Navegando por Assunto "Educação inclusiva"

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A inclusão de crianças em uma creche de um município da Zona da Mata de Pernambuco, na perspectiva da educação inclusiva
(2025-02-28) Carmo, Vitória Alves do; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2908227219134600
A educação infantil no Brasil tem uma trajetória marcada por desafios históricos e conceituais. Inicialmente, essa etapa tinha um caráter assistencialista e demorou a ser reconhecida como parte do processo educacional formal. No que diz respeito às crianças com deficiências elas eram frequentemente excluídas do sistema educacional devido a estigmas e preconceitos. Porém, com o avanço das políticas públicas e mudanças nas concepções de infância, a inclusão passou a ser vista como um direito, e a educação infantil se tornou um campo importante para promover a igualdade de oportunidades Este estudo focou na inclusão de crianças em uma creche da Zona da Mata de Pernambuco, uma região caracterizada por grande diversidade cultural e social. O problema da pesquisa foi compreender como a inclusão numa creche, é compreendida, a partir da perspectiva dos servidores e dos docentes, a justificativa para a pesquisa está na importância da educação infantil para o desenvolvimento humano e na necessidade de garantir acesso à educação para todas as crianças. O objetivo geral foi compreender a concepção de inclusão na educação infantil a partir da perspectiva dos educadores de uma creche na Zona da Mata Norte de Pernambuco. Já os objetivos específicos incluem explorar as concepções dos educadores sobre criança e inclusão, e identificar os desafios enfrentados na promoção da inclusão. Os resultados apontaram que a infância é um período de experiências diversificadas que contribui para o desenvolvimento integral dos indivíduos; que a inclusão na educação é um conceito complexo que envolve a valorização da diversidade e a promoção da igualdade e sua implementação nos ambientes educacionais; que a formação dos educadores é fundamental, sendo necessário uma formação continuada e aprofundada para a promoção da inclusão, como também a criação de ambiente inclusivos, que são considerados essenciais para a promoção da inclusão.
Adaptações curriculares na educação de estudantes com síndrome de down
(2019-07-16) Barreto, Queila Regia de Andrade; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/0030592428143328
Trisomy 21, also called Down Syndrome (DS), is a chromosomal condition caused by an extra chromosome in pair 21. Children and young people who have this syndrome have similar physical characteristics and are subject to some diseases. Although they have intellectual and learning disabilities, they are people with a unique personality, who establish good communication and are also sensitive and interesting. Quite often, the "degree" of symptom involvement is inversely proportional to the stimulus given to these children during childhood, both in the family environment and in the school environment. Based on this, the aim of this research was to observe the use of the curricular adaptations in the teaching practice of the Down syndrome students’ teacher, as well as the activities developed in the classroom, and their inclusion in the context of the school environment. This is a qualitative research, in which a teacher and a student with Down's syndrome participated. Data were collected through observation, semi-structured interview and submitted to content analysis.
Afetividade: um elemento essencial para a inclusão de alunos surdos
(2019-12-23) Ramos, Jaidete Pereira Melo; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845
The theme is justified by the importance of affection as an essential element in the relationships of people involved in the education of deaf students as a support to break the barriers found in the schools of Bom Conselho, PE. In this sense we observe the professional 'interpreter of Libras' as the person who absorbs the greatest attention of these students within the school, given the little knowledge of sign language both of professionals directly linked to these students and themselves, who come to school with its own language, developed only through interaction with the family, one of the reasons responsible for the learning and work difficulties of the interpreter. In this sense what caught our attention in particular was the fact that the role played by the interpreter of Libras in this school senary who works inside a classroom where, due to her poor knowledge of sign language, the teacher has little direct participation with deaf students. during classes, having difficulties to meet these teaching needs in this context. However, since being deaf is not a problem as they are capable of leading a totally normal life, the problem is the communication barrier that deprives them of social inclusion. The interpreter for these reasons has the need to behave as an instructor and teacher, in addition to his own role, overcoming the limitations brought by the fundamental principles of the code of ethics, the Internal Regulations of the National Federation of Deaf Integration (FENEIS), Thus based on the theoretical studies of Quadros (2004), Lacerda (2012), Carvalho (2012a; 2012b; 2016), Freire (1996) among others, as well as in the current laws of the country. From a qualitative field research through observations and semi-structured interviews, we sought to gather as much information as possible in order to better understand what happens in these relationships, in order to analyze and answer the following problem: Does affectivity have relevance in the inclusion and education of these students? Being observed as a feeling that moves social actors in this relationship, they support us in Wallon's theory (1975, 1995), that the school should offer an integral formation, regardless of being a special student or not, valuing the three dimensions, according to him: cognitive, affective and motor because they believe in this integration and that there is no development without affectivity.
