Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
ALMEIDA, JOSIANE TARRABAIKA DE
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| Orientador(a): |
Vestena, Carla Luciane Blum
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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: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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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://tede.unicentro.br:8080/jspui/handle/jspui/1641
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Resumo: |
The growing discussion of the subject involving school inclusion, the difficulty of being put into practice and the significant effectiveness of this process in its various levels were motivating for the initiation of this study. The main objective was to analyze the inclusive process of children with High Skills / Giftedness through the Vygotskyan theoretical assumptions. Regarding the specific objectives of this study, we sought to verify and reflect on the learning of gifted students in the different mediations in the classroom; discuss the relationships that happen around the child and also identify the mediations provided by teachers in educational practices, developed in regular classroom in different cultural contexts, considering the inclusive process of children with AH / SD. This study is characterized as qualitative, considering the study of multicases and the observational approach. Participation of students in elementary school (totaling 4 students) with High Skills / Giftedness, in classes of elementary school I (1st to 5th grade), in the city of Guarapuava, in two schools, in neighborhoods with different socio-environmental categories. and conversations with conducting for teachers, not intended to identify and discuss as mediations provided in educational printouts in the regular classroom teaching. As for the historical cultural perspective, it came up with the answers theoretically. These questions could be discussed, reflected and answered both theoretically and by the analysis provided in the observations that were made during the research. It was considered an extremely participatory observation, due to the interactions that occurred with all processes, that there was positive receptivity in school environments, since the last contacts. The study revealed during the observations in the school spaces that when there is a definite diagnosis or report, the referrals take effect, and direct the work of the teacher in an agile manner, ensuring compliance with the rights of this child. When the results of the evaluation process take time, the child's invisibility prevails. There seemed to be significant learning movements, but this needs to be further investigated, with regard to meeting the specific demands of each child, with or without conclusive report, can be improved. Faced with their possibilities and creativity, teachers can mediate and provide meaningful practice. We emphasize that teachers need to feel supported so that they can seek support and such aspects need to be provided through investments in public policies that maintain teacher education as an essential factor in Inclusive Education. Scientific studies or theoretical bases such as socio-cultural history can direct the teacher's eye, helping to understand how development happens, how it can be mediated, boosting their learning. |
