Banca de DEFESA: RAENIA SUELE ARAUJO DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAENIA SUELE ARAUJO DE LIMA
DATE: 21/07/2023
TIME: 09:00
LOCAL: Plataforma de webconferência (online)
TITLE:

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KEY WORDS:

Pedagogical Practices. School inclusion. Congenital blindness. Teacher and student relationship

PAGES: 139
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present research is based on the relevance of reflection on Pedagogical Practices in the care of students with blindness, in the regular classroom. Such reflection is based on the assumptions of Inclusive Education, in which all students have the right to be together, living together, learning and developing, having their educational needs met. That way, we seek to answer the following question: How do the pedagogical practices and relationships established in a classroom in the Early Years of Elementary School occur and on what based, in a municipality of Seridó Potiguar, when a blind student is present in classroom? To answer this question, we have determined the general objective: To analyze the pedagogical practice, its fundamentals and the relationships established in a classroom of the Early Years of Elementary School, with the presence of a blind student. And, as specific objectives: to describe the pedagogical practices developed in the classroom of the Early Years of Elementary School, when a student with blindness is present; to identify the basic foundations of the pedagogical practices developed in the classroom; and to verify how the relations established between the teacher, the blind student and between this and her peers occur. With regard to theoretical and methodological aspects, we opted for a qualitative approach (BOGDAN; BIKLEN, 1994), exploratory and descriptive (GIL, 2002), applied through a field research (GIL, 2002). We also use other basic procedures such as: bibliographic research or secondary sources (LAKATOS; MARCONI, 1992), and documentary research, selecting authors who discuss and deepen our research topic, such as: Ainscow (2009); Vigotski (2019); Perrenoud (2001); Zabala (2014), Freire (2011; 2013), Mantoan (2003); Silva L.G. (2014; 2017). The experiment took place in a regular class of the first year of the Early Years of Elementary School, in a public school in the municipal network of Seridó Potiguar, where we carried out a simple observation (GIL, 2008) of the Pedagogical Practices of the head teacher, with whom we applied an interview semi-structured (LÜDKE; ANDRÉ, 2018) and the sociometric technique (VAYER; RONCIN, 1990), extended to the students of the researched class. Data were recorded in a field diary, photographs and voice recorder. Data analysis and interpretation considered Content Analysis (BARDIN, 1977) and the ideas of authors in the area. The results show that the Pedagogical Practices of the participating teacher have aspects that are in line with the sociocultural approach and the principles of the inclusive school, while others are in line with or are in transition, due to the lack of specific training of the teacher in relation to the process of acquiring knowledge by blind students, which allows them to predict and provide materials, methods and pedagogical strategies that consider the remaining meanings to mediate teaching with the blind student. Therefore, we consider that the school inclusion process of the student with blindness in the Seridó Potiguar/RN region is carried out via pedagogical practice under construction, as it transits between aspects that are consistent with the principles of inclusive education and the sociocultural approach, which we consider and choose as one of the closest to the principles of the inclusion paradigm. Although, during the observation period, the relationships established between the teacher and the blind student were based on courtesy, care and attention, we did not identify the teacher's call for the student to participate in reading activities and school celebrations, for example, which was confirmed in the application of the Sociogram. As for the relationship between students, the student with blindness is left out when it comes to doing group activities, requiring teacher intervention.

COMMITTEE MEMBERS:
Presidente - ***.344.724-** - LUZIA GUACIRA DOS SANTOS SILVA - UFRN
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Externa à Instituição - LISIE MARLENE DA SILVEIRA MELO MARTINS - UFPB
Externa à Instituição - TÂNIA MARIA GORETTI DONATO BAZANTE - UFPE