Aproximações e afastamentos: um estudo sobre as vozes da educação inclusiva em uma escola pública do Recife - PE
(2023-08-21) Silva, Ester Ingrid Santos da; Lyra, Pompéia Villachan; http://lattes.cnpq.br/7469258355920698; http://lattes.cnpq.br/0639384229996907
This undergraduate thesis aims to understand the different perspectives of the school community related to inclusive education. Inclusive education is an approach that seeks to ensure access and participation for all students, regardless of their abilities or individual characteristics, in a common educational environment. However, there is a diversity of opinions, theories, and practices surrounding this topic, resulting in different views and approaches. In this study, discourses and positions related to inclusive education are examined to comprehend the convergences and divergences existing within the various perspectives present in this context. To achieve this, qualitative data was collected through in-person interviews with 11 professionals, including 3 teachers, 3 interns, and 2 janitors. The gathered data was then interpreted and categorized to identify the main points of agreement and disagreement in the field of inclusive education. As a result, the interviews allowed for the exploration of the perceptions and experiences of the interviewees regarding inclusive practices, challenges, and possibilities encountered in this context. The findings from this study reveal that the voices of the school community, particularly regarding inclusive education, are diverse and represent a variety of ideas and conceptions. As such, points of convergence are identified, such as the appreciation of diversity and the recognition of the importance of inclusion. However, there are also divergences related to the challenges faced in implementing inclusive practices, the lack of knowledge about the true concept of inclusive education, and the absence of adequate resources and training.
Art Acess - construção de espaço virtual colaborativo na promoção da inclusão, acessibilidade à arte e educação, em espaços formais e informais
(2021-08-20) Arruda, Silvanda Galvão de; Barros, Lilian Débora de Oliveira; http://lattes.cnpq.br/2102439803472317; http://lattes.cnpq.br/7588255043907799
The main objective of this research is to build a methodological resource (website) accessible to students, teachers and those interested in the relationship between Inclusive Education and Art. The theoretical framework includes an analysis that goes through the conceptualization of people with disabilities, inclusive education and its relationship with special education, in addition to the inclusion in the arts and the inclusive society that we want, without prejudice and fighting capacitance. The methodological path chosen was the Experience Report, describing the steps of the experience of building a website, which will collaborate mainly with the actors of the educational system and those interested in the theme. Its preparation originates from the Google Site and is intended to be an open space, where all visitors feel encouraged to collaborate with proposals and suggestions for relevant matters, to be explored and debated, such as: methodological models, instruments and tools that enable the society to have access to Art and Education despite their limitations.
Arte-terapia e Educação no desenvolvimento do equilíbrio emocional e da criatividade no ensino médio
(2023-12-18) Souza, Lucineide Francisca de; Rolim, Amália Maria de Queiroz; http://lattes.cnpq.br/0046535721349104; http://lattes.cnpq.br/3314042207941732
The research aimed to analyze the principles and practices of Art Therapy as tools for personal development and emotional growth for high school students. We sought to stimulate students' creativity and imagination through artistic activities, exploring the foundations of Art Therapy as a vehicle of expression and communication to deal with emotions. Employing a mixed research approach, qualitative and quantitative methods were used to understand the different aspects of the workshops offered. The results of the analysis of the workshops given to 1st year high school students confirm that art and its technical resources awaken creative and symbolic skills in the creative process. Furthermore, they indicate a significant interest among students in areas that go beyond the limits of the traditional curriculum, highlighting the emotional complexity faced during the creative process. These findings reinforce the urgency of integrating artistic and creative activities in a consistent and structured way into the school environment, not only to enrich the learning process, but also to play a fundamental role in students' cognitive and emotional development. In short, Art Therapy offers a creative path to self-expression, self-knowledge and personal transformation, using the potential of artistic creation as a powerful therapeutic resource for high school students.
