Disertación/Tesis

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2024
Disertaciones
1
  • JULIO CESAR LIMA DA ROCHA
  • PROTOCOL OF GOOD PRACTICES FOR COMMUNICATION ACCESSIBILITY IN UNIVERSITY TELEVISION AT THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE
     
  • Líder : ELIZABETH ROMANI
  • MIEMBROS DE LA BANCA :
  • EDUARDO CARDOSO
  • ELIZABETH ROMANI
  • JEFFERSON FERNANDES ALVES
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • Data: 15-mar-2024


  • Resumen Espectáculo
  • The present study has the general objective of developing basic guidelines for accessible audiovisual production for people with visual and hearing impairments, in the context of the University Television of the Federal University of Rio Grande do Norte (TVU/UFRN), based on recommendations compiled and the collaboration of the subjects involved in the research. As specific objectives, we propose to identify guidelines on the use of resources for accessible audiovisual translation used in public television stations, Audiodescription (AD), Subtitling for the Deaf and Deaf (LSE) and Janela de Libras; raise awareness through workshops of agents directly involved in the operational routine of TVU/UFRN's audiovisual productions regarding communication accessibility and the rights of people with disabilities; and propose a protocol of good practices, in ebook format, for accessible audiovisual production at TVU/UFRN. The exploratory qualitative research of a case study, starts from a survey of the existing references in parameters of the use of Assistive Technology for television. Among the references are the Guide for Accessible Audiovisual Productions (2016), by the National Film Agency (Ancine), and the protocols used in the Accessibility sectors of public broadcasters: TV Cultura and TV Aparecida. We propose workshops with the subjects involved in the operational routine of TVU/UFRN to raise awareness about the issue of disability and accessibility resources for a collaborative construction of a protocol that can be a tool to guide the implementation of a reference model to develop a sector of Accessibility at TVU/UFRN. It is expected to contribute to the establishment of a culture of accessibility, observing the rights of people with visual impairments and deaf and deaf people, and guided by the possibility of an accessible and transversal practice in the context of this public TV.

2
  • ROZANA RAMOS NEVES
  • TEACHING STRATEGY: POSSIBILITIES IN LEARNING OF STUDENTS WITH MULTIPLE DISABILITIES
  • Líder : JACYENE MELO DE OLIVEIRA ARAUJO
  • MIEMBROS DE LA BANCA :
  • VANESSA CRISTINA PAULINO
  • ADRIANE CENCI
  • ELIZABETH ROMANI
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • KATIA REGINA LOPES COSTA FREIRE
  • MARISTELA DE OLIVEIRA MOSCA
  • Data: 21-mar-2024


  • Resumen Espectáculo
  • The desire to research the learning process of students with multiple disabilities
    arose during my journey as an educator, observing the work of other educators
    in ordinary classrooms. From my experiences, the general objective of this
    research is to describe the teaching strategies in the learning process of a
    student with multiple disabilities, in the early years of Elementary School. The
    scarcity of theoretical references marks the importance of the study. There is
    also a diversity of interpretations and nomenclatures in studies on the subject,
    which makes the study difficult. This research deals with a qualitative and
    descriptive approach. To collect data for this research, reports on the learning of
    a student with multiple disabilities from an application school will be consulted
    and analyzed, in addition to the school's pedagogical proposal. It is configured,
    therefore, as a case study of documentary type. After systematizing the data, an
    Educational Product will be elaborated on form of an e-book that can contribute
    to the pedagogical work of other education professionals in the care of children
    with multiple disabilities.

3
  • JULIANA KARLA DIONISIO DOS SANTOS
  •  

     
     
     
     
     
  • Líder : KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • MIEMBROS DE LA BANCA :
  • FLAVIA ROLDAN VIANA
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • Data: 27-mar-2024


  • Resumen Espectáculo
  •  

     
     
     
     
     
4
  • SIMONE PATRICIA SOARES DE SOUZA
  • The Supervised Internship in the Letters Course: Libras/Portuguese Language at the Federal University of Rio Grande do Norte: What do Deaf students say?

  • Líder : PEDRO LUIZ DOS SANTOS FILHO
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • JANAÍNA AGUIAR PEIXOTO
  • PEDRO LUIZ DOS SANTOS FILHO
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The present work entitled The Supervised Internship in the Literature Course - Libras/Portuguese Language at the Federal University of Rio Grande do Norte: What do Deaf students say? Its general objective is to analyze aspects relating to the learning processes during the Supervised Internships of the Literature: Libras/Portuguese Language course at UFRN. The small number of publications in the area about Supervised Internships with deaf students interferes with the possibility of these students understanding and deepening their level of awareness in relation to the chosen profession, and consequently affects the construction of the student's identity as a professional and as a future Basic Education teacher (GARCIA , 2012). Our specific objectives were: Identify students' expectations and difficulties regarding their work in the internship field; analyze the learning processes during the Supervised Internship based on the narratives of the deaf; create a bilingual technological product that allows deaf students to receive guidance on Supervised Internship in Libras. It is a research with a qualitative approach, with an interpretative paradigm, which was carried out through semi-structured interviews through face-to-face and online meetings, with distancing and respecting all safety standards recommended by health authorities. For the analysis of this work, we relied on the theoretical framework and precepts addressed by Franco, 2005. The deaf students received all the information through the Free and Informed Consent Registry (RCLE) in Brazilian Sign Language (Libras) about the aforementioned research. and based on their narratives, we outline the necessary means to meet the objectives of our work. The results showed that attitudinal and communicational barriers are the main problems that exist for deaf students in Supervised Internship activities, the lack of accessible materials and instruments, as well as teacher guidance in pedagogical mediation. Our conclusion is to reaffirm the need for internship teachers to know Libras, to reaffirm the need for field school professionals to learn Libras, the absence of accessible and bilingual materials that facilitate access to the information necessary for the training of deaf students.

