Programa de Pós-Graduação em Educação Inclusiva - PROFEI

URI Permanente para esta coleção

https://repositorio.unespar.edu.br/handle/123456789/105

Navegar

Agora exibindo 1 - 20 de 42

A comunicação aumentativa e alternativa para a promoção da aprendizagem no contexto do atendimento educacional especializado
(Universidade Estadual do Paraná, 2011-10-24) Castro, Rosicléia Siqueira de; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/4590468801958511; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Peixoto, Reginaldo; https://lattes.cnpq.br/4397425097179971; Silva, Ricardo Desidério da; https://lattes.cnpq.br/0871407652290726
Augmentative and Alternative Communication constitutes an essential field within assistive technology, promoting resources and strategies that enhance or replace speech, fostering expression and interaction for individuals with significant difficulties in verbal communication. Its implementation in the educational context is fundamental to ensuring the inclusion and full participation of students with disabilities, especially in Specialized Educational Services, making the training of qualified teachers essential for its effective use. The research developed in this dissertation sought to address and reflect on teacher training, special education from the perspective of inclusive education, assistive technology, and specifically Augmentative and Alternative Communication. To this end, the following question was posed: What theoretical and practical knowledge about Augmentative and Alternative Communication is important for teachers in Specialized Educational Services to develop adequate work with children and/or students who have an absence or significant difficulty in verbal expression?In this regard, the objective is to investigate the understanding that teachers in Specialized Educational Services, working in Multifunctional Resource Rooms and in Specialized Educational Service Centers in the municipality of Araucária-Paraná, have about Augmentative and Alternative Communication. The research is based on a qualitative approach, with exploratory, bibliographic, and applied research. This study involved fifty-six teachers in Specialized Educational Services, working in two Specialized Educational Service Centers and also in Multifunctional Resource Rooms, who answered an online questionnaire to analyze their knowledge on the subject, identify possible doubts, and highlight the main challenges. Among the results obtained, the research pointed to the need to address and deepen the theme. The significant importance of implementing continuous training was observed, involving not only special education teachers but also those in the general education framework and other professionals who assist the students targeted by the research in the school context. Future research perspectives include the development of continuous training strategies and collaborative practices among teachers and other school professionals, ensuring the applicability of Augmentative and Alternative Communication in everyday school life. It is also hoped that the results can support public policies that encourage dissemination and expand communication and inclusion opportunities for students, contributing to the construction of more equitable and inclusive pedagogical practices.
A comunicação suplementar e alternativa como estratégia de ensino e aprendizagem para alunos com transtorno do espectro autista – TEA
(Universidade Estadual do Paraná, 2022-09-28) Mantovi, Patricia Karla da Silva; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/3541376325577507; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Mano, Amanda de Mattos Pereira; https://lattes.cnpq.br/9864602016869508; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317
The present research is justified by the author's perception, as a teacher, of the communication barriers faced by non-verbal students with Autism Spectrum Disorder (ASD), as subjects of inclusive education rights. It presents as a propositional problem the use of Supplementary and Alternative Communication as an auxiliary tool for the pedagogical work in the Multifunctional Resource Rooms and aimed to identify the teachers' knowledge regarding the use of supplementary and alternative communication resources in the development of the learning of students with ASD. Supplementary and Alternative Communication is a tool within Assistive Technology that aims to provide different forms of communication for students with non-verbal ASD, which can therefore harm their learning. This is exploratory research, with qualitative and descriptive approaches, in addition to field research, based on the availability of a questionnaire, in which the teachers' knowledge regarding the Supplementary and Alternative Communication resources were identified. As a theoretical framework, it delved into themes that deal with school inclusion, ASD, Assistive Technology and Supplementary and Alternative Communication as a pedagogical strategy, based on Vygostky's theoretical framework, from the Historical-Cultural Theory. The identified results were analyzed, contributing to the production of support material, in interactive Ebook format, which includes Supplementary and Alternative Communication methods used in the learning process of students with autism spectrum disorder, with suggestions for interdisciplinary pedagogical activities for students. teachers of multifunctional resource rooms, in order to provide different strategies of non-verbal communication for these children, thus enabling their interaction with the school community in general, as well as favoring the literacy process of these students to be used in the Resource Rooms Multifunctional of the municipal education network of Umuarama - Paraná.
