Banca de QUALIFICAÇÃO: CLEONOURA BARROS DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CLEONOURA BARROS DOS SANTOS
DATE: 05/12/2022
TIME: 09:00
LOCAL: meet.google.com/jan-sgwo-via
TITLE:

LITERACY IN INCLUSIVE EDUCATION: CHALLENGES OF PEDAGOGICAL PRAXIS IN THE ALPHABETICAL PROCESS OF AUTISTIC CHILDREN

KEY WORDS:

Literacy and literacies; TEA; historical-cultural psychology

PAGES: 111
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The admission of students with special educational needs (SEN) to the regular school still arouses doubts and anxieties that can compromise their learning in educators. Including autistic educans in this inclusive process makes the macro challenge in the face of aspects that are still obstácu-them to a special education (EE) with quality and equity. Literacy and literacy of students with autism spectrum disorder (ASD) is an essential proposal in the contribution of the maximum development of their skills and potentialities, corroding with their insertion in literate society by producing culture with other peers, as post-tulate in Historical-cultural Psychology, being essential an initial and in-service teacher education that contemplate methodologies and theoretical lines that corroborate the school success of these students. Therefore, we problematize that initial or continuing teacher education may not be contri-buindo in the literacy and literacy of these children, as well as that the pedagogical practices used by teachers may not be conducive to the advancement of learning in the alphabetic process, pro-blematization that guided us in the construction of the general objective of this study which is to investigate the difficulties that the that teachers find in their pedagogical praxis in literacy and literacy of students with autism in two schools in the municipality of Santana do Ipanema-AL. As specific objectives, we have to analyze the strategies used by teachers for the development of pedagogical actions in the classroom with autistic students; identify the existence of initial or continuing training aimed at literacy practices and training of students with SEN; to analyze the pedagogical practice of the teacher of the Mul-tifunctional Resource Room (SRM) in relation to the individual follow-up of each autistic child in his processity of literacy and literacy. In relation to the research process, it is configured as an exploratory, descriptive and cam-po study, with three teachers from the regular offer room and two from the RmS in two municipal schools in Santana do Ipanema-AL that develop activities with autistic students. Semi-esstruradas interviews, observations and documentary research were used as methodological procedures in materials of teachers and schools, and their analysis was performed through Bardin's content analysis technique. Currently, the analyses are still ongoing, but in principle, through our readings and, in communion with authors who assist us in the debates developed here, we can identify that they point out that Historical-cultural Psychology and social inclusion have important guidelines to favor meaningful learning for autistic students; whereas the lack of teacher training in an inclusive proposal is still a constant anguish in the educational praxis of students with ASD, compromising the success of learning these subjects; that methods with humanistic approachgem they are effective in the success of the learning of these subjects, developing it in its entirety, con-cebendo it as capable of learning by internalizing the knowledge developed in a playful way among their peers through mediation. Through these reflections we hope to respond to our proble-matic of this study.

BANKING MEMBERS:
Presidente - 1645274 - DANIELLE OLIVEIRA DA NOBREGA
Interno(a) - 3060149 - ANA PAULA SOLINO BASTOS
Externo(a) ao Programa - 3364615 - JAIR BARBOSA DA SILVA