Banca de DEFESA: MILENA OLIVEIRA DE LIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MILENA OLIVEIRA DE LIRA
DATE: 24/02/2022
TIME: 10:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

routine, insertion, children with disabilities.

PAGES: 103
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present work has the general objective analyze the routine in the insertion of children with disabilities, in early childhood education. The specific goals are characterize the appropriation of routine by very young children with disabilities during the insertion/adaptation process, at the UFRN application school; to describe educators' conceptions about the routine, during the insertion/adaptation of very young children with disabilities, in the application school; to identify the routine strategies used during the insertion/adaptation, in the face-to-face and remote modalities of early childhood education and their implications for the participation of children with and without disabilities. The research was developed at the application school of the Federal University of Rio Grande do Norte - UFRN, at the Childhood Education Center - NEI, in the first half of 2021. The research, of qualitative character, was carried out from the methodology of a case study. Data were collected through the following instruments: electronic questionnaire, learning reports, records of participant observations and semi-structured interviews. The subjects of this research were five teachers, already working in class 1, of early childhood education, and a child with a disability, enrolled in class 1, in the year 2021 and their respective teachers. After analyzing the data collected, we could observe the efforts of the teachers to guarantee the access of children with disabilities to the practices and experiences of the group, through the use of alternative communication, establishment of affective bonds, good teacher/child communication and effective partnership with the family. We realized that the routine strategies, thought, planned and executed, in the context of remote or faceto-face teaching, were, in fact, structuring for children with disabilities and the whole group, enabling, a less painful experience of this separation with the family and entrance in an early childhood education institution, in an appropriation of the new place, people and routine.

BANKING MEMBERS:
Interna - 1545096 - DEBORA REGINA DE PAULA NUNES
Externa à Instituição - ELAINE LUCIANA SOBRAL DANTAS - UFERSA
Presidente - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - JULIO RIBEIRO SOARES - UERN
Interna - 1714249 - MARIA APARECIDA DIAS