Banca de QUALIFICAÇÃO: ANGELICA EMYLY PEREIRA FIDELIS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANGELICA EMYLY PEREIRA FIDELIS
DATE: 02/04/2025
TIME: 14:00
LOCAL: REMOTO
TITLE:

APPLICABILITY OF A TEACHING SEQUENCE IN A CLASSROOM CONTEXT: PERSPECTIVES FOR A COLLABORATIVE APPROACH

KEY WORDS:

Special Education. Autism Spectrum Disorder. Active Methodologies. Collaboration. Didactic Sequence.

PAGES: 115
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

Teaching diversity is a process that requires rethinking pedagogical practices, since including all subjects in the educational process is not an easy task. However, it is urgent to discuss tools that offer conditions for access to knowledge in a regular classroom, considering the inclusive context. Subjects with autism spectrum disorder have characteristics that are unique to them and that must be considered in the teaching and learning process. Therefore, it is crucial to reflect, through the action-reflection-action process, on pedagogical practices from the perspective of collaborative work between special education and regular education, so that pedagogical strategies and resources that consider the specificities of this group can be planned and implemented. The organization of teaching through didactic sequences aims at the development of linked and sequenced pedagogical activities, and, when associated with active methodologies, can favor significant learning, considering that the student participates in the construction of his/her own knowledge, creating, problematizing, arguing and discussing knowledge, while teachers assume the role of facilitators in teaching and activating learning.Based on the above, the general objective of this study is to analyze the development of teaching sequences in Biology classes considering the presence of a student with autism spectrum disorder, and as specific objectives, to develop strategies and resources for teaching the subject of Biology in a collaborative way with the teachers participating in our research considering inclusive teaching; to plan teaching sequences constructed based on the perspective of active methodologies considering the specific needs of a student with autism spectrum disorder; to apply teaching sequences in a high school class considering the specific needs of a student with autism spectrum disorder; to analyze the participation and performance of the student with autism spectrum disorder in the context of the application of teaching sequences; to discuss the relevance of active and collaborative methodologies in the context of inclusive education; The instruments used were: questionnaires, interviews and field diaries. This is a qualitative research, using the collaborative case study methodology with characteristics of research in teaching practice, also intertwining the technique of participant observation. The collected data will be analyzed using the Bardin method. The material is currently being explored, coded and categorized. The educational product will be the development of a didactic sequence containing the organization of the content, as well as the strategies and resources used in the classes

COMMITTEE MEMBERS:
Presidente - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Interna - ***.422.544-** - LISIE MARLENE DA SILVEIRA MELO MARTINS - UFPB
Externa à Instituição - MARCIA TORRES NERI SOARES - UNEB