Banca de DEFESA: SAMARA CAVALCANTI DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SAMARA CAVALCANTI DA SILVA
DATE: 14/09/2023
TIME: 09:00
LOCAL: meet.google.com/zbr-rqqs-yrk
TITLE:

INCLUSION AND THE PEDAGOGICAL RESIDENCE PROGRAM: REFLECTIONS AND EXPERIENCES OF PEDAGOGY LICENSES IN TIMES OF PANDEMIC (COVID-19)

KEY WORDS:

Covid-19. Pedagogy. Exclusion. Inclusive education.

PAGES: 156
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research discusses the experiences built in the Pedagogical Residency Program (PRP), from the perspective of critical collaborative research and Inclusive Education during the period of social isolation caused by the Pandemic (Covid-19). Thus, we seek to analyze how the experiences lived in the PRP can contribute to the initial training of undergraduate students in Pedagogy at a state public university, with regard to Inclusive Education. And, as specific objectives: apprehend the meanings about inclusion presented in the PRP; (2) investigate how the practices proposed within the scope of the PRP, based on critical collaborative research, can encourage the development of inclusive experiences; and, finally, (3) apprehend the limits and possibilities of the inclusive experiences lived in the PRP, based on critical collaboration, in the initial training of residents. Discussions were based on socio-historical psychology and other fundamental references for the theme. The research carried out was of the critical type of collaboration, with 14 (fourteen) participants linked to the Licentiate in Pedagogy course at a state institution in the Northeast. Data production took place from interviews, reflective sessions (individual and collective), recorded in audio and video, via Meet, in addition to documental analysis of the institutional project, final reports and letters produced by the participants. The empirical corpus was built between the months of December 2021 and April 2022, and the analysis used the cores of meaning and thematic content, organized into 05 (five) manuscripts. In the first entitled “Inclusion and the Pedagogical Residency Program: meanings of undergraduates about the inclusion of the target audience of special education” it is evident that the participants have meanings that focus on the clinical perspective of the person with disability. The second “The Pedagogical Residency Program and Inclusion at school: meanings about the practices observed in times of pandemic (covid-19)” points to the meanings that focus on the exclusion processes experienced by many Special Education Target Public students (PAEE ). The third “Inclusive education, the Pedagogical Residency Program and the pandemic: reflections on practices” points to the different practices developed in the field school of the PRP, with and without specific adaptations, as well as the solo work and the responsibility of the teacher and students in the experiences in the PRP. The fourth manuscript “The Pedagogical Residency Program and Inclusion: the (re)thinking of residents about the practices experienced” presents the recognition of the exclusion experienced by PAEE students in PRP field schools, in addition to recognizing the importance of research, points out that it was not enough for the development of inclusive practices in the PRP. Finally, the last manuscript entitled “Inclusion and the Pedagogical Residency Program (PRP): reflections on the reports and letters produced by the residents”, highlights the limits and possibilities in terms of studying inclusion throughout the PRP and also refers to the silencing, in some letters and reports, about the practices, inclusion and exclusion of the PAEE in the PRP field school. In summary, there was a movement of reflection about the proposition of practices aimed at PAEE students throughout the research, but the practices developed and rethought were, essentially, articulated to the process of accountability of teachers and PAEE students. We apprehend that the experiences lived in the PRP were important for the contact and the development of practices with the PAEE students, by most of the research participants. However, the experiences in the PRP and in critical collaborative research were not enough to transform the reality imposed by social distancing and effectively achieve an inclusive practice in the PRP field school space, during the Pandemic (Covid-19). Finally, the analyzes corroborate the thesis that the training practices of the PRP are not enough to transform the reality imposed by social distancing and the reality experienced by the participants in the return to face-to-face teaching, in order to achieve an inclusive practice in the PRP field school .

BANKING MEMBERS:
Interno(a) - 4338324 - ELISANGELA LEAL DE OLIVEIRA MERCADO
Interno(a) - 2163805 - MARIA DOLORES FORTES ALVES
Interno(a) - 1121256 - NEIZA DE LOURDES FREDERICO FUMES
Externo(a) ao Programa - 2638145 - BRUNO CLEITON MACEDO DO CARMO
Externo(a) à Instituição - JÚLIO RIBEIRO SOARES - UERN
Externo(a) à Instituição - REGINA MARIA DE OLIVEIRA BRASILEIRO - IFAL