A concepção de homem na BNCC: impactos para a Educação Especial na Perspectiva Inclusiva
(Universidade Estadual do Paraná, 2022-10-14) Vieira, Ariadine Marques; Garcia, Dorcely Isabel Bellanda; Favaro, Neide de Almeida Lança Galvão; https://lattes.cnpq.br/6325209425358903; https://lattes.cnpq.br/8124217357002723; https://lattes.cnpq.br/9233380817950156; Garcia, Dorcely Isabel Bellanda; https://lattes.cnpq.br/8124217357002723; Favaro, Neide de Almeida Lança Galvão; https://lattes.cnpq.br/6325209425358903; Lazarini, Ademir Quintilio; https://lattes.cnpq.br/0049894245206872; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634
The work hadas aim at analyzing the concept of manin the Common National Curriculum Base (BNCC in its Portuguese acronym), verifying its implications for public policies effectiveness of Special Education in the Inclusive Perspective in Educational context. The research is based on the historical materialism, which considers the influence of social relations in the life and formation of individuals. The approach is qualitative, supported by bibliographic and documentary research. The research discusses the causes of the current educational condition, in view of a detachment between existent in the training proposed by the BNCC and demands for the inclusion of the subject, regarding Special Education in an Inclusive Perspective. As a guiding document for Brazilian education curricula, BNCC addressing education for integral human formation and to build a fear, democratic, comprehensive society, stablishing as focus developing skills and abilities. When revealing its foundations, it is verified that conception of competent and skilled subject is a typical criterion of (neo)liberal ideas required to shape workers for a market that requires a workforce and citizens adapted to current production processes. In this perspective, structural causes of unemployment and misery are omitted, which are inherent to capitalist society divided into classes, and meet the flexibility requirements of workforce in the face of the productive restructuring process. When articulating the concept of man within BNCC and its economic and social foundations, its consequences are identified for the weakening of the inclusive process in the Brazilian educational system. Education is activated by international organizations to solve problems inherent to the sociability of capital, and inclusion is conceived as a project to contain the exclusion that constitutes this social organization, assuming superficial conditions which emanate from an ideological discourse as, in which everyone has the right to education. Silencing of Special Education in the BNCC document is a result from this educational project, in which the inclusive proposal is conditional on meeting economic interests. Considering that educational sector is a marketing target, the conception of man in BNCC serves to this sociability driven by the interests of capital, which refers to the superficiality of the inclusive approach in the document, encompassing material obstacles which make difficult to meet the students’ demands who are the target audience of Special Education in schools. Entering these students at school environments is not a guarantee for their access to learning, it configurates precarious ness of Special Education in face of reduced investments in public education, coherent with the neoliberal policy that reigns. While there is a regulated social relationship to satisfy the interests of capital and education is considered a commodity, educational public policies will not enable the inclusion and appropriate assistance to the target audience of Special Education. From this research, open access was made available to an Educational Product elaborated as a pedagogical notebook to contribute with teachers’ training and studies and/or those who are interested in this theme.
A educação especial na perspectiva da educação inclusiva: um estudo no assentamento Pontal do Tigre no estado do Paraná
(Universidade Estadual do Paraná, 2024-10-29) Silva, Neide Batista Moreira; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; https://lattes.cnpq.br/7895408731045120; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Nozu, Washington Cesar Shoiti; https://lattes.cnpq.br/4755838697434676; Novak, Maria Simone Jacomini; https://lattes.cnpq.br/8950601840578036
This research was conducted as part of the Professional Master's Degree in Inclusive Education – PROFEI, at the State University of Paraná. The theme was justified by the importance of understanding the legal and historical aspects that guide Special Education from the Perspective of Inclusive Education (Brazil, 2008) in a school for landless rural workers through official documents that guarantee the right to include students with disabilities in the regular education system. The overall objective of the study was to analyze the extent to which the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008) is being implemented in practice at the Municipal Peasant School Chico Mendes, located in the Pontal do Tigre Settlement, in the Municipality of Querência do Norte in the State of Paraná. For data collection, the following methodologies were chosen: a) bibliographic, as it allows access to theoretical references and selected academic productions from the databases of the Digital Library of Theses, articles, dissertations, and personal collections; b) documentary, which enables the identification of official documents at the national, state, and municipal levels that regulate special, inclusive, and peasant education, as well as the school’s political-pedagogical project; c) field research using an online questionnaire through a research management application on Google Forms. The participants in the research were ten tenured teachers from the Municipal Education Network of Querência do Norte who work at the Municipal Peasant School Chico Mendes and support students with disabilities. It is noteworthy that the research project was approved by the Ethics Committee of Unespar, Opinion No. 6.321.226, on September 25, 2023. The responses to the questionnaires were categorized based on the theoretical assumptions of Minayo (2003) and Bardin (2016), through content analysis. Regarding the training and work experience of the teachers at the Municipal Peasant School Chico Mendes, it was found that the school’s faculty is well-prepared and there is a concern for ongoing professional development. The research results demonstrate that all the teachers at the school hold specializations in Special Education, Psychopedagogy, or Rural Education, and participate in continuous training with significant professional experience. Specialized support is provided in the Multifunctional Resource Room, conducted by a specialist teacher in Special Education.The pedagogical practices developed at the school aim at inclusion and necessary adaptations to accommodate all students with disabilities, ensuring their full development. In this perspective and in fulfillment of the objectives of this research, an E-book is presented with content that seeks to gather information that can contribute to the work of teachers in settlement schools, emphasizing inclusive education.
