Práticas pedagógicas nas aulas de línguas nos anos finais do ensino fundamental: um estudo de caso em uma turma do 6º ano

• Ano de defesa: 2017
• Autor(a) principal: Rocha, Michele Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Práticas pedagógicas; Inclusão escolar; Ensino fundamental anos finais; Pedagogical practices; School inclusion; Elementary school – last grades; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/14458

This dissertation aims at analyzing the pedagogical practices for language teaching (Portuguese and English) developed with students who are target of Special Education in the last grades of Elementary School. This piece of research was developed in a school in the state network in the city of Santa Maria/RS – which presents the highest incidence of students who are target of Special Education in the last grades of Elementary School. The choice for this specific school took place through the data analysis of the database Data Escola Brasil and Microdata of School Census in Basic Education, provided by the National Institute for Educational Studies and Research – INEP, having 2014 as the year of reference. The methodology used in this investigation was through a qualitative research supported by Flick (2009), Minayo (2000) and Bell (2008). Regarding the procedures, the methodological choice occurred using a case study, based on Yin (2005). The data analysis was carried out from the content analysis, defended by Bardin (2011). The investigation is ground on semistructured interviews and an open questionnaire with the teachers who were research subjects, as well as class observations also took place, what in turn led to the production of a field diary. From the analysis, it was possible to understand some important aspects regarding: a) the concept of inclusive while naming pedagogical practices; b) the more dynamic and attractive a pedagogical practice is, the more it will benefit all the individuals, not only the ones who are target of Special Education; c) it was also possible to realize that there are no adaptations of practices or materials aiming at facilitating processes for such individuals; d) in one of the classes, there is a diversified use of resources, environments, spaces and interactive forms which are powerful tool is order to maximize the learning of all students; e) there is a narrowing of bonding in the relations facing the interactional processes; there is a perception of benefits provided the continuing training; and at last, g) there is also some impression on the concept of reflexivity. I hope this piece of research collaborates to the field of Special Education, and may bring reflection to the actors of inclusive processes regarding pedagogical practices in a regular classroom, aiming new methodological alternatives for all and any student who is inserted in a school environment, respecting their specificities, needs and different learning styles.