5
  • SEDINA DOS SANTOS JALES FERREIRA
  • BILINGUAL EDUCATION: PATHWAYS AND POSSIBILITIES BASED ON NARRATIVES OF DEAF STUDENTS

     
  • Líder : PEDRO LUIZ DOS SANTOS FILHO
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • JANAÍNA AGUIAR PEIXOTO
  • PEDRO LUIZ DOS SANTOS FILHO
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This research aims to analyze the reports produced by deaf high school students, in a public school in Natal – RN, with reference to the teaching methodologies used in the classroom context. From what can be seen, the focus is on the bilingual perspective/bilingual experiences of this group, in order to highlight their traumas, desires and the like. This intention is extremely important and, based on the analysis, methodologies were proposed that match the local reality. To do so, we resorted to the theories of Ladd (2003), Quadros (2019), Perlin (2013), regarding Deaf Studies. Methodologically, this work makes use of the assumptions of autobiographical research in education, since we seek to understand the narratives of deaf students, thus the research is classified as qualitative, we use interviews as a method of obtaining data. The results demonstrate the need to create pedagogical strategies that enable deaf students to have significant access to information and the acquisition of school content, through visual pedagogy, which includes their natural language: Libras, based on in the assumptions of bilingualism. Aiming at narratives based on the experiences of deaf students, we can extract the importance of bilingual schools relating to the theoretical and methodological parts. We conclude, from this present study, the need to ensure education with a bilingual bias so that deaf people can have the right to use their mother tongue in their schooling for the development of the learning process. The research resulted in a product that aims to contribute to the deaf community by bringing essential elements and information for the development of these people's learning, with a focus on bilingual education.

6
  • ANA LÍVIA DE JESUS OLIVEIRA E MELO
  • SOUNDPAINTING: THE AESTHETIC ACCESSIBILITY IN TWO WORKS BY NEWTON NAVARRO

  • Líder : JEFFERSON FERNANDES ALVES
  • MIEMBROS DE LA BANCA :
  • EDUARDO CARDOSO
  • FLAVIA ROLDAN VIANA
  • JEFFERSON FERNANDES ALVES
  • LIVIA MARIA VILLELA DE MELLO MOTTA
  • Data: 02-may-2024


  • Resumen Espectáculo
  • Audio description, a resource that transforms images into words, provides access for people with visual impairments to the most diverse image content, including works of art. Aiming to reduce inequality of opportunities in access to culture, this work seeks to bring another possibility of aesthetic accessibility for blind people, Sound Painting. Technique proposed by Josélia Neves that combines sound effects and musical accompaniment to the audio description of artistic works, in order to convey the emotional component present in them. Tevaluate the impact of this technique, Sound Painting scripts will be built for two works by the artist Newton Navarro: "Dom Quixote" and "Sancho Pança", which are part of the collection of the Nucleus of Art and Culture of the Federal University of Rio Grande do Norte - UFRN and protection of the inheritance of non-sighted people, through a focus group. Sound Painting will feature songs composed by students of the Music Composition course at UFRN based on a survey of the aesthetics, historic and style of the paintings made in this work.

2023
Disertaciones
1
  • MARIANNA MEDEIROS DA SILVA
  • SPECIAL EDUCATION TEACHERS: CONCEPTIONS AND PROPOSITIONS FOR A FORMATIVE EXPERIENCE IN THE PERSPECTIVE OF BIDOCÊNCIA

  • Líder : LUZIA GUACIRA DOS SANTOS SILVA
  • MIEMBROS DE LA BANCA :
  • ADEMARCIA LOPES DE OLIVEIRA COSTA
  • FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
  • GESSICA FABIELY FONSECA
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • LUZIA GUACIRA DOS SANTOS SILVA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 31-mar-2023


  • Resumen Espectáculo
  • With the efforts of the society planning inclusive educational contexts and the search to settle the barriers found in these contexts, the Special Education Teacher occupation was created in Rio Grande do Norte in 2015 for teachers to work in regular classrooms allied with the main classroom teachers, collaborating to the teaching and learning process of the students targeted by the Special Education. From the ramifications of the teaching work between two teachers in the regular classroom, we presume some challenges and possibilities are setting up and earning the need to think about how the work of this new professional and the validity of their actions for the scholar inclusion process of the students they accompany are taking place. This led us to develop the proposal of a qualitative research, exploratory tipe. For the data construction, we used a questionnaire with open and closed questions and a semi-structured interview applied in a Focus Group with six (6) Special Education teachers working in Rio Grande do Norte High School establishments. We also applied a semi-structured interview with two (2) Special Education Subcoordination (SUESP) representatives, and two (2) Special Education Supervisors from the 2nd DIREC - PARNAMIRIM. The empirical product will be materialized into an educational experience with Special Education teachers working in the High School and Guiding Module to the Continuing Education of the Special Education Teachers from the 2nd DIREC-PARNAMIRIM/RN. The data obtained till now is being organized for analysis, oriented by the Content Analysis principles (BARDIN, 2016), and interpreted in the light of the specialized literature of the studied area.

2
  • LUIZA FERNANDES FREIRE MARIZ DE ARAUJO
  • ACADEMIC IMPACT OF THE INTERDISCIPLINARY CENTER OF STUDENT SUPPORT (NISE) OF THE TECHNOLOGY CENTER OF THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE FOR STUDENTS WITH SPECIFIC NEEDS
  • Líder : CLAUDIA ROSANA KRANZ
  • MIEMBROS DE LA BANCA :
  • CLAUDIA ROSANA KRANZ
  • EDUARDO GOMES ONOFRE
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • JAQUELINE ARAÚJO CIVARDI
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • Data: 20-jul-2023


