Síndrome de DiGeorge e o trabalho colaborativo: processos de inclusão, aprendizagem e desenvolvimento

• Ano de defesa: 2023
• Autor(a) principal: Santos, Yasmin Rocha dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Síndrome de DiGeorge; Trabalho colaborativo; Inclusão; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/12515

This study named DiGeorge Syndrome and collaborative work: processes of inclusion, learning and development presents the production of data carried out in research in the Doctorate in Education course of the Postgraduate Program at the Federal University of Espírito Santo – UFES. Its general objective was to understand the learning, development and inclusion processes of a student with DiGeorge Syndrome in the school context through collaborative work and as a development of the general objective we specifically sought to: know and describe the main characteristics, peculiarities and particularities of DiGeorge Syndrome. DiGeorge; describe and analyze, in different school spaces, pedagogical practices aimed at students with SDG; understand the role of the teacher who collaborates with inclusive actions in the learning, development and inclusion process of students with SDG. Believing that the human being is a social being who becomes aware of himself from others and is thus constituted through dialectical relationships with other subjects, a theoretical dialogue was held with Vygotsky and Bakhtin. To achieve the proposed objectives, this study assumed the perspective of a descriptive study, with participant observation, with the researcher assuming herself as a subject participating in the research. From the qualitative approach. In short, as a result of this study, it was possible to verify that much of the research covering DiGeorge Syndrome is inclined to describe it in its characteristics, peculiarities and specificities, thus demonstrating a biologizing look at the individuals who have it and Unlike these studies, this study sought to see the subject beyond disability and it was evidenced, through this work, that students with SDG are capable of learning and developing like any other individual and that collaborative work is a possible strategy in the process education of these subjects. Furthermore, based on the characteristics assumed by the study that is concerned with aspects related to learning and development, it is worth highlighting the originality of this research in the educational area, since until the completion of this thesis, no other work focused on this topic was found.