Banca de QUALIFICAÇÃO: LUZ CLARITA SILVA DE ALMEIDA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LUZ CLARITA SILVA DE ALMEIDA
DATE: 30/01/2025
TIME: 09:00
LOCAL: Meet, no link https://meet.google.com/ary-pvgd-csx
TITLE:

The Pedagogical Mediation in the Process of Scientific Concept Formation in an Adolescent with Intellectual Disability: Contributions from Vygotsky

KEY WORDS:

concept formation; pedagogical mediation; intellectual disability; special education; high school

PAGES: 89
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research is linked to the Graduate Program in Special Education (PPGEESP) at the Federal University of Rio Grande do Norte (UFRN) and is part of the research line "Teaching and Learning Processes in the Perspective of Special Education." Its general objective is to analyze the pedagogical mediations carried out by the teacher of Specialized Educational Assistance (SEA) in the process of scientific concept formation in an adolescent with intellectual disability enrolled in high school at a state school. The research participants include one (1) Specialized Educational Assistance teacher, one (1) Special Education teacher, one (1) school administrator, and one (1) adolescent diagnosed with intellectual disability. The research has an exploratory purpose and employs a qualitative approach. Methodologically, it is characterized as a Case Study, focusing on the intellectual disability student in the SEA context. Data production procedures involved semi-structured interviews, observation of the pedagogical mediations conducted in the Multidisciplinary Resource Room (MRR) with field diary records, and document analysis of institutional materials related to the inclusion and teaching-learning process of the student participant. The theoretical framework is grounded in the Historical-Cultural Theory conceptualized by Lev Vygotsky, utilizing the category of Concept Formation to epistemologically guide and structure the research. This study is based on the premise that systematic and intentional pedagogical mediation, anchored in a socio-political perspective, enables the formation of scientific concepts in adolescents with intellectual disabilities and promotes better living conditions for them. It is expected that this research will provide contributions to teachers in designing systematic, intentional, and emancipatory pedagogical mediations, guided by the Historical-Cultural perspective, that foster learning and development for high school students with intellectual disabilities. Furthermore, the study aims to encourage critical reflection among teachers and school administrators on pedagogical mediations, scientific concepts, intellectual disability, school inclusion, and the social role of the school, with the goal of promoting transformative and inclusive education.

COMMITTEE MEMBERS:
Presidente - 1296000 - ADRIANE CENCI
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - FABIOLA MONICA DA SILVA GONCALVES - UEPB