Banca de DEFESA: GRAZIELA JANE BERGAMIN

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GRAZIELA JANE BERGAMIN
DATE: 27/03/2023
TIME: 19:00
LOCAL: Recurso Remoto
TITLE:

Special Education and Teaching Practices at the Federal Institute of Espírito Santo: the construction of collective spaces for continuing education at the Nova Venécia Campus

KEY WORDS:

Continuing and collective education. Inclusion. Deafness. Hearing deficiency. Intervention.

PAGES: 210
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This interventional research, entitled as Special Education and Teaching Practices at the Federal Institute of Espírito Santo: the construction of collective spaces for continuing education at the Nova Venécia Campus, aims to understand the pathways of teaching activities in the Civil Engineering course at the Federal Institute of Espírito Santo, Nova Venécia Campus, focusing on the scope of inclusive education for deaf or hearing deficiency students, in order to situate and propose paths of continuing and collective education regarding to mentioned educational context. The investigations carried out are linked to the quali-quantitative approach, with the predominance of the qualitative bias. The collaborative research guides the study, whose theoretical assumptions are those of critical pedagogy. Document analysis and semi-structured interviews with professors in conversation circles were instruments for data collection. Data analysis is based on Bardin's (2021) content analysis. The motivation for this interventional research are the impacts of the enactment of Law 13409/2016, which guaranteed the reservation of vacancies in the selection processes for admission to technical courses integrated to high school level and graduation of the Federal Education Institutions for people with disabilities, significantly increasing enrollments of these students in the Institutes, in the case of this research, at the Ifes , Nova Venécia Campus. Education as a right of all people is guaranteed in the Federal Constitution (BRASIL, 1988), safeguarded by other documents and laws that ratified and expanded the mentioned  right and also ensure, among others, inclusive educational systems at all levels of education and in different teaching modalities (BRASIL, 2015). However, it was after the enactment of the law, with increasing enrollments, that many challenges were revealed at the Nova Venécia Campus, some of them were not noticed yet, others were not discussed and assumed, in particular, those linked to the know-how of teachers, who consider it hard to embrace the many demands brought about by the presence of these students, especially when there are no spaces-times instituted for continued and collective education. In view of this outlook, it is based on the premise that the creation of collective spaces for continued teacher education, where teachers, based on their concrete problems with their students cases, in a continuous process of action-reflection-action, will have the opportunity to discuss practice-theory, in order to build possible paths for learning of all students, and this is what will constitute the institution, in fact, inclusive. In this way, the interventional research revealed that the professors identify several methodological and communication issues when working with deaf or hearing deficiency students, which is highlighted by the lack of information and training on the deficiencies. They also identify barriers regarding to the teaching hours and point out the institutionalization of collective training as a need to enhance inclusive practices, thus, relying on the data, I present the intervention project “Collective training at Ifes  Nova Venécia Campus: the power of sharing, teaching and learning in collaboration”.

COMMITTEE MEMBERS:
Presidente - ***.295.884-** - TATIANA POLLIANA PINTO DE LIMA - UFRB
Interna - 1923964 - VERONICA DOMINGUES ALMEIDA
Externo à Instituição - IRENILSON DE JESUS BARBOSA - UFRB