Aspectos de leitura e compreensão de texto em estudante de AEE: um relato de experiência em Estágio Supervisionado
(2023-11-27) Leão, Valdenice Maria Rodrigues de Lima Oliveira; Rosa, Aliete Gomes Carneiro; http://lattes.cnpq.br/9765841869399460; http://lattes.cnpq.br/0144136151362858
Astronomia tátil e audível: o ensino da astronomia para alunos com deficiência visual
(2022-06-18) Melo, Alain Prost Silva de; Guedes, Leandro Ferreira; Miranda, Antonio Carlos da Silva; Silva, Ana Paula Teixeira Bruno; http://lattes.cnpq.br/7567099861370352; http://lattes.cnpq.br/3236324734090101; http://lattes.cnpq.br/1088768516415033; http://lattes.cnpq.br/3110884262014794
This research aims to provide a tool that serves as pedagogical support to teachers in the teaching of Astronomy in basic education, directed mainly to students with visual impairment (low vision or blindness). To this end, a bibliographic survey of articles and scientific papers on current indices of the Brazilian population with visual impairment, inclusive educational legislation and the teaching of Astronomy for visually impaired students was initially carried out. Then, as a practical stage of our research, astronomy-themed maquets were constructed using materials of various textures that stimulate touch. In these maquetes were also used subtitles in Braille and Portuguese language, aiming at identification both for students with blindness or low vision, as for seers. Podcasts were also made available through QR Codes in the maquee, with quick and objective explanations about the maquetes in question. At the end, an educational product was elaborated a teaching support guide for teachers, which contains the description of the construction of some models, suggestions of materials that can be used in it and suggestion of applications for recording podcasts.
Aulas experimentais no ensino da Química: aprendizagem e inclusão
(2022-10-06) Silva, Givanildo Rocha da; Bastos, Cristiano Costa; http://lattes.cnpq.br/6385190604693576
During the training period, future teachers are faced with the concern of what their professional practice will be like and how to motivate their students, especially knowing that most of them consider the contents of Chemistry to be difficult. The challenge, therefore, for the high school teacher, is how to make the teaching of this subject pleasurable, thought-provoking and motivate students to discover this area of knowledge. One of the alternatives discussed by teachers and researchers is to contextualize the contents taught with the reality of the student, for example, using experimental classes. Given this context, this work aims, in general, to analyze the contributions of experimental classes in the teaching and learning of chemistry content in high school, starting from bibliographic research in databases, articles, and published books and, through the results obtained in the experience of the supervised internship, in order to identify whether there are contributions of this methodology from the perspective of teachers and students. In addition, we seek to analyze contributions brought to students with disabilities when using experimental classes and assistive technology (AT) resources. The expectation is that, in these laboratory classes, students will go from mere spectators/observers and come to experience and reflect on chemistry concepts in situations that are happening in their daily lives. The methodology used had as its starting point bibliographical research, with a central theme in the teaching of chemistry through practical classes (experimental classes) and thinking about the inclusion of students with disabilities. For this purpose, the work on screen presents a little of the history of chemistry teaching in Brazil; history and addresses difficulties in the training and practice of chemistry teachers, in the context of Brazilian schools; addresses the essential role that experimentation provides to the teaching of Chemistry and, finally, addresses the inclusion of students with disabilities. The focus on inclusion is due to participation in a course on INCLUSIVE SCHOOL on the EDUCARE portal (EDUCARE, 2022). As this work was developed, it was possible to perceive issues more intrinsic to the central theme and to the experience in experimental classes, both due to chemistry and its contents, and due to the structural reality of high schools and the training of chemistry patients. in Brazil. Finally, the intervention carried out in the supervised internship and the reading of the selected material lead to the following considerations: 1- it was possible to perceive that experimentation is presented as an important way of teaching chemistry, although not all the authors surveyed agree with this; 2- that licensure courses need to be adapted to meet the demands of an inclusive school; 3- the results of the intervention, during the internship period, allowed us to observe that there was a differentiated contribution, in terms of learning, of the contents taught through the classes with laboratory experiments and that this methodology provided greater interaction, arousing the interest of students , enabling improvement in knowledge and content learning.
