Estratégias de ensino de um professor com deficiência visual que trabalha com estudantes com deficiência em uma escola pública do Mato Grosso
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Data
2022-12-14
Autores
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Silva, Jacqueline Silva da
Banca
Quartieri, Marli Teresinha
Hattge, Morgana Domênica
Costa, Vanderlei Balbino Da
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Resumo
Estratégias de ensino são utilizadas como a arte de aplicar ou explorar os meios e as condições favoráveis e disponíveis visando à efetivação do ensino. Sendo assim, esta dissertação tem por objetivo investigar como um professor com deficiência visual organiza e desenvolve suas estratégias de ensino no atendimento aos estudantes com deficiência. O estudo das estratégias de ensino foi realizado com um professor com deficiência visual que atua no Atendimento Educacional Especializado (AEE) na Sala de Recursos Multifuncionais (SRM), numa escola da rede pública de ensino em Alta Floresta/Mato Grosso. A investigação com abordagem qualitativa buscou aproximação com pressupostos da metodologia da pesquisa-ação e de estudo de caso, que propiciam conhecer, analisar e refletir sobre as estratégias de ensino utilizadas por esse professor com deficiência visual no AEE e o modo como ele dá visibilidade à escuta sensível, ao planejamento emergente em sua prática pedagógica com uma turma de estudantes com deficiência na Sala de Recursos Multifuncionais. Como instrumentos técnicos foram utilizadas entrevistas semiestruturadas, que nos diferentes momentos pedagógicos com o professor se transformaram em roda de conversas, de observações da prática docente, do diário de itinerância para inquietações que surgiam cotidianamente, além de gravações de vídeo e áudio e fotografias. As categorias emergiram conforme a apreciação dos dados coletados, respaldadas na análise de conteúdo proposta por Bardin (2011), que possibilitou compreender os conteúdos do cenário analisado. Os escritos deste estudo estão baseados em Anatasiou e Alves (2009), Roldão (2009), Díaz Bordenave e Pereira (2015), Barbier (2007), Silva, Schneider e Schuck (2014), Lorenzon e Silva (2014), Silva (2011), Nóvoa (1992, 2009), Rinaldi (1999, 2012, 2016), Mantoan (2007, 2011), Yin (2010), na legislação brasileira, entre outras fontes que contribuíram significativamente. A pesquisa aponta o potencial das estratégias de ensino quando são escolhidas pelo professor por meio da escuta sensível visando a atender as particularidades de cada estudante como elemento facilitador no processo de ensino e aprendizagem e que lhe permite trabalhar na perspectiva da inclusão. Este trabalho revela possibilidades de potencializar práticas pedagógicas que nem sempre dão sentido aos estudantes e nem aos professores, mas que através do acolhimento das falas, dos interesses e das manifestações, entre outros, é possível to notice o que os estudantes com deficiência dizem, ou não dizem, mas tentam demonstrar. Conclui que é importante o professor recorrer a diferentes estratégias de ensino, propiciando aos estudantes o papel de participantes ativos no processo de ensino e aprendizagem, e que estratégias baseadas na troca, na valorização e na construção coletiva do saber fazem com que o professor ensine e aprenda com os alunos.
