Banca de DEFESA: LISIÊ MARLENE DA SILVEIRA MELO MARTINS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LISIÊ MARLENE DA SILVEIRA MELO MARTINS
DATA : 13/12/2016
HORA: 08:30
LOCAL: AUDITÓRIO - CE
TÍTULO:

EM ELABORAÇÃO.

PALAVRAS-CHAVES:

Inclusive Education; Higher Education; University Education.

PÁGINAS: 153
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The inclusion of students with disabilities in Higher Education has been presented as a challenge to the development of policies and actions that guarantee the access, permanence and completion of academic studies, successfully, in a continuous exercise of citizenship and democratization of this level of teaching. Therefore, the teacher in his didactic actions can present himself as an important articulator of the inclusive culture at the University. This study, therefore, comes from the need for reflection and research on teaching practices and teacher education in Higher Education with a view to the process of educational inclusion of blind students. It has as general objective to investigate if the continuous formation and the  teaching action, at the Federal University of Rio Grande do Norte - UFRN, has made possible the inclusion of blind students in the undergraduate courses of which they are part. Specifically, it aimed to identify the pedagogical  practices  of university teachers, in the classroom, from the perspective of blind students; to describe the opinion of teachers and blind students about the process of inclusion in Higher Education; and to verify if the training of university teachers has contributed to the optimization of pedagogical practices of attendance to diversity, in particular blind students. Regarding the theoretical-methodological aspects, this research followed a qualitative approach (OLIVEIRA, 2007), adopting an exploratory research profile (GIL, 2007). The field research was the methodological resource chosen to conduct the research and the semi-structured interview used as a data collection technique (TRIVIÑOS, 1987), applied with five blind undergraduate students and with seven teachers who taught them subjects in the 2015.2. The analysis of the data was based on the Content Analysis perspective (BARDIN, 2009), having as categories of analysis: a Inclusion of students with disabilities in Higher Education; The teaching practice and Teacher training. We conclude this study by pointing out challenges to the attainment of inclusive educational practices in Higher Education, such as: the deconstruction of attitudinal barriers, in order to strengthen respect for differences and the recognition of human specificities; The need for continuity and expansion of public policies that continue to ensure the right to inclusion; The elaboration of institutional policies at UFRN, aimed at promoting the continuing education of university teachers as a north to the re-signification of educational practices. We also emphasize the need to broaden the discussions and studies/researches on University Education aimed at teacher education in the theme of inclusion and we conclude by considering that,  with this work, we hope to offer a contribution with the area of Inclusive Education and, above all, to provide reflection on the practices of university teachers towards students with disabilities.

MEMBROS DA BANCA:
Externo à Instituição - FRANCILEIDE BATISTA DE ALMEIDA VIEIRA - UERN
Interno - 1149542 - FRANCISCO RICARDO LINS VIEIRA DE MELO
Externo à Instituição - LAURA CERETTA MOREIRA - UFPR
Interno - 1149418 - LUCIA DE ARAUJO RAMOS MARTINS
Presidente - 3315373 - LUZIA GUACIRA DOS SANTOS SILVA