Avaliação da aprendizagem na educação inclusiva de Serra Talhada
(2023-03-30) Pereira, Patricia Leandra da Silva; Silva, Noádia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/0046570028940388
O presente estudo tem como objetivo investigar como acontece a avaliação da aprendizagem na perspectiva da Educação Inclusiva em escolas de Ensino Fundamental I e II da cidade de Serra Talhada. Para tanto, entrevistamos professores de escolas municipais com vista a buscar respostas para as seguintes questões: Como os professores avaliam os alunos com deficiências? Quais métodos, instrumentos e critérios avaliativos que eles utilizam? Encontramos subsídios teóricos em Ferreira (2006); Leal (2006) Leães (2009); (Luckesi 2011) e Suassuna (2007). A abordagem metodológica adotada caracterizou-se pelo enfoque qualitativo, no sentido de compreender as vozes que participam do discurso sobre a avaliação da aprendizagem de alunos com deficiências. Nossos resultados apontam para imprecisões sobre a forma de avaliar alunos com deficiência e como existe um silenciamento pedagógico a esse respeito; adicionalmente, percebemos lacunas na formação continuada dos docentes e uma cultura de promoção automática, na qual o aluno é aprovado para outra série sem que seu conhecimento seja adequadamente avaliado
O cinema como estratégia pedagógica para a conscientização da inclusão
(2023-09-18) Oliveira, Adriana Maria Custódio Braga de; Nogueira, Amanda Mansur Custódio; http://lattes.cnpq.br/0341879306272619; http://lattes.cnpq.br/1718703484782224
The present work aims to express the importance of using cinema as a pedagogical strategy, contributing to inclusion in schools at all levels of basic education. Its purpose is to raise awareness among students and educators about the importance of and respect for inclusion, especially regarding autism, while also to stimulate the use of cinematographic resources in classroom practices,expanding knowledge, developing perception and fostering interaction between students and teachers. The selection of movies with inclusive themes focused on autism brings forth everyday issues about people excluded or marginalized in society, aiding in the understanding of the situations experienced and promoting an approach based on respect for diversity.
Como a tecnologia assistiva tem contribuído para a inclusão educacional no nordeste? um mapeamento sistemático da literatura
(2023-12-21) Carmo, Vinicius José Gonçalves do; França, Rozelma Soares de
Inclusive education aims to ensure the participation of all students within the school environment. However, various obstacles, such as the lack of preparedness within educational institutions and teachers to address the specificities of people with disabilities, can hinder the realization of this inclusion. In this context, Assistive Technology (AT) emerges as an innovative field, offering resources to promote the inclusion and autonomy of individuals with diverse abilities and needs. The goal of AT is to remove barriers and facilitate access to a more independent life, providing equal opportunities for people with different abilities. This study aimed to investigate the role of AT in promoting educational inclusion in the Northeast region. To achieve this, a systematic literature review was conducted, seeking scientific works published between 2013 and 2023 on platforms such as Google Scholar, Portal de Periódicos CAPES, Revista Novas Tecnologias na Educação (RENOTE), SBC-OpenLib (SOL), Scientific Electronic Library Online (Scielo) e Conferência Internacional sobre Informática na Educação (TISE). Inclusion and exclusion criteria were established to evaluate the retrieved works, resulting in the inclusion of 32 studies. The findings revealed that, during the considered period, the state of Paraíba was the most active in conducting research using AT to promote educational inclusion. Furthermore, it was found that visual impairment was the most explored type in the studies, and software development was the most explored solution. These findings not only highlight the application of AT as a fundamental resource in promoting educational inclusion but also underscore the need for broader and diversified utilization of AT to address the varied needs of students with disabilities, aiming for a more effective and comprehensive inclusion.