  • Resumen Espectáculo
  • This research emerged with the purpose of reflecting on the processes of inclusion of students with specific needs in the context of the Federal University of Rio Grande do Norte (UFRN). The growing number of students with specific needs entering the University has promoted strategic accessibility actions for these students in their university context. From this perspective, according to Martins (2019), accessibility centers contribute to improving the pedagogical conditions offered to students. Thus, the object of study of the research will be the Student Support Interdisciplinary Nucleus (NISE), which operates in the Technology Center (CT) of UFRN, which presents itself as a policy strategy for inclusion of the referred Center. With this, the general objective of the research is to analyze the academic impact of the Nucleus' actions for students assisted with specific needs. To delimit the participants, a cut was made in the universe of students and teachers of the Technology Center based on the researcher's workload, who develops her activities in the Department of Civil and Environmental Engineering.
    As data production instruments, semi-structured interviews are being carried out with the staff of the Accessibility Nucleus, the students assisted by the NISE of the Civil and Environmental Engineering courses and with the professors who have students assisted by the Nucleus of the same courses of the Technology Center from the Federal University of Rio Grande do Norte. The methodology used in the research is exploratory and descriptive, with a qualitative approach. The interviews conducted are being recorded and transcribed. In addition, legal creation documents that guided the creation of NISE are being used. We hope that this investigative movement will help us to understand the parameters and needs that became essential in the formation process of the Nucleus. Still in the methodology, observations will be made of the participation of the NISE in the meetings of the CPIA (Permanent Commission for Inclusion and Accessibility) of the center, in order to understand what are the biggest challenges encountered for the inclusion of students with specific needs in the CT and the strategies designed to overcome them. The next step, data analysis, will be performed using categories established from the research objectives. During the research, and based on its data and analyses, an Educational Product will be built in the form of a guide that will include pedagogical mediations that can contribute to the teaching and learning of students with specific needs in higher education and that, in the as far as possible, are based on the Universal Pedagogical Design (Kranz, 2014).
3
  • WILSYNNARA MELO DA SILVA LIRA
  • Performance of the Libras interpreter translator in the higher education classroom in the teaching and learning process of the deaf

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • ALINE DE MENEZES BREGONCI
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • SIMONE LORENA DA SILVA PEREIRA
  • Data: 27-sep-2023


  • Resumen Espectáculo
  • The implementation of educational public policies for the inclusion of people with disabilities in education provided the inclusion of deaf subjects in higher education institutions in the country. This growing number of students with specific educational needs has led to a movement to seek and promote the accessibility and circulation of the Brazilian Sign Language at the Federal University of Rio Grande do Norte (UFRN). One of the important actions in the access of deaf people to education is the work of the Libras-Portuguese Interpreter Translator (TILSP) in these spaces, more precisely in the context of the classroom. This work aims to understand the role of TILSP acting in the UFRN higher education classroom and how this reflects on the teaching-learning process of deaf students. The investigation is anchored in the methodological precepts of action-research, through non-participant observation of the classroom of a subject of the graduation course of Degree in Libras-Libras at UFRN and semi-structured interviews with three deaf students, two interpreters and the professor of the curricular component. The research is ongoing, in the data analysis phase, and it is possible to highlight some results such as the identification of the discussion axes: 1) the role of TILSP in the classroom; 2) translation and interpretation strategies and techniques; 3) the role of the institution in the organization of TILS work in higher education. Based on the results of the meetings, this work envisages the elaboration of a guiding guide about the work performed by the TILSP in the UFRN higher education classroom in order to promote educational accessibility for deaf people at UFRN.

4
  • ANA RITA RODRIGUES DOS SANTOS
  • COMMUNICATION ACCESSIBILITY IN THE DISSEMINATION OF INFORMATION ON STUDENT ASSISTANCE IN HIGHER EDUCATION
     
  • Líder : ELIZABETH ROMANI
  • MIEMBROS DE LA BANCA :
  • DEBORA DELIBERATO
  • ELDA SILVA DO NASCIMENTO MELO
  • ELIZABETH ROMANI
  • FRANCISCO DE PAULA NUNES SOBRINHO
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • LUCIANE MARIA FADEL
  • Data: 02-oct-2023


  • Resumen Espectáculo
  • This research project has a double objective: a) to design a multi-format booklet specially designed, according to communication accessibility techniques and procedures, in the dissemination of information about student assistance programs and projects at the Federal University of Rio Grande do Norte (UFRN) and b) map and describe the body of knowledge produced in the format of scientific articles, found in electronic databases, in the period 2016-2022, which deal with topics related to the process of communication accessibility in the dissemination of information. For both proposed objectives and with the support of a multidisciplinary team, efforts converge towards the design of a booklet that reduces and/or overcomes noise in the communication process between UFRN and the student population. The problem that gave rise to this investigative work relates to the effects produced by noise sources, empirically evidenced in the formal communication process between UFRN and its users. Thus, the research's guiding question is the following: is a multiformat booklet, based on the Inclusive Design approach, a contributing factor in reducing the level of communicational noise? This is an exploratory and descriptive study, regarding the literature review, supported by the methodological procedures of Scoping Review Research (SR), in line with the research approach of a qualitative and operational nature, in the conception of a multiformat booklet. Questionnaires, focus groups, co-creation tools and usability tests will be used as data collection instruments. For systematization and data analysis, techniques and procedures of thematic content analysis will be used. The multiformat booklet will be built from design methods and tools, according to steps organized in macro and microstructures. The artifact designed, with the Inclusive Design approach, will meet the requirements identified in the RE research, considering the diversity and specific needs of users. The data produced from this study will be able to effectively contribute to the production of knowledge, particularly in Education, with emphasis on topics related to communication accessibility, thus incorporating operational and administrative innovations on the university campus.
     
5
  • PAULA BATISTA DA TRINDADE

  • PRACTICAL CLASSES IN LABORATORIES IN HIGHER EDUCATION AND TEACHER TRAINING

  • Líder : LISIE MARLENE DA SILVEIRA MELO MARTINS
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • MUNIQUE MASSARO
  • Data: 15-dic-2023


