Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Item A música como recurso pedagógico para a inclusão de estudantes com Transtorno do Espectro do Autismo(Universidade Estadual do Paraná, 2022-09-27) Ascencio, Leise Ruth Lima de Oliveira; Ansay, Noemi Nascimento; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460; https://lattes.cnpq.br/2522951277654216; https://lattes.cnpq.br/3334152994129054; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460; Dambros, Aline Roberta Tacon; https://lattes.cnpq.br/2307124220169027; Freire, Marina Horta; https://lattes.cnpq.br/1301269894536856; Mosquera, Carlos Fernando França; https://lattes.cnpq.br/3705543502063474This study aims at understanding the ways in which music can be used as a pedagogical resource in inclusive practices for students with ASD (Autism Spectrum Disorders) in the final years of basic education. It is a common assumption that music, as a versatile and structured language, can guarantee the systematization of the content developed in class, thus becoming a resource that can favor the inclusion of the students with ASD. This research is guided by the following matter: is music used in class to promote the inclusion of students with ASD? Among the specific objectives are: discuss about inclusive education for students with ASD; describe the potential of music as a mediator pedagogical resource for teaching; analyze the way teachers perceive/use music as a pedagogical resource for the inclusion of students with ASD; develop a blog with model musical activities and information that corroborate with the inclusion of students with ASD. It is about a qualitative investigation that encompassed semi-structured interviews with teachers from a public school in the city of Arapongas, state of Paraná, who have been working as teachers of students with ASD. The data obtained through the means of those interviews were analyzed according to the steps of Bardin’s (2016) content analysis. We verified that there is an idea of school inclusion that, in practice, turns out to be close to exclusion or segregation. The results show adversities in applying suitable strategies and resources to promote ASD students’ learning, and proved that music is not often used by teachers for the inclusion of ASD students. Based on the results, the educational product was elaborated through a blog where activities and content on the thematic were made available as suggestions on the use of music as a facilitating learning strategy for ASD students. The research was approved by CEP/UNESPAR, through the consolidated opinion n. 4.781.245.Item O desenho universal para a aprendizagem e a inclusão escolar do aluno autista(Universidade Estadual do Paraná, 2006-11-24) Nascimento, Camila Naomi da Costa Ishisaki; França, Denise Maria Vaz Romano; https://lattes.cnpq.br/7070068190380218; https://lattes.cnpq.br/8990121557593927; França, Denise Maria Vaz Romano; https://lattes.cnpq.br/7070068190380218; Bock, Geisa Leticia Kempfer; https://lattes.cnpq.br/7254066340917321; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460The proposed study seeks to discuss knowledge about the possibilities of pedagogical practice of teachers of autistic children, included in regular education, enrolled in the first stage of Elementary School in Paranaguá. It also raises the possibility of using Universal Design for Learning in the pedagogical practice of teachers in Paranaguá. The possibility arose from the problem that guided the research on the issue “How is the practice of including children with autism in the initial years of elementary school in Paranaguá revealed?”. The study had as its general objective to analyze how the teaching and learning of children with autism occurs in the municipal education system of Paranaguá and to glimpse what are the possible contributions of Universal Design for Learning for the schooling of autistic children. The theoretical basis presents knowledge from both the biomedia and social perspectives on Autism. The following is a historical overview of the legislation and educational rights of people with autism, the theoretical basis based on the Historical Cultural perspective is outlined and then the Universal Design for Learning is presented as a possibility for the development of teaching and learning. This was a descriptive, exploratory, cross-sectional study conducted with 66 teachers from the Municipal Education System of Paranaguá in the early years. A questionnaire was used as a data collection instrument. The teachers were invited to participate in the research voluntarily and, after signing the Informed Consent form, were able to answer the questionnaire. The data analysis was quantitative and qualitative. The quantitative analysis was performed using descriptive statistics and the qualitative analysis used the categorization proposed by Bardin. The results showed that among the respondents, 75.8% (n=50) stated that they did not feel prepared to serve students with autism and 57.6% (n=38) stated that they had not received training or qualification on autism from their employer. The conclusion was that teachers do not feel prepared to work with autistic children in regular education and many stated that they did not receive access to knowledge about Autism and Universal Design for Learning in their undergraduate and continuing education, thus evidencing a training demand. Thus, a self-training material was developed and made available to the target audience teachers of the study in the form of an E-book, providing knowledge about Autism and Universal Design for Learning.