Contribuições do método aba para o desenvolvimento cognitivo e pedagógico da criança com autismo
(2021) Silva, Laysa Sinara Torres da; Cavalcanti, Jacqueline Santos Silva; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/2334872072452722
O desafio de alfabetizar surdos em libras como língua materna (l1): um estudo de caso numa escola de ensino regular na cidade de Serra Talhada
(2019) Araújo, Mauricéia Salvador de; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/6993314837221693
The objective of this work is to investigate the coherence between the official documents and the offer of literacy / education for the deaf in the education networks. For that, it was necessary a documentary analysis of laws and curricula that deal with education of the deaf at the federal and state levels. Field research was carried out with people involved in educational policies for the deaf in the Sertão do Alto Pajeú region (interpreters, GRE's “interim” manager, school principals, Serra Talhada education management coordinator). Finally, we conducted a case study (observations of classes and questionnaires) with actors from a LIBRAS literacy class at the Cornélio Soares school in the city of Serra Talhada in Pernambuco. Throughout the research, there was a lack of records on the history of education / literacy of the deaf, as well as studies about the legislation, so we believe that this research has contributed to the advances in the education of the Deaf, as well as in prioritizing literacy in the mother tongue and its inclusion in regular education, so that it has awakened a sensitive look at the valorization of this historical subject.
As dificuldades dos alunos surdos nas escolas públicas
(2022) Cabral, Fabiana Cavalcanti; Lira, Mirelly Lucena de; http://lattes.cnpq.br/1743435562988650
En el sistema de educación básica, podemos ver a los niños con discapacidad auditiva teniendo dificultades, especialmente cuando están aprendiendo a leer y escribir. De esta manera, con el objetivo de enfatizar la importancia del tema propuesto, el estudio pretende contextualizar la educación inclusiva de los estudiantes sordos en el proceso de aprendizaje, destacando las dificultades de los niños sordos en el proceso de alfabetización, así como analizar la preparación de los profesores. Con base en los análisis que se plantearon y La propuesta de debate sobre el tema de gran valor académico en esta investigación, lo que se orienta es la idea de servir como un medio más que permita la difusión de información sobre el tema, sirviendo de base para profesores y estudiantes profesionales en el campo, como pedagogos. Las legislaciones que pretenden garantizar los derechos de las personas con discapacidad auditiva a tener un ambiente escolar que responda a sus individualidades son muchas y están contenidas en todos los documentos legales que abarcan el tema de La educación desde la Constitución Federal de 1988, la LDB (1996), el PCN's , Ley nº 10.436/2002, Decreto nº 5.626/2005 y Declaración de Salamanca (1990), hito de la educación inclusiva. De acuerdo a estudios que comentan sobre la educación inclusiva de las personas com discapacidad en las escuelas públicas de nuestro país, realizados sobre la legislación, se puede notar cuán lejos está la escuela de hacer el proceso inclusivo, a pesar de que se ha desarrollado mucho a lo largo de los periodos Esta investigación académica tiene como objetivo principal la investigación de la inclusión de estudiantes con sordera en las escuelas públicas de Brasil, además de informar las dificultades y desafíos que muestran la negligencia del gobierno y las escuelas.
