TCC - Licenciatura em Pedagogia (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/468
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Resultados da Pesquisa
Item As práticas pedagógicas utilizadas pelas professoras com crianças com Transtorno do Espectro Autista (TEA) em uma escola pública na cidade de Recife - PE(2023-09-05) Silva, Akauana Gabriela; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2351605779266968The general objective of this work was to understand the pedagogical practices used by teachers who work with ASD in the early years of elementary school. This research was based on a case study, of a qualitative nature. The data were constructed from the questionnaire to describe the basic profile of the teachers (Victorious) and (Hopeful), the interviews carried out through semi-structured types, which were interpreted in the light of Discourse Analysis, based on French. The research was theoretically based on the following exponents: Barberini (2016); Cunha (2020); Franco (2016) and Sousa (2015), who addressed the overlap between pedagogical practices and autism. The data revealed that teachers have intentional practices, aspects that consider the specificities of students with ASD when preparing and planning carried out in the classroom. Therefore, the conclusions of the analysis were beneficial for the educational area because it allows us to notice examples of pedagogical practices that can be carried out in the classroom, such as collective activities, diagnostic activities, adaptations of activities, collaborative work, routine creation, planning considering how specificities of the student with ASD and also practices that resulted in this research. It is also interesting to highlight that there is enormous coherence between the authors who direct the theoretical foundation with the pedagogical practices collected. In this sense, we can use education professionals as an example regarding their pedagogical practices for classes in the early years of elementary school, with students with autism.Item Afetividade e inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil: o que dizem as professoras?(2022-10-07) Oliveira, Milena Cabral; Moreira, Fabiana Wanderley de Souza; http://lattes.cnpq.br/4058275646937545; http://lattes.cnpq.br/2540213765535237The main objective of this study was to investigate the understanding of Early Childhood Education teachers about the role of Affectivity in the School Inclusion process of children with Autism Spectrum Disorder (ASD). This is a qualitative research. The criteria for the selection of participants were: being a teacher of Early Childhood Education and having experience with students with ASD. Data were collected by semi-structured interviews being systematized by Discourse Analysis. We are based on authors such as Lev Vygotsky (1992) who deal with Affectivity and its relationship with Education. Understanding that students with disabilities have historically faced numerous challenges to be included in the school context, we seek to reflect on the process of inclusion in Early Childhood Education, we conclude that it is extremely important for these students to enter in early childhood so that at this stage they are open to the new and adaptations must be made to ensure quality teaching. In view of the results found, it was possible to understand that where affection, trust and security are not developed, it is not possible to establish bonds with students and, consequently, this individual will not actually feel included. In this sense, the role of teachers would be to reflect on their practice and conceive affectivity as an essential element for the process of school inclusion of children with ASD, valuing its dimension not only cognitive, but mainly affective.