Encontros docentes: contribuições para o ensino inclusivo na perspectiva de uma docência inventiva nos anos finais do ensino fundamental
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Data
2022-12
Autores
Orientador
Hattge, Morgana Domênica
Banca
Munhoz, Angélica Vier
Lockmann, Kamila
Oliveira, Sandra De
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Resumo
Essa pesquisa, vinculada ao Grupo Currículo, Espaço, Movimento (CEM/CNPq), insere-se na linha de pesquisa Formação de Professores, Estudo do Currículo e Avaliação. Tem como objetivo geral analisar de que modo encontros de estudo e discussão entre docentes dos anos finais do Ensino Fundamental no município de São Sebastião do Caí/RS podem contribuir para o ensino inclusivo na perspectiva de uma docência inventiva. Esse estudo dedicou-se a pensar sobre a organização curricular para demandas curriculares de todos os sujeitos, com ou sem deficiência. Para isso, buscou-se as contribuições dos princípios do Desenho Universal para Aprendizagem (DUA) como inspiração para o ensino inclusivo nos anos finais do Ensino Fundamental pelo viés da constituição de uma docência inventiva, rompendo com os padrões instituídos, possibilitando um currículo mais acessível a todos. Desenvolveu- se uma pesquisa de cunho colaborativo, promovendo o diálogo entre as teorizações e as experiências docentes para pensar sobre as estratégias de ensino, repensar o currículo e olhar a heterogeneidade das turmas numa perspectiva inclusiva. Para isso, foram desenvolvidos encontros de estudo com professoras dos anos finais do Ensino Fundamental do município de São Sebastião do Caí/RS. Nos encontros docentes, várias questões que perpassam a inclusão escolar foram discutidas. Estratégias de ensino inspiradas nos princípios do DUA numa perspectiva inclusiva foram elaboradas. Cartas com as concepções das participantes sobre o ensino inclusivo foram escritas. Diante dessa materialidade empírica, o exercício analítico se desenvolveu amparado nos estudos pós-estruturalistas. Sendo assim, os encontros docentes sugerem a importância dos momentos coletivos de partilha e de diálogo para o fortalecimento das práticas cotidianas de ensino. A constituição de uma docência inventiva como potência para o ensino numa perspectiva inclusiva. E, ainda, a continuidade dos encontros docentes como modo de resistência coletiva e empoderamento docente.
This research, which is associated to the group Curriculum, Environment and Movement (CEM/CNPq), pertains to the research line Teacher Training, Curriculum Studies and Assessment. Its general objective is to analyze how study meetings and discussions between Middle School teachers from São Sebastião do Caí/RS could contribute to the inclusive teaching in the perspective of an inventive teaching. This study reflects upon currículum organization focused on curriculum demands of all subjects, with or without disability. To do so, we sought the contributions from the principles of Universal Design for Learning (UDL) as inspiration to the inclusive teaching in Middle School through the bias of the constitution of an inventive teaching, what breaches with the installed patterns and enables a curriculum more accessible for everyone. The research has an collaborative approach and promotes the dialogue among theorizations and teaching experiences in order to reflect on teaching strategies, the curriculum and to look the heterogeneity of students in an inclusive perspective. For this purpose were developed study meetings with teachers from Middle School from São Sebastião do Caí/RS. In these meetings, many questions related to school inclusion were debated. Teaching strategies inspired in the principles of UDL in an inclusive perspective were ellaborated. Letters containing the participants' conceptions were written. In face of the empiric materiality, the analitic exercise was developed and sustained by the post-structuralist studies. In this sense, the teachers' meetings suggest the importance of collective moments of sharing and dialogue to strengthen daily teaching practices, that is, the constitution of an inventive teaching as power to teach within an inventive perspective. In addition, they also suggest the continuity of the meetings as a collective resistance and teacher empowerment.
This research, which is associated to the group Curriculum, Environment and Movement (CEM/CNPq), pertains to the research line Teacher Training, Curriculum Studies and Assessment. Its general objective is to analyze how study meetings and discussions between Middle School teachers from São Sebastião do Caí/RS could contribute to the inclusive teaching in the perspective of an inventive teaching. This study reflects upon currículum organization focused on curriculum demands of all subjects, with or without disability. To do so, we sought the contributions from the principles of Universal Design for Learning (UDL) as inspiration to the inclusive teaching in Middle School through the bias of the constitution of an inventive teaching, what breaches with the installed patterns and enables a curriculum more accessible for everyone. The research has an collaborative approach and promotes the dialogue among theorizations and teaching experiences in order to reflect on teaching strategies, the curriculum and to look the heterogeneity of students in an inclusive perspective. For this purpose were developed study meetings with teachers from Middle School from São Sebastião do Caí/RS. In these meetings, many questions related to school inclusion were debated. Teaching strategies inspired in the principles of UDL in an inclusive perspective were ellaborated. Letters containing the participants' conceptions were written. In face of the empiric materiality, the analitic exercise was developed and sustained by the post-structuralist studies. In this sense, the teachers' meetings suggest the importance of collective moments of sharing and dialogue to strengthen daily teaching practices, that is, the constitution of an inventive teaching as power to teach within an inventive perspective. In addition, they also suggest the continuity of the meetings as a collective resistance and teacher empowerment.
Descrição
Palavras-chave
Ensino; Inclusão; Currículo; Desenho universal para aprendizagem; Docência inventiva; Teaching; Inclusion; Currículum; Universal design for learning; inventive teaching
Citação
ROSA, Josiane Freitas Da. Encontros docentes: contribuições para o ensino inclusivo na perspectiva de uma docência inventiva nos anos finais do ensino fundamental. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 12 dez. 2022. Disponível em: http://hdl.handle.net/10737/3461.