Zymanski, maria Lidia Sica |
dc.contributor.referee2.fl_str_mv |
Tureck, Lucia Terezinha Zanato |
dc.contributor.referee3.fl_str_mv |
Silva, Silvia Maria Cintra da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1492265493397240 |
dc.contributor.author.fl_str_mv |
Ribeiro, Cíntia Kamila de Bona |
contributor_str_mv |
Zymanski, Maria Lidia Sica Zymanski, maria Lidia Sica Tureck, Lucia Terezinha Zanato Silva, Silvia Maria Cintra da |
dc.subject.por.fl_str_mv |
Vigotski Educação Especial Teoria Histórico-cultural Avaliação pedagógica no contexto escolar Emoções |
topic |
Vigotski Educação Especial Teoria Histórico-cultural Avaliação pedagógica no contexto escolar Emoções Vygotsky Special education Historical-cultural theory Pedagogical assessment in the school context Emotions EDUCAÇÃO |
dc.subject.eng.fl_str_mv |
Vygotsky Special education Historical-cultural theory Pedagogical assessment in the school context Emotions |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO |
description |
This research is based on the principles of Vigotski's Historical-Cultural Theory, and sought to investigate the teaching discourse, revealed in pedagogical evaluations in the school context, sent to the Special Education sector of the Regional Education Center of Cascavel, belonging to the structure of the State Secretariat of Education (SEED) of the State of Paraná, whether emotional development is recorded by them, how this recording occurs and what understanding of this aspect of development is expressed by these teachers. This assessment is developed in accordance with the guiding documents of the State Department of Education in the State of Paraná (SEED). The research was documentary, and its corpus was based on documents relating to pedagogical assessments carried out by Special Education teachers. 107 evaluation reports made available by the NRE for the research were analyzed, covering the years 2016 to 2019, developed by 30 teachers, who worked in 14 schools in the investigated network, looking for the references made by teachers in relation to emotional aspects. To analyze the data, the methodology of Cores of Meaning proposed by Aguiar and Ozella (2006) was used, which allowed the analysis of evaluation reports forming Pre-indicators, Indicators and Cores of Meaning in a dialectical movement of synthesis. The five Cores of Meaning resulting from the analysis are: Behavioral aspects, Aspects linked to learning, Aspects linked to socialization, Emotional aspects and Aspects linked to the indication of a medical report. The research also reveals that emotions appear in assessments only as a finding without any reflection on their importance in emotional development. The need for teachers to be prepared to observe and consider the socialization, emotional and behavioral aspects involved in the learning processes is highlighted, maintaining the focus on the development of students' theoretical thinking, overcoming the conceptions that stigmatize based on the diagnoses presented in clinical/medical reports. To this end, public policies are necessary that provide teachers with space in their working hours, in order to guarantee continuous in-service training, enabling them to maintain their own mental health in order to consider the emotional development of their students. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-11-24 |
dc.date.accessioned.fl_str_mv |
2024-03-25T19:57:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Ribeiro, Cíntia Kamila de Bona. O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais. 2023. 140 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/7100 |
identifier_str_mv |
Ribeiro, Cíntia Kamila de Bona. O desenvolvimento emocional na Educação Especial: um estudo sobre a avaliação pedagógica para a Sala de Recursos Multifuncionais. 2023. 140 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel. |
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https://tede.unioeste.br/handle/tede/7100 |
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Universidade Estadual do Oeste do Paraná Cascavel |
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