Banca de DEFESA: Claudia Costa da Rocha Cerqueira Ramos
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : Claudia Costa da Rocha Cerqueira Ramos
DATE: 23/01/2023
TIME: 14:00
LOCAL: Sala de Atos FE1
TITLE:
Continuing Teacher training for school inclusion with ASD students in the Early Years of Elementary School in the Distrito Federal.
KEY WORDS:
Teaching work; Sickness; Public Policies.
PAGES: 227
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:
This research is linked to the Graduate Program in Education at the University of Brasilia (PPGE/FE/UnB) at the Academic Master's level, part of the research line Teaching Profession, Curriculum and Assessment (PDCA) and linked to the research of the Group of Research on the Training and Practice of Teachers/Pedagogues (GEPFAPe), constituting one of the projects that integrate line 3 “Initial and Continuing Training: Study of Conceptions, Graduates and Modalities”. Its title is Continuing Teacher Training for School Inclusion with ASD Students in the Early Years of Elementary School in the Federal District. It is a study that seeks to unveil and has, as an object of investigation, continuing teacher education from the perspective of school inclusion with autistic students in the early years of elementary school in the Federal District (DF). The methodology is both quantitative and qualitative in nature, based on a bibliographical survey, documental research, and also the application of a questionnaire and a semi-structured interview, based on the assumptions of the HistoricalDialectical Materialism method. Data were analyzed through statistical analysis using Excel 2013 and R version 3.3.2 software. This framework has the general objective of analyzing the continuing education process of effective teachers and effective teachers who work at SEEDF in inclusive common classes, in the early years, with autistic students, seeking to raise the elements that define this process as well as the possibilities. And the specific objectives were: i) To know and categorize the productions carried out in their potentialities and limitations for the strengthening of the research object. ii) Identify the concepts of continued teacher training from the perspective of school inclusion with ASD students; iii) Investigate how effective teachers experience continuing education in teaching work, in relation to the perspective of school inclusion with autistic students offered by the public teaching network of the DF. As an epistemological support, we base our studies on the authors Vásquez (1968); Curado Silva (2014 to 2020); Mantoan (2015); Kassar (2011); Kassaki (2020); Mazotta (2010); Gaiato (2019); Silva, Gaiato and Reveles (2012) among others. Based on the analyzes carried out, based on the participation and speeches of the research participants, through categorical analysis, the textbooks that revealed three dialectical axes, namely: i) being a teacher from the perspective of school inclusion with ASD students ; ii) Marks of inclusive teaching work in assisting autistic students: teaching and learning; iii) Continuing training for teaching with autistic students: possibilities and challenges. The conclusions point out that the continuing education of teachers from the perspective of school inclusion in assisting autistic people in the educational scope of the DF that professionals seek continuing education from an individual perspective, assist students, at times, without specific training, there is a training offered by EAPE, but which needs to be expanded.
BANKING MEMBERS:
Externa à Instituição - IZABELLA MENDES SANTANA - UFSCAR
Externa ao Programa - 2504581 - FATIMA LUCILIA VIDAL RODRIGUES
Presidente - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Interna - 1491659 - SHIRLEIDE PEREIRA DA SILVA CRUZ