A educação inclusiva na escola do campo: contribuições para o protagonismo da oralidade campesina nas aulas de língua portuguesa
(Universidade Estadual do Paraná, 2022-10-24) Silva, Ana Paula Araujo da; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/8544241001651968; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Mello, Fernanda Rosário de; https://lattes.cnpq.br/9175325607086797; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913
Outlined by the perspective of Inclusive Education in human rights, this research aims to enable discussions based on the perspective of Inclusive Education and Socio educational about the pedagogical praxis regarding the axis of orality in the Portuguese Language teaching, in order to promote the protagonism of peasant students in rural schools. The reflections bring the historical contextualization of the excluding trajectory of peasant peoples in different social spaces, including the school. Thus, it is visible that the urban way of life overlaps the rural way of life in several manners, we approached about the oral uses of the subject’s language, considering that the prejudice concerning the peasant ways of speaking contributes to the marginalization and violence to the identities of these people communities. In view of this, there is a concern based on the theoretical-methodological approach regarding orality in Portuguese language teaching in rural schools, which has repercussions on the following question: Which actions may contribute to the rural orality being considered an inclusive perspective in Portuguese language classes in the rural school context? To answer the mentioned question we selected theoretical references in terms of the perspective of Inclusive Education, researchers such as Candau (2012); Fernandes and Paludeto (2010); Machado (2008); Mendes (2017); Pantaleão et al. (2017) and Silva (2015). In the educational area and the countryside subjects we selected Arroyo, Caldart and Molina (2011), Caiado e Meletti (2011); Caldart (2009); Freitas (2020); Katuta (2017); Lopes et al. (2016) and Rossato e Praxedes (2015). In the Socio educational approach we highlight Bortoni-Ricardo (2004, 2005, 2011, 2021) e Bagno (2007, 2009, 2013, 2015), and, at last, in the Portuguese Language teaching we presented Antunes (2003, 2007, 2009) and Ferrarezi Jr (2018). Thus, the methodological course was developed via bibliographical research, as well as field research through the action research in carrying out the formative proposal contextualized to a rural school. However, due to the COVID-19 pandemic, the training meetings were held via Meet, in addition, pre-established questionnaires were made available through Classroom. With these tools it was possible to raise some findings, namely: (a) lack of contextualized continuing education, (b) textbooks disconnected from the school reality (c) weaknesses of the school’s physical structure among others. The discussons of this research are materialized in an e-book for future consultations In short, we defend the importance of collaborative practices in the teaching environment, so that studies and reflections become constant for the reframing of inclusion in these spaces which, consequently, contribute to the student’s protagonism in rural schools
A gamificação na educação inclusiva: jogando com a leitura
(Universidade Estadual do Paraná, 2022-09-27) Avansi, Márcia Cristina Nunes; Ansay, Noemi Nascimento; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460; https://lattes.cnpq.br/2522951277654216; https://lattes.cnpq.br/5319537470536574; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460; Nogueira, Juslaine de Fátima Abreu; https://lattes.cnpq.br/5283169846765859; Nohama, Percy; https://lattes.cnpq.br/5055126579468463; Mosquera, Carlos Fernando França; https://lattes.cnpq.br/3705543502063474
This research aims at investigating potentialities of a gamified didactic sequence to develop the reading skill in an Inclusive Special Education. Practices of inclusive education impose challenges which intertwine teaching-learning concepts and impact the realization of human rights. Though this viewpoint, the hypothesis formulated is that the use of gamification associated to technological resources could help development of reading skills in a playful, motivating, and engaging way. Specific aims developed were: 1) analyzing skills and reading comprehension of print texts based on criteria of BNCC; 2) stimulating the interest by text reading through gamified activities in technological resources; 3) developing reading skills in a comprehensive context through gamification; 4) analyzing potentiality of gamified activities in reading skills development in a context of inclusive practices; 5) elaborating a didactic tutorial to build up an App in the Fábrica de Aplicativos. The research has qualitative and exploratory approach, and it was carried out in a school of the public network of the State of Paraná, with three stages: 1st) an online questionnaire was Applied to 25 students of an Elementary School 9th grade group; 2nd) selecting ten students from the group: three diagnosed with disability and seven randomly raffled – this group performed the gamified activities; 3rd) online final questionnaire addressed to the ten participants. The App used in the field interactions was created in the platform Fábrica de Aplicativos, available for free on the internet. During the research stages, a field journal was created with the researcher comments. Data surveyed through the online questionnaire were analyzed according to the percentage obtained. Regarding the journal field comments, they were categorized and analyzed according to the stages of clustering or groups by similarity. Findings indicated that participants were involved with the gamified activities and used the Gamesler to read and re-read the texts presented in it. Gamified activities aroused interest, and in the short time that the research was carried out, contributed to minimize reading difficulties by participants. It was made evident that gamification can be a didactic option to develop learning relations in the classroom. As a result of this process, the educational product Trilhando no seu App - Tutorial Didático was created in the platform Fábrica de Aplicativos. This product was designed to invite teachers to use technological potentialities in gamified activities as strategy in the teaching-learning process.
