Banca de DEFESA: PATRÍCIA CARDOSO MACEDO DO AMARAL ARAUJO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : PATRÍCIA CARDOSO MACEDO DO AMARAL ARAUJO
DATE: 13/08/2021
TIME: 14:00
LOCAL: IM
TITLE:

THE ARRIVAL OF CHILDREN WITH CONGENITAL ZIKA VIRUS SYNDROME IN EARLY CHILDHOOD EDUCATION: TEACHER TRAINING AND EDUCATIONAL INCLUSION

KEY WORDS:

 

 

Keywords: Inclusive education. Child education. In-service teacher training. Congenital Zika Virus Syndrome (SCZV). Initial and Essential Pedagogical Intervention.

 

PAGES: 214
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The central problem of the research is the educational inclusion in Early Childhood Education of children with Congenital Zika Virus Syndrome (SCZV) in the regular daycare centers and preschools, after the epidemic in 2015 and 2016. The general objective was to analyze from a Program Continuing Education of Education Professionals, teacher training and the arrival of children with Congenital Zika Virus Syndrome in Early Childhood Education, in the Municipal Network of Duque de Caxias / RJ. The research received funding and support from the Coordination for the Improvement of Higher Education Personal – Brazil (CAPES) – Financing Code 001. In search of answers and apprehension of reality, the premises of the historical-cultural perspective were adopted, and collaborative research was adopted as a methodology based on the principles of action research in the field of Education. It was assumed that there is still little available knowledge about the education of children affected by SCZV - that caused multiple disabilities - and, therefore, analyzing research that addresses the theme of inclusion in Early Childhood Education is essential to build the theoretical framework that will reflect on educational practices for/with this new audience. Thus, our working hypothesis centers on the understanding that educational inclusion and the Initial and Essential Pedagogical Intervention (IPIE) when carried out with planning, monitoring and support network are effective in the development of children aged 0-3 and 4- 5 years old with SCZV. Therefore, we defend the thesis that it is necessary for education professionals to receive ongoing training, preferably in-service, with collaborative practices and have an intersectoral support network to work with this scenario that opens up in daycare centers and preschools with the arrival of these kids. The results found from the developed Program and with the contributions of the participating education professionals, formed what we call four (4) indicators for carrying out work with children with SCZV, namely: 1. Collaborative practices in teacher education and intersectoral support in everyday school life; 2. Approach and partnership with the children's families; 3. Initial and Essential Pedagogical Intervention (IPIE) and 4. Focus on communication activities, such as the support of Alternative Communication (AC), and individualized actions, such as the Individualized Educational Plan (PEI) strategy. These indicators point to the fundamental role of the school in orchestrating the multilateral dimension as a support network that takes place both in the private/micro sphere with the family, in the middle environment of the school itself, and in the public and macro sphere of intersectoral actions. Based on the constructed data, our hypothesis was confirmed and, therefore, the results allow us to state that the investigation has a relevant social nature, as it favors the rethinking of teacher training and pedagogical practices in Early Childhood Education, resulting in a possibility of improvement educational quality and learning and development processes of children with or without SCZV. In time, we hope to contribute to the expansion of studies about the inclusive perspective and multiple disabilities in the educational field, specifically with regard to subjects with SCZV in Early Childhood Education.

BANKING MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Externa à Instituição - FLAVIA FAISSAL DE SOUZA - UERJ
Externa à Instituição - MIRIAM RIBEIRO CALHEIROS DE SÁ - FIOCRUZ
Externo à Instituição - PATRICIA BRAUN - UERJ
Externa à Instituição - ROSANA GLAT - UERJ