Banca de QUALIFICAÇÃO: ALCIONE COSTA DE AQUINO PINTO CABRAL

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALCIONE COSTA DE AQUINO PINTO CABRAL
DATE: 16/12/2021
TIME: 19:00
LOCAL: Sala virtual do Google Meet
TITLE:

CONTINUOUS COLLABORATIVE TRAINING WITH THE USE OF TDIC FOR THE STATISTICAL LITERATION OF DEAF STUDENTS


KEY WORDS:

Teacher training. TDCI Teaching math. Statistical literacy. Deaf.


PAGES: 40
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The present work aims to analyze a continuing education with a collaborative group, formed by teacher(s) from the early years of elementary school, teacher(s) of Specialized Educational Service and Translator(s) and interpreter(s) of Sign Language , about the development of statistical literacy, with the use of TDIC, for deaf students. The specific objectives defined for this were: To identify the knowledge of teachers in the early years, of the AEE, of the Sign Language Translator and Interpreter and of the deaf student about statistical knowledge; Develop collaborative continuing education for the development of statistical literacy, based on the PPDAC Investigative Cycle, having as a final product the elaboration of a didactic sequence accessible in Libras; Collaboratively analyze the execution of the didactic sequence with the deaf student. To answer the following question: How can continuing collaborative education in the teaching of Mathematics, with teachers of deaf students and Libras Interpreter Translators, can contribute to the development of statistical literacy of these students in a bilingual perspective? Based on the theoretical framework of studies by Capelline and Zerbato (2019), Giroux (1988), Nóvoa(1995), Tardif (2007), . This is a qualitative approach research of the collaborative type and interpretive paradigm, as it takes place through the construction and interaction between the researcher and the subjects participating in the research in the school context and with formative meetings, dialogues and action planning in order to facilitate the teaching learning process of mathematics. Finally, the procedures based on the RePare spiral model are followed, diagnostic instruments are applied with professors and students participating in the research, at the beginning of the process, and at the end, the analysis is carried out using an instrument for evaluating the training applied with the professors. . The results demonstrate that it is necessary to engage in this type of training by professionals from the school, the family and the bodies responsible for ensuring public policies for local linguistic inclusion. There is a difficulty identified in relation to hiring interpreters in municipal schools, a fact that compromises the linguistic inclusion of deaf students. However, there is an opening for dialogue in the search for measures to overcome language barriers and offer continuing education for the professionals involved in the process. As a product of this work, a didactic sequence that relates the school reality and statistical literacy is collaboratively produced.


BANKING MEMBERS:
Presidente - 2313711 - FLAVIA ROLDAN VIANA
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Notícia cadastrada em: 01/12/2021 10:01
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