Banca de QUALIFICAÇÃO: IVÓN RAQUEL DÍAZ PEDRAZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : IVÓN RAQUEL DÍAZ PEDRAZA
DATE: 18/01/2022
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

EDUCATIONAL PROCESS IN THE COMMON CLASSROOM OF STUDENTS WITH DOWN SYNDROME IN THE COVID-19 PANDEMIC: meanings of teachers, family members and the students themselves

KEY WORDS:

Educational process - regular classroom - COVID-19 pandemic - Down syndrome

PAGES: 75
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research aimed to apprehend the meanings of the different stakeholders (teachers, families and students) on the educational process of students with Down Syndrome conducted in the common room in schools in the city of Maceió/Brazil and Bucaramanga/Colombia, during the COVID-19 pandemic . The following specific objectives were defined: a) to analyze the sense and meanings of Inclusive Education for students with Down's Syndrome for teachers and families in Brazil and Colombia; b) and, understand the mediations that permeate the educational process of students with DS in the common classroom. The research was theoretically and methodologically guided by Socio-Historical Psychology (PSH) based on Vigotski's productions on Defectology, and having as its basis the Historical-Dialectical Materialism (MHD). Two teachers participated in the research (one teacher from the common classroom and one from the AEE), a student with DS, and his mother, all from the city of Maceió. In addition, two teachers (regents of the common classroom), a student with DS, the student's mother and father, all from Bucaramanga city. For the production of data, we used the semi-structured interview and the Drawing-Story procedure (TRINCA, 2013), developed in its entirety in a virtual environment. For data analysis, we used the Nuclei of Meanings (AGUIAR; OZELLA, 2013; 2015; 2021). The data, still in the process of analysis, show, in the first Meaning Nuclei, the particularity present in both Brazil and Colombia participants, of material aspects in the common classroom with DS students, in which the pandemic is configured as a mediation element. Within these material aspects, there is a setback towards the paradigm of educational integration, with the presence of hegemony of aspects of the traditional school, the lack of training of teachers who guide their intervention through capacitation and the biological model of disability. The precarious working conditions for these professionals were also highlighted.

BANKING MEMBERS:
Interno - 1695861 - DEISE JULIANA FRANCISCO
Externa à Instituição - VERA LUCIA MESSIAS FIALHO CAPELLINI