Banca de DEFESA: VANESSA GOSSON GADELHA DE FREITAS FORTES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : VANESSA GOSSON GADELHA DE FREITAS FORTES
DATA : 27/07/2017
HORA: 09:00
LOCAL: Multimeios II - CE/UFRN
TÍTULO:

Em elaboração

PALAVRAS-CHAVES:

Inclusive Education, Integrated High School, Teacher training, Visual impairment.

PÁGINAS: 336
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Over the past decades, substantial transformations have occurred regarding theeducation of the visually impaired motivated by the movement towards inclusion. In this context, we have verified an increase of the integration of visually impaired students to mainstream schooling, including mainstream or Integrated High School, within the sphere of Professional Education. Such inclusion of visually impaired students to mainstream education, more specifically in the Integrated High School, bring about challenges for educational institutions in many levels, especially concerning teacher training. Among the institutions that offer this level of instruction, there is the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Zona Norte campus, which, in 2014, admitted a visually impaired student, a fact that led the institution and the Electronic technical course to adjust in order to meet the needs of this student. Among the adjustments, the most prominent one is the continued teacher training in Integrated High School, considering that a large amount of teachers did not have knowledge about the needs that visual impairment entails. In light of this, we took interest in fostering an investigation whose general objective was to analyze the contributions of an intervention project focused on the continued training for Integrated High School teachers, IFRN educators, in the field of Special Education with an inclusive perspective, focused on the teaching of the visually impaired, with the view to promoting inclusion. Specifically, our objectives are: a) identify how initial and continued teaching training of the Integrated High School educators, focused on the inclusion of visually impaired students, have been conducted; b) investigate the needs of the educators towards fostering the inclusion process of visually impaired students; c) develop an intervention project aiming at attaining the formative needs raised by the teachers; d) analyze the contributions of the intervention project in educating the IFRN teachers about the inclusion of visually impaired students. In order to reach these objectives, we developed a qualitative research that encompassed literature review, documental and action research, whose data collection instruments were semi structured interviews, direct observation and field journal. The results obtained validated theimportance of holding a refresher course focused on the inclusion of visually impaired students, where the knowledge of the educators towards these students were built and rebuilt. In this sense, we found that the training undertaken allowed some growth in regards to conception, as well as to pedagogical practice and resources used for these students in the classroom. This fact made us reflect on the role of a continued training in the context of inclusion that needs to surpass occasional courses and become routine at the educational institution, as something stablished and formalized in the academic calendar. Therefore, the school needs to be a systematic and formative space, encouraging its teachers to construct a professional identity as an educator-researcher.

MEMBROS DA BANCA:
Interno - 1149574 - JEFFERSON FERNANDES ALVES
Externo à Instituição - JOSE MATEUS DO NASCIMENTO - IFRN
Presidente - 1149418 - LUCIA DE ARAUJO RAMOS MARTINS
Interno - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES
Externo à Instituição - TERESINHA GUIMARÃES MIRANDA - UFBA