O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA
में बचाया:
| मुख्य लेखक: | |
|---|---|
| प्रकाशन तिथि: | 2019 |
| स्वरूप: | Master thesis |
| भाषा: | por |
| स्रोत: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/10142 |
सारांश: | The present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity. |
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| author | Almeida, Rosângela Pereira de |
| author_browse | Almeida, Rosângela Pereira de |
| author_facet | Almeida, Rosângela Pereira de |
| author_role | author |
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| collection | Repositório Institucional da UFG |
| contributor_str_mv | Civardi, Jaqueline Araújo Santos, Elismar Alves dos Civardi, aqueline Araújo Moraes, Moema Gomes Faria, Elisabeth Cristina de Sá, Ana Cláudia Antônio Maranhão |
| dc.contributor.advisor-co1.fl_str_mv | Santos, Elismar Alves dos |
| dc.contributor.advisor-co1Lattes.fl_str_mv | http://lattes.cnpq.br/1094724490436663 |
| dc.contributor.advisor1.fl_str_mv | Civardi, Jaqueline Araújo |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/2625858563605104 |
| dc.contributor.author.fl_str_mv | Almeida, Rosângela Pereira de |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/5834993368990882 |
| dc.contributor.referee1.fl_str_mv | Civardi, aqueline Araújo |
| dc.contributor.referee2.fl_str_mv | Moraes, Moema Gomes |
| dc.contributor.referee3.fl_str_mv | Faria, Elisabeth Cristina de |
| dc.contributor.referee4.fl_str_mv | Sá, Ana Cláudia Antônio Maranhão |
| dc.date.accessioned.fl_str_mv | 2019-10-31T12:31:16Z |
| dc.date.issued.fl_str_mv | 2019-09-27 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.citation.fl_str_mv | ALMEIDA, Rosângela Pereira de. O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA. 2019. 182 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tede/10142 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
| dc.publisher.initials.fl_str_mv | UFG |
| dc.publisher.none.fl_str_mv | Universidade Federal de Goiás |
| dc.publisher.program.fl_str_mv | Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
| dc.relation.cnpq.fl_str_mv | -240345818910352367 |
| dc.relation.confidence.fl_str_mv | 600 600 600 |
| dc.relation.department.fl_str_mv | -2481939986799146269 |
| dc.relation.program.fl_str_mv | -6760778910420212860 |
| dc.rights.driver.fl_str_mv | http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
| dc.subject.cnpq.fl_str_mv | CIENCIAS HUMANAS::EDUCACAO |
| dc.subject.eng.fl_str_mv | Ensino de Geometria Geometry teaching Historical-cultural theory Mediation Inclusive mathematics education Educating with TEA |
| dc.subject.por.fl_str_mv | Teoria histórico-cultural Mediação Educação matemática inclusiva Educando com TEA |
| dc.title.alternative.eng.fl_str_mv | The use of teacher-mediated teaching resources in teaching geometric concepts to a teaching with ASD |
| dc.title.eng.fl_str_mv | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UFG-2_4cdf4aa993e0bc8e5efe6b014b363c2e |
| identifier_str_mv | ALMEIDA, Rosângela Pereira de. O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA. 2019. 182 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
| instacron_str | UFG |
| institution | UFG |
| instname_str | Universidade Federal de Goiás (UFG) |
| language | por |
| network_acronym_str | UFG-2 |
| network_name_str | Repositório Institucional da UFG |
| oai_identifier_str | oai:repositorio.bc.ufg.br:tede/10142 |
| publishDate | 2019 |
| publishDateSort | 2019 |
| publisher.none.fl_str_mv | Universidade Federal de Goiás |
| reponame_str | Repositório Institucional da UFG |
| repository.mail.fl_str_mv | grt.bc@ufg.br |
| repository.name.fl_str_mv | Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| repository_id_str | oai:repositorio.bc.ufg.br:tede/1234 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| spelling | Civardi, Jaqueline Araújohttp://lattes.cnpq.br/2625858563605104Santos, Elismar Alves dos http://lattes.cnpq.br/1094724490436663Civardi, aqueline AraújoMoraes, Moema GomesFaria, Elisabeth Cristina deSá, Ana Cláudia Antônio Maranhãohttp://lattes.cnpq.br/5834993368990882Almeida, Rosângela Pereira de2019-10-31T12:31:16Z2019-09-27ALMEIDA, Rosângela Pereira de. O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA. 2019. 182 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/10142The present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity.O presente trabalho é a exposição de uma pesquisa, cujo objetivo foi, na perspectiva da Educação Matemática Inclusiva, desenvolver mediações e estratégias de ensino dos conceitos geométricos definidos pela Base Nacional Comum Curricular (BNCC) para o 2º Ano do Ensino Fundamental, na turma em que participa um estudante com Transtorno do Espectro Autista (TEA). Em trabalho de campo na escola, planejamos recursos pedagógicos que foram aplicados aos educandos, contemplando, durante o período de operacionalização do nosso projeto de intervenção, o estudante com TEA devidamente matriculado na escola regular. Tal pesquisa possui a finalidade de verificar de quais mediações e recursos pedagógicos o docente pode se valer no ensino de geometria aos alunos com Transtorno Espectro Autista (TEA) em fase de alfabetização. Utilizamo-nos da Teoria Histórico-Cultural de Vygotsky (1994, 1995, 1997), especialmente do conceito de mediação, como um dos pressupostos teóricos que subsidiam a investigação e as ações pedagógicas fundamentadas na Educação Inclusiva (MANTOAN, 1997a, 1997b). A pesquisa se valeu de instrumentos e técnicas de observação participante, diário de campo, entrevista semiestruturada, gravação de áudios com a mãe do aluno com TEA e com as professoras, regente e de apoio, a fim de conhecer as características do educando com TEA e o contexto no qual se insere. Planejamos as ações a serem realizadas no propósito do atendimento da proposta. Os instrumentos pedagógicos (dinâmicas, tarefas elaboradas e materiais manipuláveis) utilizados foram fundamentais no alcance dos educandos daquela sala de aula, cujo foco principal foi o aluno com TEA. Por meio da aplicação desses recursos, foi possível perceber a partir das análises dos dados, como as mediações propostas pelo docente podem propiciar avanços significativos no conhecimento dos conceitos geométricos a esses educandos. Por fim, construímos uma proposta pedagógica como produto educacional, contendo as ações realizadas durante a intervenção, no propósito de contribuir aos professores da Educação Matemática Inclusiva à posteridade.application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de GeometriaGeometry teachingHistorical-cultural theoryMediationInclusive mathematics educationEducating with TEATeoria histórico-culturalMediaçãoEducação matemática inclusivaEducando com TEACIENCIAS HUMANAS::EDUCACAOO uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEAThe use of teacher-mediated teaching resources in teaching geometric concepts to a teaching with ASDinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6760778910420212860600600600-2481939986799146269-240345818910352367reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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| spellingShingle | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA Almeida, Rosângela Pereira de Ensino de Geometria Geometry teaching Historical-cultural theory Mediation Inclusive mathematics education Educating with TEA Teoria histórico-cultural Mediação Educação matemática inclusiva Educando com TEA CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| title_full | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| title_fullStr | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| title_full_unstemmed | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| title_short | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| title_sort | O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA |
| topic | Ensino de Geometria Geometry teaching Historical-cultural theory Mediation Inclusive mathematics education Educating with TEA Teoria histórico-cultural Mediação Educação matemática inclusiva Educando com TEA CIENCIAS HUMANAS::EDUCACAO |
| url | http://repositorio.bc.ufg.br/tede/handle/tede/10142 |