A prática docente nos cursos de graduação da Universidade Estadual do Oeste do Paraná, no contexto da Educação Especial: período de 2012 a 2016

• Ano de defesa: 2018
• Autor(a) principal: Dalgalo, Vanderlize Simone
• Orientador(a): Malacarne, Vilmar
• Banca de defesa: Malacarne, Vilmar , Mori, Nerli Nonato Ribeiro , Iacono, Jane Peruzo , Soligo, Valdecir
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Ensino Superior; Adaptações e Flexibilizações Curriculares; Atendimento Educacional Especializado
• Palavras-chave em Inglês: Higher Education; Curricular Adaptations and Flexibilities; Specialized Educational Assistance
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3926

This research had as object of research the graduate programs of the State University of West Paraná – Unioeste, located in the municipality of Cascavel, Paraná. With a view to the advancement of people with disabilities or special needs in access to Higher Education and highlighting the role of universities in the social context and in the formation of these subjects, in order to integrate, increasingly the society, a central question crossed by the object of study, generating the questioning about the pedagogical practices developed by Unioeste teachers to meet the demand of academics with disabilities or special needs, who are coming up to this level of education The objective is to identify, from the pedagogical practice of the teachers, if they are making adaptations and curricular flexibility in their methodologies and in the asessment instruments. The methodology used was descriptive, in a qualitative approach. It was developed, based on bibliographical references, documentaries and field research, using questionnaires and semi-structured interviews, with theoretical framework of the Historic-Cultural Psychology, as a support to understand the process of teaching and learning of the subjects involved in the educational field: teacher and student. The analyzes and results were based on content’s analysis of Bardin, in two categories: methodology and assessment instruments used by teachers in researched graduation courses. The results show that the Unioeste is carrying out the curricular adaptations and flexibilities. based on the methodologies, assessment instruments as well as the support provided by the Special Education Program (PEE), with guidelines and pedagogical materials subsidies. With this study, we also pointed out that there is a need to continue to study and research on this subject, which is recent and important in the context of Higher Education.