Navegando por Autor "Miskalo, Adriana Ligia"

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    Educação Escolar Inclusiva: Práticas Pedagógicas e o Desenho Universal para a Aprendizagem de Educandos com Deficiência Intelectual
    (Universidade Estadual do Paraná, 2022-10-21) Miskalo, Adriana Ligia; Cirino, Roseneide Maria Batista; França, Denise Maria Vaz Romano; https://lattes.cnpq.br/7070068190380218; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/9088271279593031; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; França, Denise Maria Vaz Romano; https://lattes.cnpq.br/7070068190380218; Shimazaki, Elsa Midori; https://lattes.cnpq.br/9372609347074339; Martiniak, Vera Lucia; https://lattes.cnpq.br/2586663143728140
    This research permeates the problem of concerns that exist among teachers who teach in the final years of the Elementary School faced with the challenge of serving the Target Audience of Special Education Students (PAEE), specifically those with Intellectual Disabilities (ID). The study aimed to understand how to develop the pedagogical practices of teachers facing the student with ID and the relationship with them, with teacher training. In this regard, the basis of this paper is theoretical and empirical, focused on the Historical-Cultural Theory, in addition to authors who discuss ID, teacher training and pedagogical practices from the perspective of inclusive education and Universal Design for Learning (UDL). This thesis is based on bibliographic research with exploratory and descriptive studies. The analysis approach is qualitatively organized based on Thematic Analysis (BRAUN; CLARKE, 2006). The research field is a state school in a city in the state of Paraná. The participants are ten teachers who teach the curricular components in the sixth year of Elementary School. The data collection instrument (DCI) consisted of a semi-structured interview script containing fourteen questions. As an educational product, a self-training and collaborative e-book was organized, composed of units related to the themes discussed in this research and with lesson plans based on the Principles of the UDL, built on the teachers’ contributions. The results indicate a lack of continuing education, so that teachers can develop inclusive practices articulated to the desires and specificities of the students. It was evident the need for formative moments in the performance space of action of these professionals, since it is in this environment that the demands that are presented in the classroom reality are discussed in the light of theory. It was observed that the impetus to overcome the medical-therapeutic vision can be given by guarantee of continuing education and appropriation of knowledge related to the learning specificities of the student with ID, collaborative practices and the UDL Principles for the promotion of diversified and inclusive practices. It was noticed a preponderance of incations for the simplification of the content, medical reports, individualized care and, in a small proportion, indicative of valuing difference and recognition of learning specificities, as well as the need for pedagogical differentiation and, also, a distancing from inclusive practices due to the exacerbated proximity of the medical-therapeutic vision that, in our understanding, has worked as a stigma when there is an ID report