A inclusão da criança com Transtorno do Espectro Autista na Educação Infantil: implicações à formação docente
(Universidade Estadual do Paraná, 2022-10-27) Ramos, Andréa Karine Menezes de Oliveira; Cirino, Roseneide Maria Batista; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/3538831146098946; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; Tureck, Lucia Terezinha Zanato; https://lattes.cnpq.br/7585352432396424; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317
This research involved the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education. Therefore, it sought to answer the problem about how the Early Childhood teacher analyzes the inclusion of children with Autism Spectrum Disorder from the perspective of continuing education. So, in order to understand this questioning, the aim was to analyze the inclusion of children with Autism Spectrum Disorder in Early Childhood Education from the perspective of continuing education. The research relied on theoretical foundations from authors who offered a wide view of the subject, studies that address issues about teaching and learning, about the inclusion of children with Autism Spectrum Disorder in Early Childhood Education based on aspects of Historical-Cultural Theory and fundamentals of Collaborative Teaching as a strategy for Inclusive Education, in addition to the implications for continuing education in Early Childhood Education. The methodological contribution was organized based on bibliographic and field research, outlining exploratory and descriptive studies in addition to collaborative research. Data collection was carried out through a semi-structured interview script containing two topics, permeated by two investigative fields aimed at the inclusion of children with ASD in Early Childhood Education; implications for continuing education and Collaborative Teaching. Eleven (11) teachers/child educators actively participated, who met the selection criteria, who are attending or already have experiences with children with Autism Spectrum Disorder and who work in Early Childhood Education, in the city of Pontal do Paraná - PR. The data produced by the research participants subsidized the data analysis and served as support for the elaboration of the educational product, organized collaboratively with the teachers who indicated training demands, in addition to practices they developed in their classrooms with children within the TEA. Data analyzes were organized on the basis of Thematic Analysis (TA) based on a qualitative approach. The results indicate that inclusion implies teacher training and the participating subjects point out the lack of training as an obstacle and recognize subjects who want to learn, not passing the child on to other professionals. They aim to acquire knowledge to work with the child. The absence of policies aimed at teachers and professionals in Early Childhood Education was observed and, in this direction, the indication of the need to carry out collaborative training in the space where they work was very present, considering that the contributions of all who work or interact with the child can be configured in a differential to the practices that they will develop
A Inclusão de Estudantes Surdos: trajetórias da educação básica ao ensino superior
(Universidade Estadual do Paraná, 2023-04-13) Oliveira, Francismara Janaina Cordeiro de; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; https://lattes.cnpq.br/7930458402321840; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Mosquera, Carlos Fernando França; https://lattes.cnpq.br/3705543502063474; Rodrigues, Igor Ortega; https://lattes.cnpq.br/2574401807505295
The purpose of this research was to analyze the inclusion of deaf students in higher education in the seven campi of the State University of Paraná (UNESPAR) as well as their academic trajectories from basic to higher education. To support this study, a bibliographic and documentary research was conducted regarding the institutional policies related to deaf students at UNESPAR. In a second moment, for data collection, five remote meetings were held, due to the Covid-19 pandemic and the distance between the campi, through the technique of Focus Group (BUSANELLO et al, 2012). Five deaf students enrolled at UNESPAR participated in the group, the topics discussed sought to understand the academic trajectories from basic to higher education and the challenges faced by these students. For this stage of the research we submitted the project to the evaluation of the Ethics Committee and Research Involving Human Beings of UNESPAR, which was approved by the CEP/UNESPAR, through the consubstantiated opinion no. 4,888,217. The data analysis was performed through the content analysis proposed by Bardin (2016). From the analysis, four categories emerged: a) the school trajectory of deaf students, from basic to higher education; b) public policies in the care of deaf students; c) access and permanence at the university; d) pedagogical strategies for teachers of basic education who work with deaf students. As for the results obtained in the analysis of the first category, it was observed that most of them studied in public school, but in order to adapt they constantly changed schools until they found institutions with better inclusive conditions. As for the second category, the participants showed interest and political sense, knowing their rights and policies for social and educational inclusion of the deaf. Regarding the third category, the participants reported that despite the difficulties of higher education professors in mediating the processes of teaching and learning, the work of interpreters of Brazilian Sign Language and the use of visual resources are essential for this student. Finally, in the last category, students consider that the use of a visual pedagogy is an important resource to ensure the pedagogical development of students. As an educational product resulting from this study, we elaborated a Pedagogical Booklet entitled: "Pathways for School Inclusion of Deaf Students", with proposals for pedagogical work for deaf students in the various levels of education, seeking to give subsidies to teachers of these stages of education.
