Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Froehlich, Juliana Lopes
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| Orientador(a): |
Rocha Filho, João Bernardes da
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
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| Departamento: |
Escola Politécnica
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9232
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Resumo: |
This research aimed to understand the pedagogical practices of science and math teachers in the care of students with intellectual disabilities in state high schools in the interior of Rio Grande do Sul. For the constitution of the research corpus, we elaborated a questionnaire and a semi-structured interview, in which all the state high schools of a city in the interior of Rio Grande do Sul participated. The research participants were, on average, three teachers from each school of the field of nature science and mathematics. The choice for the theme was due to the difficulties and complexities surrounding the promotion of teaching to students with intellectual disabilities (ID).This qualitative naturalistic research was conducted in a school environment, and the analyzes were obtained through the Discursive Textual Analysis method (MORAES; GALIAZZI, 2014). From the teachers' answers emerged categories that were analyzed during the research. The work had as theoretical support one of the first thinkers to research on disabilities and inclusive education, Lev Vygotsky (1896-1934).As a result, we identified in the participants' answers that several difficulties teachers face in relation to the teaching and learning situations of students with ID, which are due to the lack of specialized support, the lack of auxiliary teacher in the care of students with ID, lack of personal, financial structure and lack of investments in continuing education of teachers in the care of students with ID. Although all these difficulties influence teachers' teaching practice, they seek various strategies to promote the teaching and learning of students with ID. Strategies for identifying students' interests, creating affective environments, as well as working with concrete materials, conducting experiments, encouraging research in the school environment, working in groups and involving the student with ID in all school activities, developing their autonomy and promoting the true inclusion. |