  • Resumen Espectáculo
  • As of 2017, a significant increase in the enrollment of students with disabilities in higher education, due to the growth of public policies and regulations which seek to guarantee access for all to education and, consequently, to higher education. In the context of the Federal University of Rio Grande do Norte (UFRN) it is no different, there is an increase in the number of students with Specific Educational Needs (SEN) assisted by the Secretariat for Inclusion and Accessibility (SIA) of UFRN: 31 (thirty and one) students in 2017 to 102 (one hundred and two) in 2018. In this sense, this work focuses on the study of the accessibility/inclusion difficulties of students with SEN on the UFRN FACISA campus in practical laboratory classes that occur in their undergraduate courses. This is a qualitative research with an exploratory and descriptive character, whose general objective is to identify, in the context of practical classes in laboratories at UFRN, which didactic elements contribute to accessible teaching. The specific objectives are: to identify the perceptions of professors, technicians and students who use UFRN laboratories about resources/didactic materials used that contribute to accessible pedagogical practice, as well as to raise training needs, from the perspective of laboratory users, for the development of an accessible pedagogical practice, and, finally, to elaborate a formative proposal for the development of accessible pedagogical practices in laboratories, based on the survey of the demands of professors, technicians and students at UFRN. In order to reach the objectives, we will visit the research locus, the Faculty of Health Sciences of Trairi (FACISA), carrying out observation as well as semi-structured interviews with professors, students, laboratory users, laboratory technicians on the campus, totaling nine participants. In the end, we hope to discuss the didactic elements that contribute to accessible teaching in laboratories, contributing to the training of teachers who teach practical classes in these spaces, in addition to strengthening the inclusive policy within UFRN.

6
  • VANESSA BANDEIRA DOS SANTOS
  • THE ASSISTANT AS AN INCLUSION AGENT: a proposal for training actions in Early Childhood Education

  • Líder : MARISTELA DE OLIVEIRA MOSCA
  • MIEMBROS DE LA BANCA :
  • MARISTELA DE OLIVEIRA MOSCA
  • BLENDA CARINE DANTAS DE MEDEIROS
  • MARIANNE DA CRUZ MOURA DANTAS DE REZENDE
  • ELAINE LUCIANA SOBRAL DANTAS
  • Data: 21-dic-2023


  • Resumen Espectáculo
  • From the concerns about the work processes as an Early Childhood Educator of the Núcleo de Educação da Infância – NEI, in the work with infants, toddlers and preschoolers, this investigative work starts from the questions about which guiding principles are part the role of the Early Childhood Educator and the contribution of this subject to the insertion and adaptation process of very young children with Specific Educational Needs (SEN). Therefore, a qualitative research was carried out, which used the methodology of the integrative literature review, and aimed to identify and describe the training needs of classroom assistants, practices and strategies for the insertion/adaptation of infants and very young children with SEN in Early Childhood Educational environment. Based on the assumption that the group planning of pedagogical actions permeates the process of insertion/ adaptation of very young children with SEN, in this research we use as an approach the integrative literature review, with the interlocution with authors of reference the plot for discussion of emerging themes, which make up the body of work: care and education; insertion/ adaptation; inclusive education in early childhood education; the classroom assistant and the training needs of this adult who not being a teacher, acts directly in the processes of insertion/ adaptation of very young children in early childhood education. As a result of this professional master’s work we will present a proposal for continuing education workshops, aimed at developing/ improving/ consolidating pedagogical practices of adults who participate in the school context - daycare assistant, classroom assistant, scholarship students and interns. For the development of the proposition of the formative workshops as a pedagogical training strategy, we highlight the importance of the systematization of learning processes and inclusive possibilities, when we understand that this reflective and creative practice in the field of dialogue, interaction and study, contributes to the development of professionals working in early childhood education and, consequently, to inclusive processes in school.

2022
Disertaciones
1
  • JANAÍNA KARLA GOMES SANTOS
  • Conceptions of teaching and learning of children with microcephaly in Early Childhood Education in the metropolitan region of Natal

  • Líder : GESSICA FABIELY FONSECA
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • JOSE JAILSON DE ALMEIDA JUNIOR
  • PEDRO LUIZ DOS SANTOS FILHO
  • RICARDO SHITSUKA
  • Data: 27-jun-2022


  • Resumen Espectáculo
  • The present research has the general objective to analyze the educational trajectory and the teaching and learning conceptions of teachers of children with microcephaly in Early Childhood Education in Natal and the metropolitan region. The relationship with the theme is justified through professional work in the Public Health Department of Rio Grande do Norte – SESAP/RN and work in early childhood education. The research has a qualitative approach. The research participants were teachers and the child's mother/guardian. The data collection instruments were semi-structured interviews through virtual meetings through Zoom or Google Meet and in person, complying with biosafety protocols. Data were analyzed using Content Analysis. As a result, the study systematized conceptions and experiences of families and education professionals about the educational trajectories of children with microcephaly in the city of Natal. Finally, as a result of the study, the educational product in the form of a booklet presents teaching and learning strategies for children with microcephaly in early childhood education for the debate and socialization of Special Education knowledge in an inclusive perspective.

2
  • HELAYNE CRISTINA CARVALHO DO NASCIMENTO
  • USE OF VIDEOS IN CONTINUING TEACHING EDUCATION FOR THE LITERACY 
    OF STUDENTS WITH INTELLECTUAL DISABILITIES
  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • ALEXANDRO BRAGA VIEIRA
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 28-jun-2022


  • Resumen Espectáculo
  • The present research entitled: The use of videos in continuing teacher education for the literacy of students with intellectual disabilities seeks to respond to the problem that emerges from the reflections arising from experiences in the school space, in order to build new paradigms of the formative process, the from the answer to the questioning problem: how can a process of teacher training, which uses videos, contribute to the continued training of literacy teachers of students with intellectual disabilities? Therefore, this research had as its general objective: to analyze the process of continuing teacher education of literacy teachers through videos aimed at teachers of students with intellectual disabilities (ID). The research has a qualitative approach, with an exploratory nature, with an interventional characteristic, carried out in the context of a public school in João Pessoa-Pb. Data were collected through questionnaires, interviews and participant observation of training meetings, in which we present three videos with the aim of facilitating and mediating contact with the study themes. Five teachers were subjects of the training process, in addition to 10 school professionals who only watched the videos produced. The results showed the potential of using videos as a tool in continuing education processes, stimulating the contact of participants with the themes under study.

