Banca de QUALIFICAÇÃO: PHELIPE LINS DE MOURA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PHELIPE LINS DE MOURA
DATE: 30/06/2023
TIME: 09:00
LOCAL: meet.google.com/cws-qtud-ziy
TITLE:

Subjective dimension of the reality of professors regarding the inclusion of university students with disabilities during and after the COVID-19 pandemic

KEY WORDS:

Subjective Dimension of Reality; Teaching; Inclusion; Higher Education

PAGES: 62
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The COVID-19 pandemic has caused incalculable and irreparable damage to Higher Education. From the closure of universities due to social distancing measures to the implementation of new forms of teaching (exceptional school period - PLE, remote learning and blended learning), changes have occurred in different areas of the teaching and learning process. In this way, it is necessary to discuss these new realities of the educational context, their implications and challenges for Higher Education, particularly teachers and the process of inclusion of university students with disabilities. Thus, this dissertation seeks to understand the subjective dimension of educational reality by bringing reflections on the meanings, in this case, of  the teacher, including elements of his/her subjectivity, united and relating to objective and material aspects (BOCK; GONÇALVES, 2009). The dissertation is theoretically and methodologically based on Vygotsky's Socio-Historical Psychology (2000; 2001; 2004). In order to achieve the proposed objectives, this research was developed with the teachers of a Public Higher Education institution. The production of information took place through two instruments, the questionnaire applied online and the semi-structured interview. The questionnaire was divided into 4 sections: 1 – research presentation; section 2 – term of agreement; section 3 – personal data; section 4 – Teaching during and after remote teaching implemented as a result of the COVID-19 pandemic. The other instrument used was the semi-structured interview, being a rich instrument to produce information regarding the constitutive movements of the teachers' meanings. For the analysis of the questionnaire data, we used Content Analysis (MINAYO, 2001; 2007) and for the analysis of the interviews, the Meaning Nucleus (AGUIAR; OZELLA, 2013) is being used. The initial results show the challenges of teachers in the experience of remote teaching, in relation to the precariousness of teaching work, with extensive and doubled workloads, excessive use of learning platforms, adequate training for the use of technologies, preparation of classes in addition to exclusionary classes and the inclusion of university students with disabilities. Thus arising several specific difficulties, such as: adequate methodology and tool; lack of resources for the student; concentration in classes due to the unsafe and unstable context of the pandemic; the assessment of insufficient and ineffective learning; the lack of institutional support, particularly from the Accessibility Center; not counting on the presence of a scholarship holder to help the students in carrying out some activities; not having been informed in advance about the presence of students with disabilities in their classes, in order to try to better adapt the planning to this reality.

BANKING MEMBERS:
Presidente - 1121256 - NEIZA DE LOURDES FREDERICO FUMES
Interno(a) - 1121358 - LUIS PAULO LEOPOLDO MERCADO
Externo(a) à Instituição - JÚLIO RIBEIRO SOARES