Educação inclusiva na formação inicial do pedagogo: o que dizem os discentes e os trabalhos de conclusão de curso em uma IES Pública Federal
(2019-01-14) Silva, Francyne Monick Freitas da; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2854498681490093
More and more schools has received people with disabilities and groups that have historically been excluded from society like Afrodescendants and LGBT (lesbian, gay, bisexual and transgender). For this reason, the preparation of the educators from degree courses, especially teachers from Pedagogy, has been reiterated to meet the educational needs of all children. This paper aimed to study the presence of Inclusive Education in the initial formation of the pedagogue in a federal public institution (FPI). The theoretical framework has three main points: Inclusive Education in teacher education, a university and school curriculum with an inclusive path and the course of Pedagogy and Inclusive Education. A quantitative research was carried out from what the students say; the undergraduate thesis and the Pedagogical Course Project - PCP. The work data, presented here, involved questionnaires with the students and the documentary research and descriptive analysis of the undergraduate thesis and the PCP. As results this study obtained, they point out that for 3 years only 13 undergraduate thesis have been produced that deal with Inclusive Education, which may characterize a still discreet interest on the part of the students in this subject. Another important factor was the fact that the PCP offered a significant number of courses that elucidate about Inclusive Education and the students corroborated in their experiences, but it is not an axis that emerges in the theoretical-methodological discussions and in the pedagogical practices in the initial formation.
O ensino de História para o espectro autista
(2023-01-25) Teixeira, Gerson Lopes; Miranda, Humberto da Silva; http://lattes.cnpq.br/1254987493556824; http://lattes.cnpq.br/5862173996623359
Entre a teoria e a prática: a imersão na Escola Campo e seus impactos na formação docente
(2025-02-18) Andrade, Tailany da Silva; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/7085763612777943
Este trabalho analisa a experiência de imersão na Escola Campo do Instituto Federal de Pernambuco, realizada no âmbito do Programa de Residência Pedagógica (PRP), da Universidade Federal Rural de Pernambuco (UFRPE). A partir de uma abordagem qualitativa e reflexiva, foram examinados os desafios e aprendizados decorrentes da articulação entre teoria e prática no processo de formação docente. Os resultados destacam a relevância do planejamento pedagógico, da inclusão escolar e da colaboração entre educadores, reforçando a importância de experiências práticas na construção de uma educação significativa e inclusiva. A vivência contribuiu para o desenvolvimento de competências essenciais para a prática docente e consolidou meu compromisso com a profissão de educadora.
O estagiário de Pedagogia nos processos de ensino e aprendizagem como apoio de crianças com deficiência
(2023-09-15) Silva, Cilene Maria da; Sales, Michelle Beltrão Soares; http://lattes.cnpq.br/1145653737118181
This research focuses on the role of pedagogy interns in supporting students with special educational needs in schools, with the general objective of understanding how pedagogy students are working to support children with disabilities. The theoretical framework is based on the following authors: Vioto and Vitaliano (2013), Nogueira (2017), Sampaio and Sampaio (2009), Gonçalves (2010) among others, and the official documents: Brasil (2008). The methodology developed is based on a qualitative approach. To analyze the collected data, we opted for Laurence Bardin's (2009) proposal, content analysis, which works through the interpretation of the texts' discourses. The instrument used was a Google Forms questionnaire to describe the intern and understand how their internship is carried out with students with disabilities. Participants report a lack of training in the area of special education and a lack of support from networks, schools and teachers so that they can actually contribute to the development of the teaching and learning process for students with special educational needs and difficulties they encountered due to not having adapted teaching materials.
Estudo bibliográfico sobre as contribuições no ensino das Artes Visuais para crianças autistas
(2023-12-21) Albuquerque, Kétima de Freitas; Barros, Lilian Débora de Oliveira; http://lattes.cnpq.br/2102439803472317
The present study aims to present how art classes can help students with Autism Spectrum Disorder interact with the social environment, as is important in the child's development. Teaching arts, right at the beginning of training, is important, as it is the stage in which the child is already able to assimilate and have a mastery of what they are practicing, being able to understand what is being seen, which is why teaching strategies are necessary. Inclusive education is a right that presupposes the appreciation of differences, where several laws have already been created to contribute to the inclusion of students with disabilities in the classroom, in regular education, laws that are being reformulated and that need inspections to to be met, most schools are full of barriers, in addition to most of them not having a structure, there is also a lack of trained professionals to know how to develop activities for students with a specific need, being able to include them in school activities.