Práticas de leitura e acessibilidade para a formação de leitores no espaço de leitura acessível do núcleo de educação básica inclusiva e formação em práticas docentes do CEPAE/UFG
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2021-03-24
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Universidade Federal de Goiás
Resumo
This research is included in the line of research ‘School Practices and Knowledge Application’,
of the Postgraduate Program in Teaching in Basic Education, the Master in Teaching in Basic
Education, from the Teaching and Research Applied to Education Center at the Federal
University of Goiás (CEPAE/UFG). Its general objective is to promote accessibility and
encouraging reading through inclusive practices to the reader formation at the Accessible
Reading Space of the Inclusive Basic Education Core and Training in Teaching Practices of
CEPAE/UFG. It speaks about inclusion, accessibility, reading, teacher training, reader
formation, the access to cultural assets, the right to inclusive education as access to learning
opportunities and the possibility of empowerment respecting human diversity. It starts from the
essence of an education as a practice of freedom that promotes cultural and informational
diffusion through literature and reading. It reverberates on the Brazilian school reality, the role
of teachers and librarians in face of the demands of inclusive education in Basic Education and
inclusive practices in reading spaces. As for the methodology, it is a quantitative-qualitative
research using action research as a method. The field diary, questionnaires, teacher training,
pedagogical experience and inclusive reading practices, drawings and photographs were used
as data collection instruments, as a way of contemplating and recording all stages of action
research. The subjects of the research were 20 teachers in formation (the pedagogical mediators
that provide specialized educational assistance to students with specific needs), 20 students
without and with disabilities, global developmental disorders, enrolled regularly in the 1st grade
of elementary school, a main teacher and a teacher from the Inclusive Education Commission,
both from CEPAE / UFG, in the city of Goiânia, Goiás. The conclusion is that there is a
possibility to supply the real needs of teachers and librarians working in basic education through
training in the area of inclusive education, the offer of accessible cultural spaces that promote
the encouragement and training of inclusive readers. It is aligned with the actions of the 2030
agenda of the United Nations (2105), which in its fourth objective concerns the provision of
quality education that ensures an inclusive and equitable education, as well as promoting
lifelong learning opportunities throughout life, aiming at a more sustainable and resilient world
by 2030. It results in an educational product in the e-book format named ‘Reading space
accessible at school: reading, empathy, inclusion and universal design’. It includes theoretical
and practical reflections that contribute to a transformation of inclusive and quality education
aiming at significant changes in teaching in Basic Education. It is necessary to welcome and
exercise empathy for, and with, students with specific needs, giving them more opportunities to
reach regular schools and leave them humanized, dialogical, readers critical to a more conscious
world.
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FRANCZAK, Lillian Jordânia Batista. Práticas de leitura e acessibilidade para a formação de leitores no espaço de leitura acessível do núcleo de educação básica inclusiva e formação em práticas docentes do CEPAE/UFG. 2023. 476 f. Dissertação (Mestrado em Ensino na Educação Básica) - Centro de Ensino e Pesquisa Aplicada à Educação, Universidade Federal de Goiás, Goiânia, 2021.