     

3
  • ALCIONE COSTA DE AQUINO PINTO CABRAL
  • CONTINUOUS COLLABORATIVE TRAINING WITH THE USE OF TDIC FOR THE STATISTICAL LITERATION OF DEAF STUDENTS

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • ALEXANDRO BRAGA VIEIRA
  • DENNYS LEITE MAIA
  • FLAVIA ROLDAN VIANA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 28-jun-2022


  • Resumen Espectáculo
  • The present work aims to analyze a continuing education with a collaborative group, formed by teacher(s) from the early years of elementary school, teacher(s) of Specialized Educational Service and Translator(s) and interpreter(s) of Sign Language , about the development of statistical literacy, with the use of TDIC, for deaf students. The specific objectives defined for this were: To identify the knowledge of teachers in the early years, of the AEE, of the Sign Language Translator and Interpreter and of the deaf student about statistical knowledge; Develop collaborative continuing education for the development of statistical literacy, based on the PPDAC Investigative Cycle, having as a final product the elaboration of a didactic sequence accessible in Libras; Collaboratively analyze the execution of the didactic sequence with the deaf student. To answer the following question: How can continuing collaborative education in the teaching of Mathematics, with teachers of deaf students and Libras Interpreter Translators, can contribute to the development of statistical literacy of these students in a bilingual perspective? Based on the theoretical framework of studies by Capelline and Zerbato (2019), Giroux (1988), Nóvoa(1995), Tardif (2007), . This is a qualitative approach research of the collaborative type and interpretive paradigm, as it takes place through the construction and interaction between the researcher and the subjects participating in the research in the school context and with formative meetings, dialogues and action planning in order to facilitate the teaching learning process of mathematics. Finally, the procedures based on the RePare spiral model are followed, diagnostic instruments are applied with professors and students participating in the research, at the beginning of the process, and at the end, the analysis is carried out using an instrument for evaluating the training applied with the professors. . The results demonstrate that it is necessary to engage in this type of training by professionals from the school, the family and the bodies responsible for ensuring public policies for local linguistic inclusion. There is a difficulty identified in relation to hiring interpreters in municipal schools, a fact that compromises the linguistic inclusion of deaf students. However, there is an opening for dialogue in the search for measures to overcome language barriers and offer continuing education for the professionals involved in the process. As a product of this work, a didactic sequence that relates the school reality and statistical literacy is collaboratively produced.

4
  • GIULIANA MARIA GONCALVES AVILA
  • MANDATORY CURRICULAR INTERNSHIP FOR UNIVERSITY STUDENTS WITH DISABILITIES: WHAT DO THEY HAVE TO SAY?
  • Líder : FRANCISCO RICARDO LINS VIEIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • CLAUDIA ROSANA KRANZ
  • ELDA SILVA DO NASCIMENTO MELO
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • MÁRCIA DENISE PLETSCH
  • Data: 09-sep-2022


  • Resumen Espectáculo
  • The current educational policy in the Brazilian context advocates the guarantee of an inclusive education system at all levels of education. As a result, in recent years there has been a significant increase in the access of students with disabilities to Higher Education. However, in the monitoring of this public by the Secretariat of Inclusion and Accessibility at the Federal University of Rio Grande do Norte (UFRN), difficulties related to the mandatory curricular internship experiences of students with disabilities are observed, with regard to barriers that interfere in the full development of professional skills and inclusion of these students. Faced with this problem, the present research adopts a quantitative-qualitative approach with an exploratory-descriptive nature, with the general objective of knowing and analyzing the experiences and accessibility of graduate students with disabilities who have executed a mandatory curricular internship in UFRN's undergraduate courses. To achieve this objective, information will be sought through document analysis, questionnaire and focus group. Among the results obtained, the existence of several barriers during the internship of the participating graduates stands out, evidencing a condition of inequality that cannot be perpetuated in the mandatory curricular internship experiences of students with disabilities. Based on the results, it is expected to contribute to the improvement of the internship experiences of students with disabilities at UFRN, to the advancement of discussions in this area of knowledge and to the strengthening of actions within the scope of the Policy of Inclusion and Accessibility for People with Specific Needs at UFRN.

     

5
  • JÉSSICA BEATRIZ DA SILVA CAVALCANTE
  • PEER TUTORING IN THE ACADEMIC TRAJECTORY OF UFRN STUDENTS: CHALLENGES AND CONTRIBUTIONS

  • Líder : CLAUDIA ROSANA KRANZ
  • MIEMBROS DE LA BANCA :
  • CLAUDIA ROSANA KRANZ
  • EDUARDO GOMES ONOFRE
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • Data: 29-sep-2022


  • Resumen Espectáculo
  • The present study highlights the relevance of the Peer Tutoring as a strategy for promoting the inclusion of Special Educational Needs students in the context of the higher education system. The main goal is to analyse the contributions of the Guidance and Peer Tutoring Program in the Federal University of Rio Grande do Norte in the educational trajectory of Tutors and Tutees and present the products developed within the research. Altogether, 27 students with an active enrollment in the program participated. In order to obtain the data, it was made available an online survey for both groups. 100% of the Tutees consider the program to contribute for their stay, performance and academic success in university. The qualitative data reveal the types of developed activities; the established bond beyond the tutoring and its benefits, in both groups' perspectives. The difficulties, the program improving points and some of the inclusion barriers faced in their academic context were also considered, the attitudinal barrier being the most cited one. We opted for a historical-cultural approach in the qualitative data analysis and the usage of seven categories, elaborated accordingly to the questions asked in the survey, in order to achieve the specific objectives. Peer Tutoring brings to the students relevant contributions, providing permanence and academic success conditions, and empowering the inclusion in the academic context. As products, were developed a Practice and Techniques for Peer Tutoring Guide, a training script for Tutors and a board on the Trello platform. The product validation is the last step in development and will be incorporated into the final version of the dissertation.

6
  • JULIANA CARLOS GUIMARÃES DE ARAUJO
  • Medicalization in education: collaborative training with elementary school teachers.