A invisibilidade de estudantes com Altas Habilidades/Superdotação: concepções de professores(as) do Ensino Fundamental
(Universidade Estadual do Paraná, 2022-10-28) Chempcek, Mari Lidia; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; https://lattes.cnpq.br/0286584117170583; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; Ansay, Noemi Nascimento; https://lattes.cnpq.br/2522951277654216; Matos, Denise Maria de; https://lattes.cnpq.br/2934487191837844
The number of Gifted students enrolled in Basic Education has presented gradual rise in Brazil, but with inconsistencies when compared to the estimate of people identified with this diagnosis, which presupposes a gap in the identification process. Thus, in this study, it was sought to analyze the conception of teachers of Basic Education, more specifically of Elementary School, on their initial and continuing education process, regarding the possibilities of identification and care to Gifted students. It is about understanding the possible interference of the trainings performed by teachers and the concepts that culturally permeate this theme in the inclusion processes of these students. Thirty teachers of the municipal and state public network of the municipality of Araucária, metropolitan region of Curitiba/Paraná, participated in the study. It is a field investigation of a qualitative nature that used as an instrument of data collection a semi-structured interview with open questions about the conception of Giftedness, teacher training on the theme, the performance of teachers with Gifted students, the characteristics and indicators present in these individuals. The data of the interviews were recorded, transcribed, analyzed and categorized, according to the content analysis proposed by Laurence Bardin (2016). The analysis of the data obtained showed the knowledge that the interviewed teachers have on Giftedness, constituting the basis for the definition of the following categories: conception, indicators, professional training, pedagogical work and myths. The results of the study pointed out that the different conceptions of Giftedness, the scarce training on the theme in the contexts of initial and/or continued teacher education and, consequently, the care of these students, contributed to their invisibility. From the analysis of the data collected and its discussion, indicatives for the elaboration of an educational product were raised, in the format of a digital book, with practical guidelines that respond to the needs pointed out by the teachers who participated in the study, including the definition of Giftedness, the legal support provided for in the legislation, the right to Specialized Educational Assistance, the identification of characteristics and indicators, the possibilities of identification and evaluation of these students in the educational context.
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/3705543502063474
This 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.
Altas Habilidades/Superdotação: desconstruir mitos e construir caminhos para a inclusão escolar
(Universidade Estadual do Paraná, 2024-29-10) Riski, Francieli Dombroski; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; https://lattes.cnpq.br/8118086450477399; Bertoldi, Andréa Lúcia Sério; https://lattes.cnpq.br/5961876370701710; Sakaguti, Paula Mitsuyo Yamasaki; https://lattes.cnpq.br/6605471166573621; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460
This research entitled “High Ability/Gifted: deconstructing myths and building paths for school inclusion” has Inclusive Education as its area of concentration, in the research line Practices and Formative Processes of Educators for Inclusive Education. The aim was to promote the demystification of concepts linked to High Ability/Gifted, based on the conception of elementary school teachers, more specifically elementary school teachers, regarding the process of identifying and assisting students with High Ability/Gifted within the school context. This study is based on theorists who contextualize and conceptualize High Ability/Gifted, deal with the characteristics of students with High Ability/Gifted, elucidate the myths present in this context and discuss care, teacher training and the challenges of Inclusive Education in the context of High Ability/Gifted, such as Alencar and Fleith, Chempcek, Delou, Martins, Negrini, Pérez, Renzulli, Sabatella, Teixeira, Vieira, Virgolim, among others. This is a qualitativ
Atendimento Educacional Especalizado no município de Paranavaí: desafios e encaminhamentos na implementação das políticas públicas inclusivas
(Universidade Estadual do Paraná, 2012-03-24) Buzignani, Liliane Cristina Rocha; Garcia, Dorcely Isabel Bellanda; https://lattes.cnpq.br/8124217357002723; https://lattes.cnpq.br/4656353180389504; Garcia, Dorcely Isabel Bellanda; https://lattes.cnpq.br/8124217357002723; Figueira, Felipe Luiz Gomes; https://lattes.cnpq.br/6096596033912162; Pizoli, Rita de Cássia; https://lattes.cnpq.br/8835078921002360
The present study aims to research, analyze and understand the implementation of national and state Special Education policies, from the perspective of Inclusive Education, in the municipality of Paranavaí. The historical landmarks of this study are related to public policies, from the 1990s onwards, such as: the World Declaration on Education for All (1990), the Salamanca World Declaration (1994), the Guatemala Declaration (1999), the Policy National Special Education from the Perspective of Inclusive Education (2008), in addition to documents from the State of Paraná, such as Deliberation nº 2/2016 and Instructions nº 7/2016, nº 9/2018 and nº 6/2023, referring to Educational Service Specialized. The effective implementation of inclusive education policies is extremely important and is a goal. In this context, the municipality of Paranavaí is challenged to put national and state Special Education policies into practice, seeking the inclusion of students with disabilities in the regular education network. The study focuses on Specialized Educational Service in Multifunctional Resource Rooms in part-time, full-time and extended-day schools. This is theoretical and field research, in the municipal network, and related to students enrolled in Special Education. In this sense, the research investigates the scenario facing this offer and aims to understand the impact of educational policies on the implementation of inclusive education in Paranavaí. The methodology adopted includes interviews with the municipal education secretary and the Special Education supervisor, document analysis and quantitative data collection. The results demonstrate challenges in implementing public policies on inclusive education, especially given the diversity of full-time, part-time and extended-time schools in the municipality, but indicate an effort by the municipality to align its practices with the guidelines of the state of Paraná. The research also aims to educational resource, through a memorial, being an electronic magazine with qualitative and quantitative data referring to 2022 and 2023, about the target audience served. The results point to the implementation of Specialized Educational Services in the Multifunctional Resource Room, in line with state guidelines, however the existence of special classes to serve this public in the municipality was also noted. Thus, it is concluded that, although there are advances in the implementation of inclusive education policies in Paranavaí, challenges persist that require continuous efforts to ensure effective inclusion for all students.
