Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
WSZOLEK, LEANDRO
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| Orientador(a): |
Cruz, Gilmar de Carvalho
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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/2039
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Resumo: |
The directions and notes for social inclusion must be produced essentially on the school floor itself, creating new knowledge and pedagogical strategies that can really contribute to inclusive education. Physical Education is characterized as a mandatory subject and an integral part of the school curriculum, whether in the regular or special education modality, it tends to provide opportunities for the effective participation of students in classes. However, when specifying the contributions of the Physical Education discipline in the field of research, the number of scientific studies that address the perspective of inclusive education in the very scenario of the Associations of Parents and Friends of the Exceptional (APAEs) is still irrelevant. This study is inserted in the field focused on the educational rights of students with disabilities who attend the APAEs. Part of concerns, that even though there are numerous educational public policies in the inclusive perspective in the Brazilian educational sector, it is evident that in practice, within the context of the special education teaching modality, social inclusion is still a challenging process and permeated by multiple facets. The general objective of this research was to promote inclusive pedagogical interventions, based on the methodology of the Formative Didactic Experiment, developed in Physical Education classes at an APAE in the interior of the state of Paraná. Using studies by Mainardes (2006), on the policy cycles pointed out by Ball and Bowe, it is understood that an educational policy has three contexts: influence, text production and practice. In the context of practice, it is the teachers who have greater participation and relevance, and the policy can be reinterpreted and recreated according to the demands of the school routine itself. The principles of the Historical-Cultural Theory (VYGOTSKY, 1987) were used as a theoretical basis, deepening the Developmental Teaching Method proposed by Davydov (1988). The research is characterized qualitatively, with the methodology of the Formative Didactic Experiment developed in Physical Education classes (DAVYDOV, 1988). The object of the research was a group of students enrolled in elementary education in youth and adult education EJA, belonging to APAE Rural de Irati-PR. The research participants were two male students and three female students, aged between 18 and 50 years and who have the most varied individual characteristics, related to their cultural experiences and disabilities. For the production of research data, video and audio recording instruments were used, formative assessments and observations of aspects related to the pedagogical actions of the research teacher and the behavioral attitudes of the students produced during the pedagogical interventions, which were described in full, seeking the reality of the facts and events produced during the research development process. For the organization and analysis of the research data, analyzes were carried out of the relevant aspects developed in the Formative Didactic Experiment in interface with the Developmental Theory of Davydov (1988). Pedagogical practices for the effective participation and learning of students in Physical Education classes were highlighted and discussed in detail in the study. The research results show: the importance of the teacher acting critically and actively in the different contexts of the school environment; notes about the organization and contributions of the method used in the study; the collective construction of the teaching plan, playfulness, didactic teaching sequence, interactions, adaptations of activities, communication, active teacher participation in teaching activities and formative assessments as the main teaching tools adopted in teaching practices, which enabled the effective participation and learning of students in Physical Education classes. It is expected that this study will contribute as an educational parameter for teachers in the area and also as an inspiration for new studies focused on this theme. |
