Banca de DEFESA: VANDERLANIA DANTAS RICARDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VANDERLANIA DANTAS RICARDO
DATE: 28/08/2025
TIME: 14:30
LOCAL: formato remoto
TITLE:

COGNITIVE ASPECTS IN THE TEACHING AND LEARNING PROCESS: TEACHERS' PERCEPTION

KEY WORDS:

Keywords: Cognitive domain. Special education. Teacher mediation. Student diversity.

PAGES: 68
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

 

Human beings are active individuals in their relationships with the environment and the world, cognitive beings, and cognition is recognized as an act of knowledge. According to Fonseca (2018), cognition is related to thought, knowledge, and intelligence. Therefore, issues related to the cognitive domain cannot be ignored by everyone who wants to educate, whether they are teachers, parents, psychologists, psychopedagogues, or others. When cognitive functions are not properly worked on, students may face difficulties in the learning process. In this sense, Fonseca and Magalhães (2024) state that it is essential for teachers to understand how cognitive issues interfere in the educational development of their students, taking into account the variations in this domain and the specificities of the students. Thus, teachers need to use methodologies that favor more meaningful and egalitarian learning. This includes understanding how cognitive diversity affects the teaching-learning process, recognizing that students have different rhythms, learning styles, and challenges. Teacher training and perception are central issues, as they directly influence the implementation of effective inclusive practices in the classroom. One of the challenges in achieving an education for diversity is teacher training. According to Flórez (2019), today's teachers need much more support than they did twenty years ago, including training and guidance to improve their pedagogical practice. They also need to be prepared to deal with the differences and uniqueness of all their students, without following a one-size-fits-all thinking model. The foundations of this reflection are based on studies by Flórez (2019), Fonseca (2018), Piaget (2002), Pocinho (2018), Vigotsky (2007), among other authors. The objectives of this research are: to analyze the perception of education professionals regarding the cognitive domain in practice with diverse students, from the perspective of educational inclusion, and to develop a guidance guide that can contribute to teaching practices involving cognitive issues in diverse students. The research adopts a quantitative-qualitative approach, combining qualitative and quantitative aspects, without compromising methodological coherence and characterizing itself as a field research (Severino, 2013). This study is part of a research project entitled Training of Special Education Professionals from a Collaborative Perspective, approved by the Ethics Committee under No. 6,169,452. The data were collected from comments made by professionals participating in the course in the forum of a class of the course, which had as its theme “issues related to the cognitive domain in diverse students”. The class took place synchronously through the Moodle platform. The forum had comments from 126 participants who shared their perceptions on the presented theme. The study subjects are education professionals who work in various school settings, such as regular classrooms, specialized educational services (AEE) and special education, as well as health professionals. According to the data collected, among the 126 participants in the study, 80% have initial training in Pedagogy, while the others have degrees in other degrees and in the health area, such as psychologists and speech therapists. Regarding continuing education, 8% of the participants have only advanced training courses, 55% have specializations, 18% have master's degrees, 6% have doctorates, 12% have no continuing education and 1% did not mention the continuing education they have. Regarding geographic distribution, 70% of the participants are from the state of Rio Grande do Norte, 21% from the state of Rio de Janeiro and 9% preferred not to say. Of the total participants from Rio Grande do Norte, 49% live in Natal and 51% live in 59 different cities in the interior. Based on the initial analysis of the comments, the research revealed that professionals consider several aspects to be fundamental to achieving success in the teaching and learning process. Among them, the following stand out: the importance of teacher mediation; considering cognitive issues; the contributions of Vygotsky's theory; valuing students' potential; respecting diversity and uniqueness; considering students' prior knowledge; proposing diversified strategies that meet different learning rhythms and styles; using Assistive Technology resources; transitioning the perspective of disability from the medical model to the social model; the need for ongoing training for teachers; building inclusive classrooms; and recognizing the school as a space for pedagogical training, going beyond its socialization function. These aspects were highlighted by participants as relevant and represent recurring discourses throughout the forum. The product of this research will be a guide for education professionals, with an emphasis on teachers. The material will address strategies and practices for working with cognitive issues, assisting in the teaching and learning process in contexts with diverse students. This study provides important insights into the importance of teachers' attention to cognitive issues, understanding their students and their potential. The study also highlights the importance of the role of teacher mediation in the teaching-learning process. One of the most frequently mentioned comments by participants during the forum was about the use of diverse strategies that respect learning rhythms. This process allows students to advance from their current level of development to reach their full learning potential.

COMMITTEE MEMBERS:
Externa à Instituição - CATIA CRIVELENTI DE FIGUEIREDO WALTER - UERJ
Interna - 1545096 - DEBORA REGINA DE PAULA NUNES
Externo ao Programa - 3488027 - EDUARDO JOSE MANZINI - nullInterna - 1717416 - JACYENE MELO DE OLIVEIRA ARAUJO
Presidente - 1805071 - MARIA DE JESUS GONCALVES