Banca de QUALIFICAÇÃO: ANDRIELLY MARIA PEREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDRIELLY MARIA PEREIRA
DATE: 22/07/2022
TIME: 15:00
LOCAL: on-line
TITLE:

POSSIBILITIES OF CONTRIBUTION OF INTEGRATORY AND INCLUSIVE LEARNING PRACTICES TO TEACHER (TRANS)TRAINING IN UNIVERSITIES: creativity and inclusion amidst current challenges

KEY WORDS:

Teacher training. Ecosystem educational paradigm. Transdisciplinarity. Complexity. School inclusion. Integrative and Innovative Learning Practices.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research aims to investigate the contributions of Integrative and Innovative Learning Practices (PAII) to initial teacher training, with a view to promoting inclusion in the face of the complexity and challenges of the current scenario. The COVID-19 pandemic has highlighted important questions regarding the training of teachers, in this study we focus on the inclusive aspects of practices, considering the spaces for initial training. To compose the theoretical framework, the theories that, according to Alves (2016), underlie the PAII, being primarily, the Ecosystem Educational Paradigm, the Complex and Transdisciplinary Thinking were adopted. The question is “what are the contributions of Integrative and Innovative Learning Practices to the initial training of teachers, considering the challenges of the current scenario for the promotion of inclusion in the midst of the pandemic context?”. The methodological course is supported by the theoretical bases that support this research in its epistemological, ontological and practical aspects. The methodology used will follow four steps, inspired by the methodological proposal of the Research Group on Integrative and Innovative Learning Practices (GPPAII), of which the Researcher and Advisor of this research are members, namely: systematic review of literature related to the theme and context investigated ; establishment of a partnership with the Federal University of Alagoas through the Education Center (CEDU) where the Graduate Program to which this study is linked is located; data collection and analysis. We seek to dialogue with scientific productions that deals with inclusive aspects regarding teacher training in the light of the mentioned theories, contemplating the particularities of the current emergency scenario due to the pandemic context. The research participants were students of the Pedagogy course who will spontaneously register to participate in an extensive course related to the proposed theme. Existential action research, according to Barbier's (2004) model, is adequate since it is inserted in the investigative context of collective issues, involving everyone in the field of research under an integral perspective of life. The collaborative and integral perspective of this type of research will be used as a guide in the search for possible paths to the central question studied. For data collection, semi-structured questionnaires will be used with the course participants as a way of collecting reports about individual perceptions and experiences, in addition to the researcher's participant observation, which will also be an instrument used. The content analysis following the method guided by Bardin (2011) will guide the process of analysing the data obtained, using the principles that guide the integrative learning scenarios as categories that will guide the analysis process. It is expected to understand and unveil possibilities of contribution to teacher training and inclusive practices in the current context, through Integrative and Innovative Learning Practice

 

BANKING MEMBERS:
Presidente - 2163805 - MARIA DOLORES FORTES ALVES
Interno - 1121375 - WALTER MATIAS LIMA
Externa à Instituição - CARLA LUCIANE BLUM VESTENA