Da sala de recursos para a cultura maker: formando estudantes para o século XXI
(Universidade Estadual do Paraná, 2024-07-26) Casagrande, Keli; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; https://lattes.cnpq.br/5337435731425536; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; Farias, Elizabeth Regina Streisky de; https://lattes.cnpq.br/8009305295212594; Fernandes Junior, Alvaro Martins; https://lattes.cnpq.br/4687363695453133
The proposed research considers the theme of maker culture and its applicability in Learning and Multifunctional Resource Rooms to promote learning. In order to meet the demands of the 21st century, there has been a need for changes in the educational scenario, highlighting innovative pedagogical practices capable of involving students in real learning contexts, enabling student autonomy and involvement in creative processes. However, there are difficulties in including this process due to the lack of physical resources and specific teacher training. The aim of the study was to analyze the feasibility of applying maker culture in Resource Rooms; to describe maker culture in the educational environment; to contextualize Resource Rooms (Multifunctional and Learning) and to find out how teachers approach maker culture. It is justified as an object of research because of its relevance and contemporaneity, aiming to stimulate interest in its practical applicability, promoting the enrichment of the educational environment through different methodologies. The methodology adopted in this research is based on the principles of theoretical-bibliographical investigation and case study, and is qualitative-quantitative in nature, with an exploratory-descriptive approach. A bibliographic search was carried out using sources such as the Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library On-line (Scielo), Institute of Science Education, Google Scholar and the Portal Periódicos of the Coordination for the Improvement of Higher Education Personnel (Capes). Data was collected using a semi-structured online questionnaire addressed to teachers in the Learning Resource Rooms and Multifunctional Resource Rooms of the Curitiba Municipal Education Network. Bardin's Content Analysis technique was used to analyze and interpret the data collected. The results indicate that the majority of resource room teachers believe in the viability of the maker culture to promote learning and develop skills such as creativity, autonomy, attention, concentration, memory and problem-solving. However, challenges such as the lack of material resources and the need for ongoing teacher training stand out.
Desenho universal para a aprendizagem e planejamento colaborativo: tecendo possibilidades para práticas pedagógicas inclusivas
(Universidade Estadual do Paraná, 2013-11-24) Liman, Daiana Aparecida Teles Vieira de; Silva, Sandra Salete de Camargo; Cruz, Lutécia Hiera da; https://lattes.cnpq.br/2403668086605389; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/3207806446284514; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Mano, Amanda de Mattos Pereira; https://lattes.cnpq.br/9864602016869508; Cruz, Lutécia Hiera da; https://lattes.cnpq.br/2403668086605389; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307
Our country's current policy on school inclusion and the movement towards inclusive education guarantees everyone's right to education. Beyond the legal intentions that ensure the right to enrollment, conditions for permanence, participation and learning, as well as an accessible and inclusive educational environment for all students are needed. Thus, this research addresses the theme of Universal Design for Learning (UDL) and Collaborative Planning as approaches engaged with each other and which are aligned with the concept of education with an inclusive perspective, as they recognize the importance of the school collective to think, plan and implement inclusive and universal pedagogical practices based on reducing and/or eliminating barriers that prevent and/or hinder access to knowledge by students, whether they have disabilities or not, through an inclusive and collaborative culture in educational systems. The problematization arose from everyday contexts, in which education professionals are being called to resignify their practices, and it questions: how to recognize and value the learning differences of each and every student in the context of common education in regular schools? The general objective of this study is to analyze the contributions of the Universal Design for Learning (UDL) and the Collaborative Planning in the development of inclusive and universal pedagogical practices that provide quality teaching and learning for all students. In methodological terms, we opted for collaborative research, in a qualitative, exploratory and applied approach, outlined through a theoretical discussion, supported by data collection carried out through questionnaires. Basic education teachers who work in the Multifunctional Resource Room (MRR) and in mainstream education in regular schools, as well as school supervisors and principals took part in the research. The method used to interpret the collected data was the content analysis, with definitions of categories that structured essential data for the research. The analysis and discussion of the results revealed the need to present alternatives to improve teaching in the context of ordinary classrooms. This led to the creation of an educational resource, an interactive self-training e-book entitled New approaches to planning from an inclusive perspective: universal practices in the context of ordinary classes, with the aim of reflecting on teaching practices based on new approaches aligned with the concept of inclusive education. The results show that planning that is intentional, collaborative and articulated with the principles and guidelines of the UDL enhances the construction of universal and inclusive teaching practices, by enabling access to quality education for all students. The results also show that these universal and collaborative planning practices are not yet as widespread as they should be in order to achieve inclusive education in educational contexts.
