Banca de DEFESA: CELIA FONSECA DE LIMA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CELIA FONSECA DE LIMA
DATE: 24/08/2023
TIME: 14:00
LOCAL: Plataforma de webconferência (online)
TITLE:

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KEY WORDS:

Collaborative Teaching. Pedagogical strategy. Teaching Pedagogical Practices.

PAGES: 190
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Considering the difficulties of common class teachers in a high school in teaching Special Education Target Audience (Seta) students and in search of solutions to overcome them, it indicates the implementation of Collaborative Teaching, questioning its implications for the teaching pedagogical practice of these students in high school. The research was done through interventions in the pedagogical practices in a 3rd grade high school class at the Escola Estadual Amaro Cavalcanti in the municipality of Jardim de Piranhas - RN, in collaboration with 12 (twelve) teachers, 11 (eleven) of the curricular subjects of the common class and the Special Education teacher who pedagogically accompanies 2 (two) Seta adolescents in the mentioned class and had as general objective to analyze the implications of Collaborative Teaching to the pedagogical practices of teachers of Special Education Target Audience (Seta) students in High School. Based on the methodological principles of a collaborative action research, the instruments were used as procedures for data collection: questionnaires and participant observations recorded in the field diary. For data analysis, the content analysis method was used. It presents in its theoretical support, conceptual aspects about Collaborative Teaching, Pedagogical Strategy, Teaching Pedagogical Practices and Inclusive Education. In order to reach the general objective, it was necessary to identify the implications of Collaborative Teaching implemented in the pedagogical practice of teachers of these students. Thus, it was obtained through the analyzes that, among several implications, stand out from the point of view of the participating teachers: it implied changes in the way of planning in the investigated school; promoted interdisciplinary work by areas of knowledge with teachers of high school curriculum subjects; streamlined the inclusion process with the sharing of the teaching pedagogical practice, each one being responsible for their area of activity in the classroom; resulted in the inclusion and schooling of Seta students in the lived reality; there were advances for the realization of instructional supports in realization the adaptations and flexibility of the evaluative activities; contributed to the realization of inclusive pedagogical practice in high school. it was verified that the implications of the actions promoted by the implementation of Collaborative Teaching to the teaching pedagogical practices of Seta students in High School expanded the possibilities of including and ensuring goals and actions, achieve your inclusion and schooling, as it was proven that this teaching strategy is an important ally for teachers to work on an inclusive pedagogical practice. Finally, the research concludes that Collaborative Teaching to the pedagogical teaching practice of Seta students in High School re-signified the pedagogical work for an inclusive pedagogical practice, since it implied, in general, the deconstruction of a professionally individualistic culture of High School teachers of the investigated school in order to produce significant changes in the teaching work.

COMMITTEE MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - MACKSON LUIZ FERNANDES DA COSTA - IFRN
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Externa à Instituição - RUBIANE GIOVANI FONSECA - UNESP
Externo à Instituição - Roseli Belmonte Machado - UFRGS