Banca de DEFESA: AYSLLANE JUNIE PESSOA DA CUNHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : AYSLLANE JUNIE PESSOA DA CUNHA
DATE: 16/06/2026
TIME: 13:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Special Education; Co-Teaching; Intellectual Disability.

PAGES: 196
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis investigates pedagogical practice from an inclusive perspective, based on the experiences and trajectories of special education teachers and students with intellectual disabilities in the context of basic education in the state of Rio Grande do Norte. Anchored in the paradigm of inclusive education as a human right and guiding principle of educational policies, the research problematizes how pedagogical practices are constructed, re-signified, and challenged in daily school life, considering the institutional, formative, and pedagogical challenges faced in the implementation of inclusion. The study has a qualitative approach, developed through the action-research method, which enabled a critical and interventionist understanding of the investigated reality, articulating reflection and action in the knowledge production process. The methodological procedures involved semi-structured interviews, narratives of experiences, participant observation, document analysis, and a formative extension activity, carried out in a regular school in the state of Rio Grande do Norte, with the participation of special education teachers, regular classroom teachers, and students with intellectual disabilities. The results show that inclusive pedagogical practice is a dynamic, collective, and non-linear process, marked by difficulties and discrepancies between legal norms and the concrete conditions of teaching work, by gaps in the initial and continuing training of professionals, and by the limitations of the school institution, but also by collaborative, creative pedagogical practices committed to valuing the diversity and uniqueness of individuals. The school trajectories of students with intellectual disabilities reveal progress in the recognition of their rights and potential, while at the same time exposing the persistence of pedagogical, attitudinal, and organizational barriers that impact access, permanence, participation, and learning. The conclusions indicate that the implementation of inclusive education requires the redefinition of the curriculum, evaluation processes, and teaching work, as well as the strengthening of collaborative and reflective practices among teachers, reaffirming inclusion as an ethical, political, and pedagogical process in permanent construction.

COMMITTEE MEMBERS:
Interna - 1545096 - DEBORA REGINA DE PAULA NUNES
Interna - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - JULIO RIBEIRO SOARES - UERN
Interna - 3063485 - KATIA REGINA LOPES COSTA
Interna - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Externa à Instituição - PRISCILA BENITEZ