Banca de DEFESA: MAÍRA GOMES DE SOUZA DA ROCHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MAÍRA GOMES DE SOUZA DA ROCHA
DATA : 11/07/2018
HORA: 09:30
LOCAL: Instituto Multidisciplinar
TÍTULO:

 

OS SENTIDOS E SIGNIFICADOS DA ESCOLARIZAÇÃO DE SUJEITOS COM DEFICIÊNCIA MÚLTIPLA

PALAVRAS-CHAVES:

 Schooling; Special education; Multiple deficiencies; Historical-cultural perspective.

PÁGINAS: 291
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

 

The present thesis aims to analyze the process of schooling of students with multiple deficiencies and its impact on the development of these subjects from qualitative research with an ethnographic approach. Our investigation was carried out, following three students with multiple deficiencies in two public schools of the Duque de Caxias city, located in the region of Baixada Fluminense, in the State of Rio de Janeiro. The students were enrolled in different types of schooling (two in special class and one in common education with the support of specialized educational service - SES). In the field research, we used as procedures: participant observation (with field diary records and filming) and semi-structured interviews with the teachers of the participating students and the management teams of the schools. We carry out the "schooling-development" analysis, taking as its main reference, the historical-cultural perspective for the proficuity of the concepts it presents on the issues related to learning, and especially when the people development occurs in a peculiar way. From this perspective, we list Vygotsky's postulations on compensation processes. We also analyze the scientific productions related to multiple deficiencies in the educational field. Our thesis is that schooling should / must contribute to the subjects development with multiple deficiencies. The results of the research point to the main demands experienced to school this population. Among these, we highlight: the difficulty of access and attendance of these students to schools, impairing the effectiveness of schooling; poorly systematized and planned pedagogical practices, as well as lack of investment in differentiated teaching strategies, both in common teaching and in special classes (use of assistive technologies and alternative communication, for example); lack of articulation and collaborative work among the teachers of the common education (regent teacher and assistant teacher inclusion agent) and the resource room´s teacher; the failure to meet the developmental specificities of the students in the schooling process. The research made it possible to think about proposals on how the supports can be constituted as instruments that make viable the compensation process favoring the subjects development. It also indicated the need for greater investments in scientific production and its dissemination. Finally, we hope to contribute to the theoretical advancement and the expansion of research on the subject, bringing benefits to the school and life trajectories of the individuals who present this type of deficiencies.

 

MEMBROS DA BANCA:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Interno - 1717735 - FLAVIA MILLER NAETHE MOTTA
Externo à Instituição - FLAVIA FAISSAL DE SOUZA - UERJ
Externo à Instituição - ROSANA GLAT - UERJ
Externo à Instituição - MARCIA MARIN - OUTRO