Banca de QUALIFICAÇÃO: Keilla Christina Desidério da Silva

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Keilla Christina Desidério da Silva
DATE: 04/11/2022
TIME: 14:00
LOCAL: Fechada para o público
TITLE:

DIALOGUES ON INCLUSIVE PEDAGOGICAL PRACTICES IN SCIENCE TEACHING AND THE CONTRIBUTIONS OF SPECIALIZED EDUCATIONAL ATTENDANCE

KEY WORDS:

Inclusive Education; Science teaching; inclusive pedagogical practices; socialization of experiences; collaborative network; inclusive indicators.

PAGES: 116
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Inclusive Education is one that respects diversity and considers the needs of the school community in the educational environment. In this research project we describe a study that aims to investigate inclusive pedagogical practices socialized in a collaborative network of Basic Education Science teachers to seek contributions from Specialized Educational Services in Inclusive Science Teaching. For this, we opted for a qualitative investigation, since our interest is in the meanings of the social relations that favor the development of these practices. We opted for exploratory research because it used bibliographic, documentary and field verification, with online exams and research, narrative and semi-structured, individual and focal interviews, observation and field diary. This study will be developed in three stages, with specific objectives on: 1st: The search for inclusive pedagogical practices and inclusion contexts; 2nd The Network of Connections: Dialogues in Inclusive Science Teaching; 3rd Dossier of Inclusive Indicators in Pedagogical Practices in Science Teaching. The constitution of new meanings, the information that emerges in these stages, will take place from the Discursive Textual Analysis. As the research is in progress, we bring some results from the 1st stage on inclusive contexts. In the construction of the panorama of Special Education in the inclusive perspective in the Public Education Network of the Federal District, we identified that the number of Special Education students included in regular classes increased, the number of Resource Room and teachers in these rooms decreased, which may indicate a scenario favorable if we analyze it quantitatively and an unfavorable scenario if we analyze it qualitatively. Observing the data from the Regional Education Coordinations, we identified five scenarios of inclusion in this education network, which show us advances and possibilities of setbacks in school inclusion.

BANKING MEMBERS:
Externa à Instituição - Joana de Jesus de Andrade - USP
Interna - 1244879 - EVELYN JENIFFER DE LIMA TOLEDO
Presidente - 418913 - GERSON DE SOUZA MOL
Externa ao Programa - 2673303 - SINARA POLLOM ZARDO