O coensino para a inclusão de estudantes com transtorno do desenvolvimento intelectual: intervenções colaborativas para a formação de professores no Centro de Ensino “Professor José do Nascimento Morais”

• Ano de defesa: 2024
• Autor(a) principal: RIBEIRO, Arleia Gomes de Sousa
• Orientador(a): ZAQUEU, Lívia da Conceição Costa
• Banca de defesa: ZAQUEU, Lívia da Conceição Costa , ROSA, Kaciana Nascimento da Silveira , PEDROSA, Eliane Maria Pinto , SILVEIRA, Franscisca Morais da , CHAHINI, Thelma Helena Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO FÍSICA/CCBS
• País: Brasil
• Palavras-chave em Português: coensino; Transtorno do Desenvolvimento Intelectual; educação inclusiva; formação de professor.
• Palavras-chave em Inglês: co-education; Disorder of Intellectual Development; inclusive education; teacher training.
• Área do conhecimento CNPq: Educação Especial
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5803

This research aimed to investigate the actions related to co-education, in order to propose educational interventions with teachers in support of the Inclusive Education of students with Intellectual Development Disorder (TDI), with a view to the construction of an E-book that can help the teachers of the regular education of a high school of the state network in São Luís – MA. As for the methodological aspects, they are classified as of an applied nature, according to the approach to the problem, and characterized as qualitative of the intervention type. The field of investigation was the Teaching Center "Professor José do Nascimento Morais", a state school in the Vinhais neighborhood, in São Luís – MA, and had as participants the teachers of regular education, the teacher of the appeal room and the pedagogical coordination. The instruments for data collection were questionnaires and semi-structured interviews. The collected data were analyzed according to the content analysis technique. The results obtained showed that 83% of the sample investigated had little experience in Inclusive Education for students with disabilities, although 77.7% of them had extensive experience in the classroom, but that they did not develop in their practices actions that meet the student with TDI, and in addition, 40% of the sample studied had carried out continuing education in inclusive education or flexibilization activities with students with TDI. From the main findings of the research and the results, it was evident the need for continuing education for teachers and pedagogical coordination of that school, which results in collaborative and inclusive pedagogical practices, in order to ensure new learning possibilities for students with TDI, as well as to provide, to participating educators, new educational strategies through the product of this research: Pedagogical Guidelines on Co-education and Curricular Flexibilizations in Support of the Inclusion of Students with Intellectual Development Disorder.