Banca de DEFESA: ISABELLE EMILY FERREIRA DE SOUZA TAVARES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ISABELLE EMILY FERREIRA DE SOUZA TAVARES
DATE: 21/12/2023
TIME: 09:00
LOCAL: Sala de Multimeios 02 - Centro de Educação
TITLE:

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KEY WORDS:

Youth and Adult Education (EJA); Intellectual Disability and Teaching Practices.

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Teaching practices have in their action the materialization of theoretical concepts about “what student we have and what education we want” for our society. Regarding inclusion, given its importance, it has been frequently discussed among education professionals, across all levels of education. Thus, the investigation proposed in this dissertation aims to analyze the teaching practices of Youth and Adult Education (EJA) teachers developed with students with Intellectual Disabilities (ID). More specifically: a) Describe teaching practices developed with students with ID at EJA; b) Systematize teachers' conceptions about the learning processes of these students with ID and c) Identify the repercussions of teaching practices on the academic career of students with ID. As for its nature, this research is exploratory, of a qualitative nature, using a case study as a procedure. Data were collected from systematic observations of classes recorded in a field diary and semi-structured interviews carried out with teachers and students. Regarding the sample of research participants, the criteria for choosing teachers were: having initial training in Pedagogy, working in the first segment of EJA with students with Intellectual Disabilities. The selection criteria for the students were: a) being in the first segment of EJA, b) Having a report or suspicion of Intellectual Disability. The data obtained in the interviews and observations were organized into the following categories: 1) Teaching practices for which students: a conversation about the concept of pedagogical accessibility; 2) Generalist teacher and special education teacher at EJA: Portraits of a context; 3) School trajectory of the EJA student with ID. The analysis of the teaching practices of EJA teachers developed with students with ID made it possible to glimpse the pedagogical space as a space of double exclusion and vulnerability for the target audience of Special Education, as well as silencing of the pedagogical demands of young people and adults in these spaces. The study concludes that investigations into teaching practices at EJA allow vocalizations of groups historically excluded and silenced from school teaching and learning processes, such as young people and adults with ID.

COMMITTEE MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Interna - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - PRISCILA BENITEZ