Banca de DEFESA: GERALDO BERNARDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GERALDO BERNARDO
DATE: 30/08/2022
TIME: 15:00
LOCAL: Cedu online
TITLE:

INTEGRATING AND INCLUSIVE LEARNING PRACTICES IN EDUCATION OF THE DEAF: new looks towards an ecoformative education

KEY WORDS:

Complexity. Eco-training. Integrative and inclusive learning practices

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Based on complex thinking, eco-training and Integrative and Inclusive Learning Practices (ALVES,2016) this investigation aims to investigate the experience report of a teacher of deaf students, from the perspective of ecoformative and inclusive education. The problematization in questioning: in what ways integrative and inclusive learning practices enhance learning and development of inclusive scenarios for deaf students, in a Non-Governmental Organization NGO? The methodological path consisted of a qualitative narrative research, whose analysis is based on the guiding principles of Morin's complex thinking and the categories of integrative and inclusive learning practices (2016). We did it, from the analysis of the logbook records of the teaching performance, in the period of 8 months of 2019, in a (NGO) that serves deaf students. As a theoretical reference we took authors who addressed: the inclusion of the deaf, complex thinking, Morin (2014; 2015), the eco-training Suanno (2014, p. 175) and the PAII in Alves (2016). The analysis was performed from thematic categories applied to the logbook records. The analyses reveal the importance of the development of integrated and inclusive pedagogical practices, based on a multidimensional look at the students. The importance of promoting a loving relationship between teacher, student, family and everyone in the institution. The articulation of the teachers with the coordination made possible the insertion of the students' families in the institutional environment, through art workshops and libras teaching. With the interaction of the families in the pedagogical actions, we noticed significant advances in the teaching-learning process of the students that started to have voice and active participation as well as the parents. Different characters living daily together in the same context, each one with a world and several stories that cross from the whole. Consequently, the construction of an inclusive scenario for the students (family and professionals) provoked in the educational environment a new energy that changed the emotional, the social, the spiritual, the cultural. We realized that this change is only possible through the acceptance of different strategies adopted by all the professionals in the school. We conclude that s integrative and inclusive practices that promoted the development of affectivity, self-esteem, confidence, care for oneself, the other, and nature.

 

 

 

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