Navegando por Autor "Cruz, Gilmar de Carvalho"

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    Estresse visual associado à dificuldade de leitura: contribuições à formação docente
    (Universidade Estadual do Paraná, 2022-09-20) Alda, Érica Jamal da Silva; Hummel, Eromi Izabel; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/4645830987850009; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; Cruz, Gilmar de Carvalho; https://lattes.cnpq.br/2305518769010186; Garcia, Ana Carla Oliveira; https://lattes.cnpq.br/2065933643890848
    The research aimed to identify the understanding of Specialized Educational Assistance (AEE) teachers regarding visual stress in order to guide the development of an educational material that promotes knowledge to teachers in the city of Londrina-Paraná, on the subject. The present research was carried out in three stages: 1) Bibliographic survey in order to define the characteristics of visual stress; 2) Identification of knowledge on the subject through a questionnaire sent to teachers who work in the Teacher Resource Room in the city of Londrina Paraná; 3) Production of an E-Book with information on visual stress (Irlen's syndrome), the material contains instructions for possible identification and guidelines on intervention with these students. In order to respond to the research objectives, a bibliographic, field research with a descriptive character was adopted. For the development of the material, the contribution of the teachers of the multifunctional resource rooms was relevant. This material aims to support the pedagogical work, allowing the specialized teacher and the common classroom teacher, through collaborative teaching, to carry out the necessary referrals and interventions for the student who presents the symptoms and characteristics of visual stress.
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    História em quadrinhos como recurso mediador para o aprimoramento da leitura e escrita do educando com deficiência intelectual
    (Universidade Estadual do Paraná, 2022-10-27) Primon, Janete Aparecida; Cirino, Roseneide Maria Batista; Cruz, Gilmar de Carvalho; https://lattes.cnpq.br/2305518769010186; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/4711524668760894; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Cruz, Gilmar de Carvalho; https://lattes.cnpq.br/2305518769010186; Bondezan, Andreia Nakamura; https://lattes.cnpq.br/9661846112727279; França, Denise Maria Vaz Romano; https://lattes.cnpq.br/7070068190380218
    Faced with the obstacles in learning to read and write presented by students with intellectual disabilities, it is necessary to think about an adequate organization of teaching that points to the effective appropriation of literate culture. In this bias, this research aims to understand to what extent comics can contribute to the improvement of the linguistic skills of reading and writing of students with intellectual disabilities. The study is based on the Historical-Cultural Theory of Vygotsky and his collaborators, as it is understood that its principles contribute to an inclusive teaching and possibilities for the psychic development of students. The methodology is bibliographical and field based, permeating through exploratory and descriptive studies. The didactic experiment was used as a research and data collection method. Data analysis was performed based on the mixed approach (quantitative+qualitative) part of the combination of qualitative and quantitative research. The field of this research was a municipal school in Apucarana - PR, with a group of the 5th year of the initial years of Elementary School, among them two with intellectual disabilities and eight with a history of learning difficulties in reading and writing. The didactic experiment was divided into episodes, with challenges to the subjects through activities of analysis, interpretation and text production in the prose and comic book genres. As a result, we found that when responding to the proposals in comics, the students demonstrated a better consolidation of the concepts analyzed in relation to the proposals in prose, more than resulting in quantitative data, we prioritized the qualitative face, which explained that the students were more successful and satisfied in interacting with comic book feature.