  • Líder : MARIA DA APRESENTACAO BARRETO
  • MIEMBROS DE LA BANCA :
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • MARIA DA APRESENTACAO BARRETO
  • VANIA APARECIDA CALADO
  • Data: 16-dic-2022


  • Resumen Espectáculo
  • The phenomenon of medicalization in childhood refers to a process that transforms multifactorial issues into disorders, disorders, which can be medicalized, inserting into the field of pathologies demands that are part of the subjects' daily lives. This research aimed to organize and develop a collaborative training process on the phenomenon of medicalization of education, together with 26 teachers, pedagogical coordinators and managers who work in the early years of elementary school, in the state public education network of Rio Grande do Norte, and have as a theoretical foundation some principles of cultural-historical psychology. The investigation and training process took place remotely, in view of the uncertainties of the COVID-19 global pandemic. The main training demands of the participating teachers were identified and the unfolding of the collaborative training process on medicalization in the educational context was analyzed. Methodologically, it is a qualitative and quantitative research, with theoretical and field studies; descriptive and explanatory. The sample consisted of 26 teachers who work in the early years of elementary school, from the state public network of RN, with a letter of consent signed by the Secretary of State for Education, Culture, Sport and Leisure - SEEC. Data collection on the training demands of teachers, on the issue of medicalization of education, was carried out through a questionnaire applied to teachers. The results pointed to a change in the professionals' discourse about the phenomenon under study.

7
  • VALÉRIA CARLA VIEIRA GOMES
  • Organization of collaborative work for inclusion

  • Líder : ADRIANE CENCI
  • MIEMBROS DE LA BANCA :
  • ADRIANE CENCI
  • CLAUDIA ROSANA KRANZ
  • GESSICA FABIELY FONSECA
  • MARIA DA APRESENTACAO BARRETO
  • SUELI SALLES FIDALGO
  • Data: 20-dic-2022


  • Resumen Espectáculo
  • Thinking about an Inclusive Education is looking for tools and strategies to provide work that aims at the participation and learning of all students. The organization of collaborative work among professionals is one of the aspects that can help in this process, especially in the inclusion of students target audience of special education (PAEE). In this sense, the research was conducted in a public school located in the North Zone of Natal/RN and had the general objective: to develop, implement and evaluate continuing education, with a view to organizing collaborative work for the inclusion of all students, together with to Elementary School teachers, management, coordination, Special Education teachers, Libras interpreter teachers and SRM teachers. And, as specific objectives: 1) accompany the expansive learning during training; 2) reflect on the organization of collaborative work for school inclusion; 3) understand the potential of collaborative training for the organization of work at school and 4) produce a guide for collaborative teachers training in school contexts. The research was guided by the Historical-Cultural Theory of Activity, highlighting the understanding of expansive learning, theorized by Engeström (2002, 2016), which concerns the collective production of new learning, of changes. It is configured as a collaborative research (IBIAPINA, ALBUQUERQUE, 2016), which had data produced from interviews, questionnaires and, mainly, training with teachers. This training is understood as a training intervention that is characterized as the organization of a transformation process, constantly remodeled by the organizational dynamics and internal politics and by the specific conditions that it encounters or creates (ENGESTRÖM, 2011). The training intervention had ten online meetings, supported by the Google Meet platform, held between October 2021 and June 2022, with the aim of creating spaces for sharing and building learning for the organization of inclusive collaborative work. The data were interpreted from the discursive textual analysis (MORAES, 2003), having as axis the actions of expansive learning. Thus, the training discussions focused on questioning actions, historical and empirical analysis of modeling and examination of the new model; it was not possible to complete the expansive learning cycle with consolidation of the new practices discussed. One sought reflection and construction of tools that would contribute to collaborative work and inclusion in the school; the questioning actions turned to the organization of planning and to the articulations between professionals; analysis actions sought to understand the context and organization of collaborative work in the institution; modeling actions took shape in the creation of an organization chart and the use of the institution's Drive as tools for resolving the questions posed; Examining the new model focused on pointing out difficulties in using the Drive. Linked to the expansive learning category, inclusion, collaboration, planning, teacher training were also discussed, categories that were intertwined throughout the textual construction. The research reflections were also the basis for the construction of a collaborative training guide, a product that is a requirement of the professional master's degree. One can see the potential of collaborative work for building inclusive practices, considering both the daily work at school and the work carried out in training.

8
  • ELIZA DIAS CÂNDIDO
  • ANALYSIS OF THE EVALUATION PROCESS IMPLEMENTED BY TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER

  • Líder : DEBORA REGINA DE PAULA NUNES
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • GESSICA FABIELY FONSECA
  • PATRÍCIA BRAUN
  • Data: 20-dic-2022


  • Resumen Espectáculo
  • The number of enrollments of students with Autism Spectrum Disorder (ASD) in common classes has grown significantly in recent decades. Data from national surveys point to the presence of almost 300,000 students with this diagnosis in regular schools. The sociocommunicative and behavioral deficits prevalent in this population require curricular adaptations in teaching and learning. Among these adaptations, academic evaluation mechanisms are highlighted. In view of the relevance of this topic, this research aimed to identify, through an action research, the criteria and strategies that teachers, from state schools in Rio Grande do Norte, use in evaluating the learning of students with ASD who are regularly enrolled in Elementary School. Specifically, it aimed to: (1) Synthesize, through an Integrative Literature Review (IRL), what research has revealed about the forms of assessment used by teachers of students with special educational needs, in a national context; (2) Describe the evaluation policy present in the legal documents of the State of the RN; (3) Identify the types of evaluative resources used by teachers in the state of RN; (4) Describe the perception of these teachers about the evaluation process of students with ASD; (5) Identify the criteria that should compose the process of assessing the learning of these students and, finally, (6) Develop as a product, in collaboration with the teachers, a booklet guiding the learning of these students. Twelve classroom teachers from state schools participated in the research, representing the curricular components of: Arts, Sciences, Physical Education, Religious Education, Geography, History, English Language, Portuguese Language and Mathematics. The RIL results revealed a shortage in the production of works aimed at the academic assessment of students with autism. Data from the interviews carried out with the 12 teachers participating in the study indicated that: (a) students with ASD without severe impairment tend to be evaluated in the same way as other students; (b) students with major deficits are assessed using criteria such as class attendance, "effort" analysis, interaction with the class, delivery of work and adapted activities, among others; (c) teachers often have different conceptions about the teaching process and the role of assessment; (d) failure and approval practices need to be debated in the school context. As a result of this research, a virtual information booklet concerning the evaluation process of students with ASD was produced.

