Banca de DEFESA: ILANNA MARNEA ARAUJO CHAGAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ILANNA MARNEA ARAUJO CHAGAS
DATE: 26/07/2023
TIME: 09:00
LOCAL: Auditório 1 do NEPSA II + Plataforma de webconferência (híbrido)
TITLE:

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KEY WORDS:

Body, Specialized Educational Assistance, Teacher Training.

PAGES: 190
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to analyze the body conceptions of the Special Education public student, as a place of learning through a formative experience with the teachers of the Specialized Educational Service of the Municipal Education Network of Natal. We adopted methodological qualitative principles, using participant research in this study as an investigative method (FREIRE, 1999; GIL, 2008; BRANDÃO, 2006). The theoretical support of this research was the epistemological foundations of Merleau-Ponty (1999). The empirical sample involved 46 teachers of the Specialized Educational Service of the Municipal Teaching Network of Natal. We used, as a data collection instrument, the questionnaire, audio record referring to the speeches of the research subjects during the formative process developed with the AEE teachers and photographic records. These elements were essential for the investigative and writing processes of this dissertation. The application of the initial questionnaire preceded the training process regarding its exploratory nature, the conceptions and possibilities of the body in a disability condition in the AEE. The teacher training proposal was structured in 10 training meetings involving the Special Education public student body, being organized in two moments: “What body is this?” and “The possibilities of the body in AEE”. Subsequently, we applied a second questionnaire in order to obtain the record of the final impressions about the body of the Special Education student as a place of learning. We used Bardin's (2011) content analysis in order to understand better the research data. This allowed us to categorize the data into the following analysis categories: body and movement, body and inclusion, and body learning. During the formative process, we reflected on the body from the phenomenology of Merleau-Ponty (1999), whose perception is that we do not have a body, but we are a body. The body is unique, subjective, and attributes sense and significance to our experiences in face of relationships. From this perspective, the body in a disability condition perceives, feels, interacts, moves, gets emotional, and learns in its relationship with itself, with each other, and with the world. The results of the analyses pointed to the breaking of some stigmas about the body in a disability condition and its learning process. Hence, it is important to understand that each student is a body as a place of learning and that it needs to be seen in an integral way. Therefore, it must be present in all pedagogical activities developed in the AEE, as well as in all actions developed in the school institution.

COMMITTEE MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Interna - 1672476 - ROSIE MARIE NASCIMENTO DE MEDEIROS
Externo à Instituição - Roseli Belmonte Machado - UFRGS