Inclusão e ensino de Física: contextos e perspectivas no processo de escolarização de estudantes público-alvo da Educação Especial

• Ano de defesa: 2021
• Autor(a) principal: Batista, Heloisa Fernanda Francisco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Formação de professores de Física; Ensino de Física; Inclusão; Educação Menor; Estudantes público-alvo da Educação Especial; Training of physics teachers; Physics teaching; Inclusion; Minor Education; Students target Public of Special Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31274; https://doi.org/10.14393/ufu.di.2021.46

In this work, we sought to characterize and elucidate the relationships of the physics teacher of regular high school and Youth and Adult Education (YAE) classes in the city of Uberlândia/MG, regarding the inclusion of public students targeted by Special Education (PSSE). This research comprises a qualitative approach that was organized in two stages. In the first stage, data were collected from a structured questionnaire and a semi-structured interview. This step was performed from the use of online and video form applications, according to the participants' expression of interest. In the second stage, for data analysis, the concepts of Minor Education were used as a theoretical reference and strategies inspired by Content Analysis (CA) were adopted, contemplating previous categories such as: perception of the diversity of the school environment, relationship between physics and support teachers, relationship between physics teacher and PSSE student and offer of initial and/or continuing education. It was also possible to develop analysis about categories that stood out during data analysis, related to the relationships established between the physics teacher and paee students and physics teacher and support teacher, both during the remote teaching period. In addition, integrative reviews of the main legal documents on inclusion and articles on training of physics and inclusion teachers were carried out. Inclusion needs to be realized in order to stimulate dialogue and provide a sense of belonging to the community as a whole. In this context, the teacher can seek to improve the teaching practice and seek a concrete partnership with the support teachers, enabling the performance of activities that provide the inclusion of PSSE students in the regular class. The analysis allowed us to verify that the theme generates tension in the academic community and there is great concern in promoting adequate training for undergraduates. However, it was also evident that there are great difficulties in renewing the school culture due to the particularities of PSSE students. It is believed that these results can contribute to the teaching practice of the physics teacher and assist in the delimitation of new themes, contributing to the development of studies that fill gaps in the literature.