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/0536970443232460
This 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 content
Desenho Universal para Aprendizagem e Tecnologias Digitais: estratégias para práticas inclusivas
(Universidade Estadual do Paraná, 2025-05-26) Mendes, Vera Elis; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; https://lattes.cnpq.br/6343931444184442; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; Fernandes Junior, Alvaro Martins; https://lattes.cnpq.br/4687363695453133; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913
This research proposal investigates inclusive pedagogical practices through the integration of Digital Information and Communication Technologies (DICT) and the principles of Universal Design for Learning (UDL) in the early years of elementary education. To meet contemporary demands for a more equitable education, the proposal highlights the importance of methodologies that value diversity, favor personalized learning, promote student autonomy, and overcome barriers to learning. However, challenges still exist in implementing these practices, particularly regarding curriculum adaptation and the pedagogical use of technologies. The research aimed to analyze how the UDL approach, mediated by DICT, can contribute to inclusive planning and the development of students' autonomy in regular classrooms. This study is justified by the relevance and timeliness of the topic, contributing to the enrichment of the educational environment through innovative and accessible strategies. The methodology adopted is qualitative in nature, involving a theoretical-bibliographic study and field research conducted in a municipal school in Paranaguá (PR), with the participation of four elementary school teachers. A bibliographic search was carried out in sources such as the Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library Online (SciELO), Google Scholar, and the Capes Portal of Journals. For data analysis and interpretation, Bardin’s Content Analysis technique was employed, allowing the identification of pedagogical practices that promote the learning and participation of all students. The results indicate that the articulation between DICT and UDL expands access possibilities to the curriculum, stimulates creativity, concentration, and the construction of diverse meanings. As an educational resource, an e-book was developed containing suggestions for pedagogical practices and digital resources aligned with the principles of UDL and technological potential, contributing to the creation of an accessible, interactive, and inclusive learning environment.
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
Educandos com Transtorno do Espectro Autista em escolas públicas municipais no norte do Paraná: desafios na efetivação das políticas inclusivas
(Universidade Estadual do Paraná, 2023-05-25) Castelar, Wully Altieri de Souza; Garcia, Dorcely Isabel Bellanda; https://lattes.cnpq.br/8124217357002723; https://lattes.cnpq.br/6723348207498593; Garcia, Dorcely Isabel Bellanda; https://lattes.cnpq.br/8124217357002723; Silva, Rosangela Trabuco Malvestio da; https://lattes.cnpq.br/6348015771508371; Mori, Nerli Nonato Ribeiro; https://lattes.cnpq.br/0771300635766380
The objective of this research was to analyze how municipal public schools in the early grades of Elementary School in a municipality of the Northern Paraná, Brazil, perform their local policy according to the National Policy for the Protection of the Rights of the Person with Autistic Spectrum Disorder (ASD), instituted by Law no. 12,764, of December 27, 2012. The hypothesis is that there are still barriers in the implementation of inclusive public policies, which have not allowed the inclusion of this population to occur effectively in municipal public schools in the early grades of Elementary School. A qualitative, theoretical, documentary and field study was conducted in three institutions of the early grades of Elementary School that had the target populations of the research. A total of five teachers participated in the study, including the Municipal Secretary of Education and four teachers, who, during the research period, worked in Multifunctional Resource Rooms and in the regular education, with the students of the institutions investigated. The data were collected through semi-structured interviews conducted online. The text was theoretically supported by intervention with this population in studies developed by the Cultural-Historical Theory. The data collected were analyzed in a qualitative way, through categories of analysis. It was possible to verify that some of the obstacles to the realization of inclusive public policies, for this target population, are interconnected to the training and teaching challenge to work with such diverse characteristics. The data analyzed demonstrate formative weaknesses, as there are gaps left in both the initial and continued training. In response and as a contribution, it was developed the educational product entitled Tenho um educando com TEA, quais são seus direitos educacionais? (I have a student with ASD, what are his/her educational rights?), an e-book format for teachers who work with this Basic Education modality. Another consideration obtained in this study concerns the bureaucratic barriers of the teaching systems, result of the resistance of the public machine to provide the resources necessary for school inclusion, overlapping the logic of a humanizing education, since these actions require a higher budget of the teaching network. The inefficiency of the State is evident in providing technical and financial support to public educational systems in offering Specialized Educational Service, with a view to eliminating barriers that can hinder the process of schooling of the target student of Special Education. This movement implies the conditions of the implementation of the National Policy for the Protection of the Rights of the Person with ASD.