Teaching strategies are used as the art of applying or exploring the means and conditions favorable and available for the effectiveness of teaching. Thus, this dissertation aims to investigate how a teacher with visual impairment organizes and develops their teaching strategies in the care of students with disabilities. The study of teaching strategies was conducted with a visually impaired teacher who works in the Specialized Educational Service (SES) in the Multifunctional Resource Room (MRR), in a public school in Alta Floresta/Mato Grosso. The research with a qualitative approach sought to approximate assumptions of the methodology of action research and case study, which provide to analyze and reflect on the teaching strategies used by this visually impaired teacher in the SES and how he gives visibility to sensitive listening, to the emerging planning in its pedagogical practice with a group of students with disabilities in the Multifunctional Resources Room. As technical instruments, semi- structured interviews were used, which in the different pedagogical moments with the teacher became a circle of conversations, of observations of the teaching practice, of the diary of itinerancy for concerns that emerged daily, as well as video and audio recordings and photographs. The categories emerged according to the appreciation of the collected data, supported by the content analysis proposed by Bardin (2011), which made it possible to understand the contents of the scenario analyzed. The writings of this study are based on Anatasiou and Alves (2009), Roldão (2009), Díaz Bordenave and Pereira (2015), Barbier (2007), Silva, Schneider and Schuck (2014), Lorenzon and Silva (2014), Silva (2011), Nóvoa (1992, 2009), Rinaldi (1999, 2012, 2016), Mantoan (2007, 2011), Yin (2010), in Brazilian legislation, among other sources that contributed significantly. The research points out the potential of teaching strategies when they are chosen by the teacher through sensitive listening in order to meet the particularities of each student as a facilitating element in the teaching and learning process and that allows him to work from the perspective of inclusiveness. This work reveals possibilities to enhance pedagogical practices that do not always give meaning to students or teachers, but through the reception of speech, interests and manifestations, among others, it is possible to enable what students with disabilities say, or do not say, but try to demonstrate. It concludes that it is important for the teacher to use different teaching strategies, providing students with the role of active participants in the teaching and learning process, and those strategies based on in the appreciation and collective construction of knowledge make the teacher teach and learn from students.
Teaching strategies are used as the art of applying or exploring the means and conditions favorable and available for the effectiveness of teaching. Thus, this dissertation aims to investigate how a teacher with visual impairment organizes and develops their teaching strategies in the care of students with disabilities. The study of teaching strategies was conducted with a visually impaired teacher who works in the Specialized Educational Service (SES) in the Multifunctional Resource Room (MRR), in a public school in Alta Floresta/Mato Grosso. The research with a qualitative approach sought to approximate assumptions of the methodology of action research and case study, which provide to analyze and reflect on the teaching strategies used by this visually impaired teacher in the SES and how he gives visibility to sensitive listening, to the emerging planning in its pedagogical practice with a group of students with disabilities in the Multifunctional Resources Room. As technical instruments, semi- structured interviews were used, which in the different pedagogical moments with the teacher became a circle of conversations, of observations of the teaching practice, of the diary of itinerancy for concerns that emerged daily, as well as video and audio recordings and photographs. The categories emerged according to the appreciation of the collected data, supported by the content analysis proposed by Bardin (2011), which made it possible to understand the contents of the scenario analyzed. The writings of this study are based on Anatasiou and Alves (2009), Roldão (2009), Díaz Bordenave and Pereira (2015), Barbier (2007), Silva, Schneider and Schuck (2014), Lorenzon and Silva (2014), Silva (2011), Nóvoa (1992, 2009), Rinaldi (1999, 2012, 2016), Mantoan (2007, 2011), Yin (2010), in Brazilian legislation, among other sources that contributed significantly. The research points out the potential of teaching strategies when they are chosen by the teacher through sensitive listening in order to meet the particularities of each student as a facilitating element in the teaching and learning process and that allows him to work from the perspective of inclusiveness. This work reveals possibilities to enhance pedagogical practices that do not always give meaning to students or teachers, but through the reception of speech, interests and manifestations, among others, it is possible to enable what students with disabilities say, or do not say, but try to demonstrate. It concludes that it is important for the teacher to use different teaching strategies, providing students with the role of active participants in the teaching and learning process, and those strategies based on in the appreciation and collective construction of knowledge make the teacher teach and learn from students.
Descrição
Palavras-chave
Estratégias de ensino; Professor com deficiência visual; Escuta sensível; Atendimento educacional especializado; Teaching strategies; Teacher with visual impairment; Sensitive listening; Specialized educational care
Citação
SANTOS, Rudimaria Dos. Estratégias de ensino de um professor com deficiência visual que trabalha com estudantes com deficiência em uma escola pública do Mato Grosso. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 08 dez. 2022. Disponível em: http://hdl.handle.net/10737/3473.