Banca de QUALIFICAÇÃO: RAÍSSA MATOS FERREIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : RAÍSSA MATOS FERREIRA
DATE: 21/06/2022
TIME: 14:00
LOCAL: meet.google.com/zbr-rqqs-yrk
TITLE:

The intellectual disability theme in Brazilian Special Education degree courses

KEY WORDS:

Intellectual Disability. Initial Formation. Special Education.

PAGES: 183
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This study addresses the treatment given to intellectual disability in the initial training in Special Education and is based on Historical-Dialectical Materialism (MHD) and Socio-Historical Psychology (PSH). It aims to analyze the initial study in Special Education, based on the schooling process of students with intellectual disabilities in line with the Inclusive Education perspective, and in particular: to analyze how the Pedagogical Course Projects (PPC) approach the context of course creation, objectives, graduate profile, skills, and abilities; Study as procurricular and internships studied for studies of entrance in Special Education studied; to learn as coordinators of degrees of the training process in special education for operations of school process of students with intellectual disabilities. Regarding the production of initial data, we used 11 PPC as an analytical body. An analysis of initial data was based on thematic analysis (MINAYO et al., 2001), and an interpretation through some categories of the MHD (DUARTE, 2001, 2018; LIBÂNEO, 2005, 2015; MARX; ENGELS, 2007; MÉSZÁROS, 2008; SAVIANI, 2009, 2011, 2016; NETTO, 2011a, 2011b; LESSA; TONET, 2011, TONET, 2013; PASQUALINI; MARTINS, 2015). Some initial results indicate, respectively, that the majority of HEIs, totaling 8 HEIs (73%), UFSM, UNIDAVI, CENSUPEG, FURB, UNISUL, UNIASSELVI, UNIFACVEST, and UNINTER have their main headquarters in the southern region of the country. However, UFSCar, UNIMES, and UNILINS, totaling 3 HEIs (27%), have their main headquarters in the Southeast region. Regarding the objectives of the courses, we learned convergences in relation to the construction of training based on ethical-political commitment, recognizing the importance of transversality, collaborative work between teachers, as well as the profile of the graduate, competencies, and abilities, are presented in a more detailed, considering the objectives of the courses. With regard to the syllabus, we emphasize from Libâneo (2005), the diversity of theoretical currents addressed, namely: Sociocritical, Neocognitivist and Postmodern, with most disciplines being based on the Sociocritical theoretical current, in which there are several bibliographies based on Vygotsky's Cultural-Historical Theory. In this direction, most of the menus seek to emphasize the theoretical-practical relationship of knowledge, enable critical analysis regarding the conceptual production of intellectual disability, and the development of inclusive pedagogical practices. However, it is clear that there is still the reproduction of ableist terminologies that are guided by the biologizing and naturalizing bias towards disability. As for the next steps of this research, we point out that the production of data from the study regarding the apprehension of the meanings of coordinators of degree courses in Special Education is in progress. Therefore, we hope that this study can expand dialogues in relation to the movement to rethink some aspects of PPC, even if it is a starting point, aiming to promote professional training in line with the perspective of Inclusive Education.

BANKING MEMBERS:
Interno - 1695861 - DEISE JULIANA FRANCISCO
Interna - 4338324 - ELISANGELA LEAL DE OLIVEIRA MERCADO
Externa à Instituição - MÔNICA DE CARVALHO MAGALHÃES KASSAR - UFMS
Externa à Instituição - ENICEIA GONÇALVES MENDES - UFSCAR