Banca de DEFESA: AMÁLIA BICHARA GUIMARÃES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AMÁLIA BICHARA GUIMARÃES
DATE: 17/12/2020
TIME: 14:00
LOCAL: Plataforma Meet
TITLE:
KEY WORDS:

Inclusive Mathematical Education. Autism. Pedagogical Residence. Teacher training.

PAGES: 343
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

In this paper we report an experience lived among students of the Pedagogical Residency Program in Mathematics at the Federal Rural University of Rio de Janeiro, campus Seropédica, and their tutor in a regular basic education school. The guiding questions of the research are: how can the performance of the math teacher and residents, in a collective work, contribute to the inclusion of an autistic student in a regular classroom? What types of adaptations can be made in the activities proposed in a math class that contribute to the inclusion of an autistic student? How can this experience influence the training of these graduates and the development of educational material? The general objective of this research is to analyze the possibilities and limits of teaching performance in a collective practice with resident students designed for the inclusion of an autistic student in mathematics classes in a regular classroom. In order to achieve the proposed objectives, we carried out a theoretical survey on the inclusion of autistic people in regular education, analyzing concepts, current education of this specific audience and a literature review on the role of educators and family members, the didactic resources in mathematics classes, the relationships between neurodiversity and autism, the TEACCH model, school inclusion of autistic children and a brief discussion between the concepts of autistic person or person with autism. Next, we present a theoretical approach focused on the issue of inclusion, including some ideas by Vygotsky in his treatise on Defectology, in addition to bringing some considerations on the concepts of disability and normality. As an educational product, we will offer trained and undergraduate teachers and teacher educators support material, in the form of a pedagogical notebook, in which we will present the records related to situations experienced during this period, the adaptations made and the main occurrences according to views of the teacher-tutor and resident-interns on the classroom that included the autistic student. As a result, we understand that getting to know autistic students better and their specificities in a collective work is the best way for their inclusion and for the initial mathematical teacher training for inclusion from the experience and sharing of decisions and situations.

BANKING MEMBERS:
Presidente - 1604226 - GISELA MARIA DA FONSECA PINTO
Interno - 1849562 - MARCIO DE ALBUQUERQUE VIANNA
Externo à Instituição - AGNALDO DA CONCEICAO ESQUINCALHA - UFRJ