Banca de DEFESA: SOLANGE ALVES CANUTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SOLANGE ALVES CANUTO
DATE: 12/09/2024
TIME: 13:30
LOCAL: Google Meet
TITLE:

Geography in the early years: building tools for inclusive practices for students
with reading and writing disorders in schools in Caicó - RN.

 

 

KEY WORDS:

Geography; Inclusion; Reading and Writing Disorder; Teaching.

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

The object of this study was the inclusion of students with reading and writing disorders (with or
without a medical report) in geography classes in the initial years (Elementary Education), our
research problem focuses on how the first geographic knowledge should be introduced 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 defined: Analyze the contributions
of geographic knowledge to the literacy of children with reading and writing difficulties in the
context of educational inclusion in the first phase of Elementary School. The specific ones:
Review the literature on the teaching and learning processes of students with reading disorders,
relating it to the contributions of geographic knowledge to expanding language and reading the
world. Identify the difficulties faced by teachers in the first phase of elementary school regarding
students with reading and writing disorders. Systematize suggestions for activities for teaching
geography, considering the difficulties in the teaching-learning process for students with reading
and writing disorders in the first phase of Elementary School, based on the literature review and
the teachers' views; 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: Guidance Manual. 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 Guidance Manual resulting from this
research, which aims to assist teaching work in the geography discipline by pointing out
methodological interventions within didactic sequences, hoping contribute significantly to
inclusion.

 

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