9
  • MARIA JOSE CAMPOS FERREIRA
  • Challenges and possibilities for an inclusive pedagogical practice in a childhood school during the COVID-19 pandemic
  • Líder : ADRIANE CENCI
  • MIEMBROS DE LA BANCA :
  • ADRIANE CENCI
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • MARISTELA DE OLIVEIRA MOSCA
  • FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
  • JANAÍNA SPEGLICH DE AMORIM CARRICO
  • SAIMONTON TINOCO DA SILVA
  • Data: 21-dic-2022


  • Resumen Espectáculo
  • Enabling the inclusive pedagogical practices in Early Childhood Education during the COVID-19 pandemic became a huge challenge for teachers, school administrators, parents, and the whole scholar community. The motivations for this research emerge from the experiences and personal and professional concerns working as a teacher at the Núcleo da Educação da Infância, Laboratory School from the Federal University of Rio Grande do Norte (NEI-CAp/UFRN) in the COVID-19 pandemic context, during 2020 and 2021, and from the desire of sharing the inclusive pedagogical practices developed in this period and, thus, contributing to the studies related to the education of the childhoods and the teaching practice. This research has the general objective of analyzing how the inclusive pedagogical practices developed with the children regularly registered in the Early Childhood Education (ECE) from NEI-CAp/UFRN during the remote and hybrid schooling context were (re)organized. It also has these specific objectives: to map the factors impacting the effectiveness of inclusive pedagogical practices developed with the ECE children during the remote and hybrid schooling; to identify the remote and hybrid teaching inclusive strategies used by the ECE teachers; to be aware of the the inclusive didactic materials and resources used by the ECE teachers with the children during the remote and hybrid schooling, and develop a collaborative digital portfolio with inclusive pedagogical strategies and didactic resources contributing to the learning of every child, regardless of the remote, hybrid or in-person teaching context. To support this research, we established dialogues with the current inclusive educational policies and pedagogical practices in the ECE inclusive perspective, with the studies and discussions focusing on the teaching practice during the pandemic, including the remote and hybrid teaching, the NEI contextualization and the Historical-Cultural Theory concepts. The investigation adopts a qualitative and descriptive approach and configures itself as a case study. As procedures for data collection and production, we used: the analysis of the institutional documentary sources related to the inclusion and to the emergency remote and hybrid schooling period, and semi-structured interviews conducted online via Google Meet with female teachers and coordinators. We invited two coordinators from the institution and three teachers who worked in Early Childhood Education during 2020 and 2021 to participate in the research. The data was analyzed based on textual discourse analysis. In the analysis, we highlighted the categories of pedagogical practice organization and mediations. At the time, the investigation identified four different teaching models: emergency remote teaching model with asynchronous meanings and non mandatory living experiences suggestions to be performed and mediated by the families; remote teaching model with synchronous and asynchronous meanings with the mediation of the teachers and the families; remote teaching model with daily synchronous meanings and, at last, the hybrid model. These models served to produce collaboratively with the teachers participating in the research a digital portfolio to share pedagogical strategies and didactic resources used to contribute to the learning of every child. For believing in the necessity and importance of sharing successful pedagogical practices, this study aims to socialize how they were developed and experienced in the ECE during the remote and hybrid teaching period and how they can contribute to the inclusion of every child in other contexts.

10
  • GABRIELLA PEREIRA DO NASCIMENTO
  • Teaching knowledge and curriculum: reflections on the organization and pedagogical practices of hospital and home educational care in RN
  • Líder : JACYENE MELO DE OLIVEIRA ARAUJO
  • MIEMBROS DE LA BANCA :
  • ADRIANA GARCIA GONÇALVES
  • ADRIANE CENCI
  • GESSICA FABIELY FONSECA
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • Data: 22-dic-2022


  • Resumen Espectáculo
  • Hospital and Home Educational Service (HHES), also known as Hospital or Home Class, is a service specially designed to assist children and teenagers, offering education to those who are hospitalized or that cannot continue studying in regular schools due to medical or special conditions. Public policies related to Special Education legitimize the pedagogic praxis in Brazilian hospitals all over the country. However, the insufficiency of guidelines related to this context results in many different approaches that could be monitored in the present work. In addition, it is worth mentioning that licentiate courses usually do not approach and neither support the special needs and information required for the HHES praxis. In this context, the absence of guidelines for the validation of pedagogic praxis has teachers continuously seeking for more education in order to validate their approaches and methodologies, therefore resulting in a praxis which often becomes the main reference for administrative organization, besides pedagogic and curriculum design in Hospital and Home Educational Service. Following all these assertions, the present research aims to analyze how the production of knowledge becomes reference to school administration and pedagogic praxis in HHES occurring in the Brazilian state of Rio Grande do Norte. It is noteworthy to highlight the context in which this study was carried out, in an education based Master’s program, and it aimed for researching the development of educational products and processes to be implemented in real teaching contexts. For this objective, a continuous teaching training program was made available, produced by the pedagogical staff members of AEHD/RN, whose themes were based upon teaching practices and knowledge, and curriculum. The program was implemented at an in service training course space, and brought together social institutions, such as Secretary of State for Education, Culture, Sport and Leisure of Rio Grande do Norte, a Municipal Secretary of Education of Natal, and Continuing Education Program of the Education Center of the Federal University of Rio Grande do Norte. In this context, teachers were invited by the pedagogic staff associated with the program, resulting in 20 teachers and 2 pedagogic advisors, a group from which 14 teachers continued the research, therefore providing data for the present research to take place. The present study progressed during the Covid-19 pandemic, therefore remote solutions were not only required, but demanded to be used. For this reason, digital solutions were optimal for learning and communication. The data was collected from questionnaires, notes, personal reports, and audiovisual media. The methodology used for the study is based on a qualitative and interventive approach, guided by the process of the study. Also, since the data was so diverse, content analysis was the means to investigate the subjects. The study proceeds with an analysis of the collected results and expects to have positively impacted teacher training in the area, proposing new collective reflections and discussions on the possible approaches and potential curriculum present in HHES, therefore validating and proposing new meanings to prior knowledge, promoting individual and collectively the parameterization to organize and also for professional praxis.


