Banca de QUALIFICAÇÃO: SOLANGE ALVES CANUTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SOLANGE ALVES CANUTO
DATE: 20/03/2024
TIME: 13:15
LOCAL: Google Meet
TITLE:

GEOGRAPHY IN THE EARLY YEARS: BUILDING TOOLS FOR INCLUSIVE PRACTICES FOR STUDENTS WITH READING AND WRITING DISORDERS

 

KEY WORDS:

Geography; Inclusion; reading and writing disorder; teaching.

PAGES: 125
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

In the present work, the object of study was the teaching work with the geography discipline towards students with reading and writing disorders, emphasizing dyslexia, our research problem focuses on inclusion within the teaching of Geography, how to introduce the first geographic knowledge in children with reading and writing difficulties? Will it be possible to teach literacy to students who present these characteristics based on reading the medium? What educational resources are needed to do so? In this scenario, the general objective was to develop teaching material to support teaching work in Geography with students who have reading and writing disorders (with or without a medical report), within the scope of Elementary Education I. The specifics are to carry out a bibliographical review of the literature that deals with the consequences of reading and writing disorders, especially dyslexia, in the teaching-learning process of elementary school students; Investigate, through questionnaires, the main difficulties faced by teachers in the teaching-learning process, related to students with reading and writing disorders; develop suggestions for didactic-pedagogical activities to enrich the teaching material. It is justified by the interdisciplinarity of the geography subject in the initial grades, which is taught by multi-purpose teachers who do not master the specific contents of the geography subject and are designed to teach it to children who are in the process of developing reading and writing. The theoretical framework and didactic approach covers the relationship between geography and inclusive education; education and reading and writing disorders. The materials and methods portray the context and subjects of the research, the technical procedures carried out, the application of questionnaires followed by data analysis and subsequent construction of the educational product: Didactic sequence; the results confirmed the problem presented and indicate how difficult it is for teachers to develop work with the territory category, which is listed in the construction of the booklet resulting from this research, which aims to assist teaching work in the geography discipline by pointing out methodological interventions within didactic sequences, hoping to contribute significantly to the inclusion of students who have reading and writing disorders (with and without a report).

COMMITTEE MEMBERS:
Presidente - 4891437 - IAPONY RODRIGUES GALVAO
Externa à Instituição - MARIANNA FERNANDES MOREIRA - UERJ
Externa à Instituição - MONALISA PORTO ARAÚJO
Externo à Instituição - Rafael da Costa Gonçalves de Almeida - UERJ