Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Item Desenho Universal para a Aprendizagem: contribuições à prática pedagógica do professor da Sala de Recursos Multifuncionais(Universidade Estadual do Paraná, 2022-10-28) Rosalin, Mariliz Cristiane; Cirino, Roseneide Maria Batista; Farias, Elizabeth Regina Streisky de; https://lattes.cnpq.br/8009305295212594; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/4266931228965890; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Vestena, Carla Luciane Blum; https://lattes.cnpq.br/0863582713179217; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460This research had as a problem the fact that the practices of the Multifunctional Resource Room (MRR) are repetitions of what is developed in the regular classroom, being applied the same methodologies, resources and content. Thus, this study aimed to understand how Universal Design For Learning (UDL) can be an approach to the promotion of practices that develop students’ autonomy and learning. Education, in a conventional, conservative mode, has tasked the students the role of passive spectators, so that the process of building knowledge by these subjects became compromised. Thus, changing this logic is a pedagogical imperative. In this context, the principles of UDL, having as its resources the active methodologies, may enable pedagogical practices that contribute to the development of students’ skills. This research was founded in the theoretical contributions that discuss the continuing training, of UDL, active methodologies and inclusive pedagogical practices in the Specialized Educational Service (SES). To this end, this investigation was outlined based on bibliographic and field research, through the descriptive and exploratory study. Data analyzes were based on the qualitative approach. The research participants were 11 teachers working in the MRR of the State and Municipal Education Network of a city in the state of Paraná, Brazil. For data collection, a semi-structured interview script was applied, containing issues regarding the professional and academic profile of the teachers, and the proposition of three problem situations of classroom daily life. Also, participants were asked about demands of topics that made up the e-book educational product, of self-training character, available to the research participants and other interested parties. As a result, it is pointed out that UDL is an approach that can boost the problematization of the pedagogical practices developed in the MRR and the articulation between UDL and active methodologies, which is a possibility in the learning and development processes of each of the students. It is also noteworthy the crucial role of SES, whose practices performed in the MRR can be promising to the development of the Higher Psychological Functions. The research participants highlighted the engagement with their work and are aware of the importance of this service for Inclusive Education. However, sometimes they come into conflicts that involve meeting the demands and learning specificities of students and also meet the demands of regular classroom content, which eventually are repeated in the MRR. UDL represents an approach that can enhance teaching and learning processes, in order to serve all students and boost skills for the appropriation of classroom contentItem O planejamento colaborativo entre o(a) segundo(a) professor(a) do atendimento educacional especializado da sala de aula comum e o(a) segundo(a) professor(a) de turma(Universidade Estadual do Paraná, 2026-09-24) Senf, Josiele Regiane Grossklaus; Silva, Sandra Salete de Camargo; Moda, Deise Borchhardt; https://lattes.cnpq.br/7419859603031477; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/8927052436349202; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Moda, Deise Borchhardt; https://lattes.cnpq.br/7419859603031477; Silva, Madalena Pereira da; https://lattes.cnpq.br/0471818332882195; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634This study presents a discussion regarding how the work is articulated between regular classroom teachers and Special Education teachers by adopting collaborative planning as an inclusive strategy. The research integrates the Graduate Program of a Professional Master Degree in Inclusive Education (PROFEI) in the State University of Paraná, under the following research line: Formative Practices and Processes for Teachers in Inclusive Education. Building an inclusive school requires the guarantee of access, participation, and the appraisal of differences. Assuming the school is a place of welcome, human development and is a right of all, as set forth by the 1988 Brazilian Federal Constitution, the research had the purpose of understanding the contributions arising from combining the work done by the teacher in charge of Specialized Educational Service (SES) with the work of the regular classroom teacher and the second classroom teacher, by means of the collaborative planning. The reflections contextualize the historical trajectory of SES in the Santa Catarina State school system and they present collaborative planning as a possibility of having professionals of Special Education working together with regular classroom teachers. The mobilizing condition to this research focuses on the following question: How does collaborative planning between the SES teacher, the regular classroom teacher and the second classroom teacher contribute to develop inclusive practices in the context of a regular classroom? The theoretical framework takes as reference the legal landmark related to the schooling of disabled people as well as the authors in the area of inclusive education, such as Silva (2017), Hummel (2007), Mantoan (2003), among other authors who have researched the collaborative work as a practice of school inclusiveness, such as Damiani (2008), Roldão (2007), Carrilho (2011), and Santiago and Santos (2015). The study is characterized as bibliographical review and an applied field research, based on a qualitative and exploratory approach utilizing action research, conducted at three state schools located in the city of Porto União/SC. Participants in this research included regular classroom teachers, SES teachers, second classroom teachers, and pedagogues. Data collection was carried out by means questionnaires made available through Google Forms; the analysis was structured along the process of categorization based on the responses collected, in order to understand data that were relevant and essential to the research.The outcome of the research reveals organizational and attitudinal weaknesses that prevent collaboration, however, participants acknowledge the potential articulation between regular classroom teachers and Special Education teachers through collaborative planning. Data were materialized in an e-book which turned out to be a pedagogical guide, conceived and organized in a collaborative manner. This resource proposes a collaborative planning to be designed with the aim of meeting the specificities of a regular classroom. It is considered that such educational resource brings in a theoretical input that enhances reflections about the collaborative work intended to intertwine planning between regular classroom teachers and Special Education teachers in an inclusive perspective.Item Tecnologia Assistiva como recurso pedagógico: Concepções dos docentes das salas de Recursos Multifuncionais(Universidade Estadual do Paraná, 2022-10-26) Moraes, Marcelo Rodrigues de; Hummel, Eromi Izabel; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/5244986863537914; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; Mano, Amanda de Mattos Pereira; https://lattes.cnpq.br/9864602016869508; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317The inclusion of target students of special education in regular education is ensured by laws and decrees. In 2007, it was implemented the Multifunctional Resource Rooms, a space equipped with resources and teachers specializing in the area of special education, which are responsible for the Specialized Education Service. Among the activities developed by these teachers is teaching and using Assistive Technology resources during classes and in collaboration with other regular education teachers. Thus, this research discusses the training of the Specialized Educational Service teacher and the use of Assistive Technology in the inclusive educational context. Therefore, it is questioned what is the conception that teachers who work in this Specialized Educational Service, in the city of Apucarana - Paraná, have about the resources and practices of assistive technology in the inclusive educational context? The general goal of this work is to investigate the conception of Specialized Educational Attendance teachers about assistive technology and its use. This study was based on exploratory research, with analysis in a qualitative approach. Data collection was carried out by means of two questionnaires, which were sent at different moments. The first questionnaire aimed at identifying the assistive technology resources present in the Multifunctional Resource Rooms and the second aimed at understanding the conception of teachers regarding assistive technology. The respondents were twenty-five teachers who work in Multifunctional Resource Rooms. The results of this research pointed out that there are weaknesses in the use of assistive technology by the teachers who answered the questionnaires, problems which start in the initial training and sometimes are not solved in the continued training. Thus, this study contributed to the planning of a continuing education proposal, called "Formação em Tecnologia Assistiva: Proposta a partir de concepções das professores da Sala de Recurso Multifuncional" (Training in Assistive Technology: Proposal based on conceptions of Multifunctional Resource Room teachers) presented as an educational product of this dissertation in e-book format which will be accessible to teachers as a way to contribute to their education.