TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
Navegar
Item O acesso e a permanência do estudante com deficiência no Ensino Superior em uma universidade pública federal(2022-10-05) Pereira, Maria de Fátima da Costa Cordeiro Henrique; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/9649560600378856The inclusion of students with disabilities is a right guaranteed by law No. 13,409/2016, which deals with quotas for the inclusion of people with disabilities in higher education. Through a literary review, we tried to build the theoretical framework through a discussion that brought up the problematization of access and permanence in an IES, questions that were: How many are these people, and where are they in the different courses? What actions are offered to students with disabilities to stay in the different courses? Could it be that the pedagogical projects of the courses that welcome such students were built with an inclusive look? What does the Accessibility Center do to enable students to access and stay in the different courses in which they belong? What do students with disabilities say about their inclusion in higher education? To answer the concerns raised here, the present work aimed to investigate how the inclusion of students with disabilities in a federal public institution of higher education takes place. Theorists such as Cantorani et al. (2020), Guedes (2020), Giordani et al. (2020), Cabral (2020), Silva and Pavão (2020) among others that enriched the basis of this research. The study was of a quali-quantitative nature, with a descriptive analysis methodology. To enrich the discussion, questionnaires were developed as a data collection instrument that was applied through the Google forms® digital platform to students with disabilities who study at the researched IES, and to the Accessibility Center of the same institution. An analysis of the pedagogical projects of the courses was also used to verify if the inclusion is contained in the curricular proposal of the course. The results showed that the PPCs, despite having a basic text that alludes to the accessibility of the disabled person, some courses do not include it in their document, disregarding its importance to welcome these students and guarantee, in addition to access, the permanence of the person with disabilities. at the University. The IES needs to promote actions that allow the overcoming of existing barriers from access to completion of these students with disabilities.Item Educação inclusiva na formação inicial do pedagogo: o que dizem os discentes e os trabalhos de conclusão de curso em uma IES Pública Federal(2019-01-14) Silva, Francyne Monick Freitas da; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/2854498681490093More and more schools has received people with disabilities and groups that have historically been excluded from society like Afrodescendants and LGBT (lesbian, gay, bisexual and transgender). For this reason, the preparation of the educators from degree courses, especially teachers from Pedagogy, has been reiterated to meet the educational needs of all children. This paper aimed to study the presence of Inclusive Education in the initial formation of the pedagogue in a federal public institution (FPI). The theoretical framework has three main points: Inclusive Education in teacher education, a university and school curriculum with an inclusive path and the course of Pedagogy and Inclusive Education. A quantitative research was carried out from what the students say; the undergraduate thesis and the Pedagogical Course Project - PCP. The work data, presented here, involved questionnaires with the students and the documentary research and descriptive analysis of the undergraduate thesis and the PCP. As results this study obtained, they point out that for 3 years only 13 undergraduate thesis have been produced that deal with Inclusive Education, which may characterize a still discreet interest on the part of the students in this subject. Another important factor was the fact that the PCP offered a significant number of courses that elucidate about Inclusive Education and the students corroborated in their experiences, but it is not an axis that emerges in the theoretical-methodological discussions and in the pedagogical practices in the initial formation.Item A inclusão de crianças com deficiência nos anos iniciais em um município de Pernambuco(2022-10-05) Diniz, Aniely Andreza Silva Tavares; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/8614975484114105Approved by the World Conference on Education for All, Jomtien, Thailand, 1990. More than forty-two years ago, the nations of the world affirmed in the Universal Declaration of Human Rights that "everyone has the right to education." In 1989, one year after the Brazilian Constitution, our country ensured the inclusion of children with disabilities in the regular education system, guaranteed by Law No. 7,853/89, making the offer of Special Education in public schools mandatory and free. However, we still find today difficulties and lack of preparation of some school institutions to welcome and support students with disabilities to remain in the classroom. Therefore, the present research aimed to investigate how children with disabilities are included in schools in the early years in a municipality located in the Mesoregion of Agreste Pernambucano. We rely on authors such as; Santos (2016), Glat (2007), Mantoan (2003), Ferreira, Lima e Garcia (2015), Rodrigues (2018), Ropoli et al. (2010) among others. The methodology used was quali-quantitative. For data collection, questionnaires were applied to teachers from the municipal network, through Google forms®, as well as documental analysis of the Pedagogical Political Projects - PPP of the schools of the initial years and the Municipal Education Plan - PME. The results showed that although the PPPs and the PME deal with inclusive education, the reality found points in the opposite direction. It was identified that there is no dialogue between the regular classroom teacher and the AEE. Another relevant fact was that the AEE does not meet all the demand that the municipality needs, including lack of investment for the rural area, therefore, greater inclusive investment is needed within the municipality so that there is greater equity and that children can have a continuous reception throughout the school year.Item O papel do professor e a inclusão escolar da criança autista(2018-01-14) Pequeno, Almira Alice Alves; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/3979568113706261In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.Item O ruído no ambiente educacional: como os professores percebem este problema(2019-01-14) Nascimento, Maria do Socorro do; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910Noise is considered a physical agent of concern to the World Health Organization and can be classified as a public health problem. In the school environment, the impacts and losses are adverse and research indicates worrying indicators (DREOSSI, 2004; GERGES, 2000; SOUZA, 2005). Indicating that noise negatively affects concentration, memory and learning development, among other impacts despite the recommended tolerance limits. This research proposes to contribute to a better understanding of the teachers' perception regarding the presence and impacts that noise can trigger. For this purpose, a multiple choice questionnaire was applied and the Sound Pressure Levels were measured using the current legislation as a benchmark.