Ensino colaborativo e formação continuada em serviço: contribuições para práticas inclusivas
(Universidade Estadual do Paraná, 2022-10-26) Gonçalves, Adriana Inocência; Cirino, Roseneide Maria Batista; Ross, Paulo Ricardo; https://lattes.cnpq.br/7691349501698381; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/2171465009377491; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Ross, Paulo Ricardo; https://lattes.cnpq.br/7691349501698381; Cavalcante, Lucelia Cardoso; https://lattes.cnpq.br/9389580039097624; Zanata, Eliana Marques; https://lattes.cnpq.br/5940575768463168
This research surrounds the theme of collaborative education and in-service training and its contributions to inclusive practices. It emerged from the evident problem in the distancing in relation to the practices performed by the teachers of the Specialized Educational Service and teachers of regular education. The objective was to analyze the contributions of collaborative education in the process of in-service training, in view of the development of inclusive pedagogical practices and the overcoming of distancing evidenced in the problem. This study is based on theorists that discuss inclusion from the perspective of the social approach, in the collaborative education stance, such as: Capellini, Mendes, Rabelo, Vilaronga, Zanata, Zerbato, among others. From the point of view of the methodology, this is a bibliographic theoretical and field research, of qualitative approach, characterized as collaborative research. The participants were a total of 17 teachers from the Araucaria Municipal Network, state of Paraná, Brazil, who work in regular education and Specialized Educational Service. For data collection, an initial questionnaire for identification of the personal and professional profile was completed and semi-structured interviews were carried out, considering the investigation of prior knowledge about the theme and formative demands indicated by the participants. The data collected were organized and exploited through the Thematic Analysis, in a qualitative and descriptive manner. The educational product available is an e-book, with self-education character. Evidence allows to point out that there is a need for continuing training, as reflections on conceptions, attitudes and strategies are required, and explain that the modality of in service training does not yet have the necessary dimension. It was observed the recognition of the need for collaborative work, which still lacks being better understood to be implemented, which can enable the disruption with biomedical models hitherto present in the conceptions and attitudes of some of the participants. Such disruption allows teachers to reconsider attitudes and conceptions and the consolidation of inclusive culture, also present in the context researched. Finally, it is concluded that the recognition of the social approach about disability, collaborative education, expectations on the learning of the target students of Special Education is the collaboration of the construction of inclusive pedagogical practices embodied in universal strategies of teaching
Ensino de matemática para alunos com transtorno do espectro autista: contribuições do ambiente imersivo de realidade virtual
(Universidade Estadual do Paraná, 2022-09-29) Silva, Israel Cândido da; Hummel, Eromi Izabel; Yanaze, Leandro Key Higuchi; https://lattes.cnpq.br/3243275619679099; https://lattes.cnpq.br/0729013084742634; https://lattes.cnpq.br/1095769127259139; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634; Yanaze, Leandro Key Higuchi; https://lattes.cnpq.br/3243275619679099; Pedro, Ketilin Mayra; https://lattes.cnpq.br/0991868156805558; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913
Systemic institutional evaluations have warned about the learning outcomes of mathematical concepts. When it comes to students with autistic spectrum disorder, their specificities may hinder schooling, requiring the teacher to use different strategies, methodologies and resources in order to offer the teaching of mathematics to these subjects. In this sense, it was sought to know the context of their learning of mathematics, given their potential and differentiated conditions of appropriation, as well as the possibility of using technologies that promote their learning, in order to present suggestions to support the teaching of these students, thus outlining the objective of the work, which is to identify how the immersive virtual reality environments favor the teaching and learning of mathematics for students with Autism Spectrum Disorder. To answer the study's objectives, a bibliographic, descriptive and field research was used with the application of a didactic and diagnostic experiment. In it, it was developed follow-up with a research participant in the spectrum, who presented peculiarities in the way of using multiplication, thus, applied an alternative method to perform this operation, with the purpose of visualizing the potentialities of the participant and elaborate learning challenges in attractive virtual reality that would meet his axis of interest. With the development and application of the educational product, it was possible to verify the benefits in the teaching and learning of mathematics, based on the customization in virtual reality of the resource to this participant. Thus, it is expected that the prototype generated as an educational product contributes to the development of inclusive pedagogical practices in the teaching and learning of mathematics content.

Navegar

Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto "Ciências e humanidades para a educação básica"

Resultados por página

Opções de Ordenação