Banca de QUALIFICAÇÃO: GERALDO BERNARDO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GERALDO BERNARDO
DATE: 29/10/2021
TIME: 14:00
LOCAL: cedu - online
TITLE:

INTEGRATIVE AND INCLUSIVE LEARNING PRACTICES IN DEAF EDUCATION -NEW PERSPECTIVES TOWARDS ECO-FORMATIVE EDUCATION

KEY WORDS:

Deaf, Complexity, Transdisciplinarity, Eco-training and Inclusion

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

 

People with disabilities and the whole society that fights for inclusion have always been fighting an arduous and historical struggle. They struggle to feel truly included in all spaces, especially in the educational environment. They fight for an education built on coherent pedagogical processes with respect for the specificities of each subject. For an inclusive school that is a place where all subjects should be respected and legitimized. From this perspective, this research emerges with the aim of narrating the perceptions and daily experiences of the pedagogical work of a teacher/researcher in the context of the education of people with disabilities, in the scenario of a non-governmental organization (NGO). As a methodological path, from the perspective of qualitative research in the perspective of complexity, we will reflect on the narratives built between the researched teacher and the deaf subjects who attended the NGO. The reflective narratives will be collected from the records of the field diaries in the period from 2018 to 2019, of the teacher-researcher. The perception of texts and contexts will be considered, of the relationship that the researcher built with students from the perspective of complexity and eco-training, rethinking the ways of doing pedagogical, from the perspective of Edgar Morin's complexity, ecosystemic thinking, (Maria Condida Moraes), transdisciplinarity, (Basarab Nicolescu), relating them also, with the integrative and inclusive learning practices developed by the educator Maria Dolores Forte Alves. The analysis of the narratives will be made in the light of Bardin, using the three fundamental phases: pre-analysis, exploration and interpretation of results. It will be interpreted according to the theoretical assumptions mentioned above. Thus, this research aims to bring notes and / or contribute to rethink the development of other pedagogical practices that favor inclusion and promote the human for the human (MORIN, 2002). Thus, we want to sensitize education professionals, because it is urgent and necessary to think of new paths that allow reconnecting knowledge and subjects to the context. Therefore, we are invited to a meeting with the "I" to re-signify our existence in the world, because we are all connected.

 

BANKING MEMBERS:
Interno - 1835863 - ANDERSON DE ALENCAR MENEZES
Externa à Instituição - ETTIÈNE CORDEIRO GUÉRIOS - UFPR
Presidente - 2163805 - MARIA DOLORES FORTES ALVES