Formação continuada para professores dos anos finais do ensino fundamental sobre Transtorno do Espectro Autista
Guardat en:
| Autor principal: | |
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| Data de publicació: | 2023 |
| Format: | Master thesis |
| Idioma: | por |
| Font: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2821 |
Sumari: | The present work presents as its main problem the teaching-learning process in Science with students with Autism Spectrum Disorder - ASD, emphasizing the importance of teachers feeling prepared to select and adapt teaching strategies to assist these students in learning. More specifically, the study seeks to defend the idea that for teachers to intervene in a specialized way in the school space with these students, they need continued training as a principle that ensures the quality of knowledge. In this sense, the work takes as its central question the following question: how do teachers who teach Science classes evaluate a continuing education course on ASD in terms of understanding the characteristics of students with this disorder and the adaptive needs of the teaching-learning process? ? The main objective is to prepare, develop and evaluate support material for Elementary School - Final Years teachers on ASD, aimed at covering basic knowledge about this disorder and linked to the educational context. To this end, the research takes as a reference the completion of a course for Elementary School teachers at a school belonging to the State Education Network of the State of Rondônia, located in Porto Velho. To this end, a text is prepared as an educational product aimed at discussing characteristics of ASD, documents and legislation relevant to teaching for these students, welcoming and integration actions in the class for these students and activities that can be carried out in Science teaching. The theoretical framework that underlies the course developed is based on the perspective of training based on the ideas of Francisco Imbérnon and authors who help to understand the specificities of inclusive education, especially in terms of students with ASD. The course was structured in two parts, involving three meetings, the first part being aimed at all nine teachers at the school and the second at the three Science teachers who work in Elementary Education. In methodological terms, the course is based on the perspective of qualitative research involving the use of two instruments to produce data: a logbook filled out by the researcher and semi-structured interviews with the school's three Science teachers. As a result, the study highlights teachers' interest in the topic and the desire to seek alternatives that can improve the learning of students with ASD. Furthermore, it highlights the importance of bringing to school materials and courses that allow teachers to expand their knowledge on the subject and also to create space for these teachers to express their feelings, insecurities and desires. The educational product that accompanies this dissertation is in the form of support material for elementary school teachers and was specially designed for the course. This material is available at http://educapes.capes.gov.br/handle/capes/741229. |