O material didático como facilitador do processo inclusivo e formativo dos estudantes com transtornos de aprendizagem no âmbito da educação profissional e tecnológica

• Ano de defesa: 2024
• Autor(a) principal: Souza, Juliana Porto de
• 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 Profissional e Tecnológica; Colégio Técnico Industrial de Santa Maria
• Palavras-chave em Português: Transtornos de aprendizagem; Ações pedagógicas; Material didático; Learning disorders; Pedagogical actions; Courseware; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32827

This research presents a study on Learning Disorders found within the scope of Professional and Technological Education (EPT). It was developed alongside the master's degree in Professional and Technological Education at the Federal University of Santa Maria. Learning Disorders are understood as the difficulty in retaining, acquiring, or using skills and information. It results in deficits in attention, memory and reasoning, consequently affecting school performance. This dysfunction interferes with the way information arrives and is processed in the brain, altering, but does not impede learning as long as appropriate teaching methods are used. The objective of this research is to develop teaching material to support teachers' teaching practices, facilitating the inclusive and formative process of students with learning disorders in the context of EPT. Qualitative research is based on the scientific research strategy of a case study. It used documentary and bibliographical analysis and open questionnaires applied to employees of the Instituto Federal Farroupilha, Júlio de Castilhos campus, in which it sought to understand the context of these students at EPT from the perspective of teachers involved in the teaching/learning process. The bibliographic review was carried out to build theoretical assumptions, based on Worthington (2003), Gianetti (1998), Oliveira (2009) among other researchers in the area. By carrying out this study, it was possible to present different and innovative approaches that enable greater interaction between students, content and teachers, as pedagogical support for teachers who wish to diversify their pedagogical practice.