11
  • FELIPE LUCAS DE SOUZA
  • SIMPLE LANGUAGE IN SPECIALIZED EDUCATIONAL CARE AS A FAVOR OF SCHOOL INCLUSION

  • Líder : LISIE MARLENE DA SILVEIRA MELO MARTINS
  • MIEMBROS DE LA BANCA :
  • LISIE MARLENE DA SILVEIRA MELO MARTINS
  • GESSICA FABIELY FONSECA
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • LUCIA DE ARAUJO RAMOS MARTINS
  • MUNIQUE MASSARO
  • Data: 23-dic-2022


  • Resumen Espectáculo
  • In Brazil, according to the Census of the Brazilian Institute of Geography and Statistics (IBGE), almost 7% (12 million) of the population have some type of disability. From the 1990s onwards, with the paradigm of inclusion, the school had to restructure and change its attitude towards the heterogeneity of students, breaking with previous paradigms. We understand that education is a matter of human rights and people with disabilities should be part of regular education, we understand the term disability through the social model of disability, where students have specific communication needs, inclusive communication comes from an understanding that people communicate differently, and various techniques are needed to meet these different needs. This finding led to the realization of this research work, where we seek to analyze the relevance of simple language as a favoring of school inclusion in the training of Specialized Educational Assistance (AEE) teachers from state schools in the municipality of São José do Mipibu/RN. To this end, two AEE teachers working in the Multifunctional Resource Rooms of schools in the state education network participated in the research. Thus, the research has a descriptive exploratory qualitative methodological profile, and uses the Intervention methodology. For the construction of data, we applied questionnaires and conducted semi-structured interviews with the participating teachers. After data collection, we started the data analysis and interpretation phase using Bardin's Content Analysis technique. The results obtained showed that Simple Language can indeed contribute to the pedagogical practices of AEE teachers, when it makes it possible to overcome barriers to textual understanding. It was also found that the training proposal, product of this research, can contribute to the continuing education of teachers, enabling the identification of accessibility standards in texts using Simple Language.

12
  • MAYARA BEZERRA JERÔNIMO DA SILVA BARRETO
  • THE MOVIE THEATER IS A MEETING: THE AUDIODESCRIPTION IN THE URBANCINE FESTIVAL

  • Líder : JEFFERSON FERNANDES ALVES
  • MIEMBROS DE LA BANCA :
  • JEFFERSON FERNANDES ALVES
  • ELIZABETH ROMANI
  • FLAVIA ROLDAN VIANA
  • EDUARDO CARDOSO
  • MARTHA MILENE FONTENELLE CARVALHO
  • Data: 28-dic-2022


  • Resumen Espectáculo
  • The concept of communicational and cultural accessibility has been gaining ground in debates with the social networks’ popularization. People with disabilities have been giving visibility to their rights, especially those related to incentive policies of fostering the inclusion of people with disabilities and their consequent access to cultural goods and products. In the case of visually impaired people, audio description, which is an intersemiotic translation that translates images into words, is one of the resources that allows the right to information, equal opportunities, and the training of more critical citizens with a keen sense of observation. In this context, “How to make the movie theater a meeting?” is the question that challenges cultural and audiovisual filmmakers in order to provide visually impaired people with participation in this meeting. In this way, thinking about new ways of seeing and making cinema, that reorganize the existing structures and that does not focus only on the parameter of clairvoyance, is the challenge that arises. We understand that audiovisual filmmakers need to be aware of accessible communication resources so that, from there, they can begin to tread a new path of consumption and production of art and culture. The study therefore proposes experimentation in an accessible cultural context, focusing on the visually impaired audience, in order to propose the construction of a film festival that contributes to the promotion of accessible practices in audiovisual, through audiodescription. We chose as a field of investigation the third edition of the Urbancine film festival, held in 2021, organized by filmmakers from the city of Natal and which, due to the pandemic, took place hybridly, with online and itinerant display, presenting national and local short films. The festival also had a program of livestream with themes that discussed the experiences of the visually impaired people with the movie theater and a conversation with the directors of the displays. The subjects-participants of the research will be the filmmakers of the audiovisual collective and visually impaired spectators. This research is part of the qualitative-based paradigm, and we chose to make use of intervention research with reference to Bakhtin's epistemological reflections. As instruments for the construction and analysis of data, we activated participant observation as we collaboratively built the festival's accessibility, in addition to holding collective interviews and using the field diary. At the end, we will systematize a documentary, as a way of sharing the experiences of building communicational accessibility, focusing on the audio description of the festival.

13
  • IZABEL CHRISTHINA DOS SANTOS BONNER
  • Pedagogical assessment of non-oral students

  • Líder : MARIA DE JESUS GONCALVES
  • MIEMBROS DE LA BANCA :
  • CATIA CRIVELENTI DE FIGUEIREDO WALTER
  • CINTIA ALVES SALGADO AZONI
  • DEBORA DELIBERATO
  • DEBORA REGINA DE PAULA NUNES
  • MARIA DE JESUS GONCALVES
  • Data: 28-dic-2022


  • Resumen Espectáculo
  • The school's challenge is to identify and develop the abilities of students with disabilities. Assessment is an important diagnostic tool and indispensable for a pedagogical practice committed to the child's development. The diagnostic evaluation allows the teacher to know the skills and difficulties of these students in different areas of knowledge and practice, in addition to guiding the construction of planning and teaching strategies according to the specificities of these students. Unfortunately, there is still little literature, as well as instruments, on diagnostic assessment for non-oral students. Thus, this qualitative research seeks to propose a way to carry out a diagnostic assessment of non-oral students in the school context through an Inclusive Diagnostic Assessment Instrument (IADI). Therefore, an IADI will be developed capable of contributing to the practice of teachers in order to provide the inclusion of these students from the moment of evaluation. The IADI will be evaluated by teachers from the 1st year of Elementary School I in the regular classroom and by teachers from the Specialized Educational Assistance classroom. At the end of the application of the questionnaire, data will be collected for the review and completion of the diagnostic assessment instrument adapted for students with no orality.

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