Banca de DEFESA: GENIGLEIDE SANTOS DA HORA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : GENIGLEIDE SANTOS DA HORA
DATA : 16/12/2020
HORA: 14:00
LOCAL: Remoto - Google meet
TÍTULO:

 

INCLUSIVE PEDAGOGICAL PRACTICES: PERCEPTION OF LUSO-BRAZILIAN EDUCATORS

PALAVRAS-CHAVES:

 

Keywords:Inclusive pedagogical practices. Special and Inclusive Education.

Luso-Brazilian teachers

PÁGINAS: 210
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This thesis deals with inclusive pedagogical practices in the school environment. The objective is to discuss the perception of Portuguese-Brazilian teachers about actions aimed at the inclusion process of students with disabilities in Special Education in common education, based on the speeches, theoretical approaches, pedagogical practices by them, as well as the public policies of the two countries. The theoretical frameworks are Vygotsky's Socio-historical-cultural Theory and Saviani's Historical-Critical Pedagogy, which supported and highlighted conceptual systems and pedagogical deliberations. This is a qualitative empirical research, exploratory type, which collects data from the individual interview of a semi-structured script and that privileged the subjective aspects for a better understanding of the problems experienced by the eight Portuguese-Brazilian teachers who work in Special and Inclusive Education of ordinary education, whose data collection was done through documentary analysis and individual interviews based on a semi-structured script for eight Portuguese-Brazilian teachers who work in Special Education in regular education. The analysis categories, namely: a) Special and Inclusive Education; b) inclusive pedagogical practices; and c) public inclusion policies highlighted their speeches and pointed to the development of their individual perceptions and inclusive pedagogical practices, while outlining their argumentative elements. Results indicated that in individual and collective perceptions: a) there is a close relationship between school experiences and their performance, when teachers demonstrated diverse knowledge about Special and Inclusive Education; b) there are dialogues that guide public policies with the axes that define their plans, which can boost the inclusion of students with disabilities; c) continuing education is essential for them to endure and expand the pedagogical mediations of the specific learning of each student included; d) there is recognition of mediated content, with possible transfers to the school and social contexts; e) claimed that insufficient knowledge of inclusive pedagogical practices can negatively interfere in the learning of included students, as the success of the actions requires training domains with regard to technical and political competence so that the inclusion of students with disabilities is effective with quality. It is concluded that there are close relations between public policies that permeate the meetings between teacher and student in the creative condition, in the understanding and in the forwarding of solutions to the contextual problems. The reflected theory and practice indicate the dynamic relationship between them, present in the analysis of such practices and in political commitment. This assumes vital importance and gives direction to technical competence and inclusive pedagogical practices as mediation strategies. This means that the political commitment of all subjects involved in Inclusive Education can minimize the difficulties perceived in the process of including students with disabilities in the educational system. This research reaffirms the importance of placing the guarantee of permanence of students with disabilities in ordinary education at the center of the debates. They are the future adults of tomorrow.

MEMBROS DA BANCA:
Presidente - 040.773.265-91 - THERESINHA GUIMARAES MIRANDA - UFBA
Interno - 125.731.595-15 - MIGUEL ANGEL GARCIA BORDAS - UFBA
Externo ao Programa - 1583487 - FELIX MARCIAL DIAZ RODRIGUEZ
Externo à Instituição - IVANILDE APOLUCENO DE OLIVEIRA - UEPA
Externo à Instituição - NELMA DE CASSIA SILVA SANDES GALVAO - UFRB