Programa de Pós-graduação em Ensino na Educação Básica
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Navegando Programa de Pós-graduação em Ensino na Educação Básica por Por Orientador "Civardi, Jaqueline Araújo"
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Item O uso dos recursos pedagógicos mediados pelo professor no ensino dos conceitos geométricos a um educando com TEA(Universidade Federal de Goiás, 2019-09-27) Almeida, Rosângela Pereira de; Santos, Elismar Alves dos; http://lattes.cnpq.br/1094724490436663; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, aqueline Araújo; Moraes, Moema Gomes; Faria, Elisabeth Cristina de; Sá, Ana Cláudia Antônio MaranhãoThe present work is the presentation of a research, whose objective was, fron the perspective of Inclusive Mathematical Education, to develop mediations and teaching strategies of geometric concepts defined by the Common National Curriculum Base (BNCC) for the 2nd Year of Elementary School in the class in participating a student whit Autistic Spectrum Disorder (ASD). In field work at school, we planned teaching resources that were applied to the students, contemplating, during the operationalization period of our intervention project, the student ASD duly enrolled in the regular school. This research aims to verify what mediations and pedagogical resources the teacher can use in teaching geometry to students with Autism Spectrum Disorder (ASD) in literacy phase. We use Vygotsky's (1994), (1995), (1997), Historical-Cultural Theory, especially the concept of mediation, as one of the theoretical assumptions that support the investigation research and pedagogical actions based on Inclusive Education (MANTOAN, 1997a, 1997b). The research used, participant observation, instruments and techniques, field diary, semi-structured interview, audio recording with the student's mother with ASD and the conducting and supportive teachers in order to know the characteristics of the student with ASD and the teacher. context in which it fits. We plan the actions to be taken in order to fulfill the proposal. The pedagogical instruments (dynamics, elaborate tasks and manipulable materials) used were fundamental in the reach of the students of that classroom, whose main focus was the student with ASD. Through the application of these resources, it was possible to understand from the data analysis, how the mediations proposed by the teacher can provide significant advances in the knowledge of the concepts to these students. Finally, we built a pedagogical proposal as an educational product, containing the actions performed during the intervention, in order to contribute to teachers of Inclusive Mathematical Education to posterity.Item Estratégias e mediações para o ensino de geometria plana à luz do desenho universal pedagógico na perspectiva da educação matemática inclusiva(Universidade Federal de Goiás, 2018-06-04) Caetano, Danilo Borges; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Kranz, Cláudia Rosana; Moraes, Moema GomesThis work aimed to develop and investigate strategies and mediations for the teaching of contents of Flat Geometry in light of the Historical-Cultural Theory and the Universal Pedagogical Design focused on Inclusive Mathematical Education. To achieve this goal, we developed a teaching and learning project with the collaboration of the regent teacher in which its application sought to answer the following question: What are the characteristics that should be observed in the definition of teaching strategies developed according to the Universal Pedagogical Design lead to an Inclusive Mathematical Education in the teaching of areas and perimeter of flat figures in the context of basic education? The Historical-Cultural Theory of Vigotiski (1993), complemented by Leontiev's Theory of Human Activity (1978) and The Theory of Learning Activity in the child in Galperin (1987) are some of the theoretical presuppositions that subsidize research and pedagogical actions. The elaboration of pedagogical strategies and instruments are also based on the concept of Universal Pedagogical Design of Kranz (2015). To reach the proposed objectives, we adopted the qualitative approach, using techniques and instruments such as: participant observation, field diary, structured interview, audio and video recording and student and teacher registration. The characteristics showed us: a) The recognition of the importance of the planning and the use of the procedures in the development of a pedagogical activity helped the students to find reasons to participate in the activity. The identification of these elements are indications that the proposal elaborated managed to show the objective of the activity. b) The use of activities in groups promoted a greater interaction between the students and motivated them to participates in the activities. c) The use of the pedagogical tools from the perspective of the DUP allowed all students to participate in the activity in order to create strategies to solve the problems and interact among the colleagues. d) The use of the pedagogical tools elaborated from the perspective of the DUP provided the students' learning of the concepts of area and perimeter. e) The use of psychological instruments by the teachers in the learning activity, propitiated mediating actions that fostered in the students aspects of an intuitive reasoning in the formulation of the concepts of area and perimeter. From specific cases and through mediating actions, it was possible to perceive the application of the concepts worked by students in a generalized way. e) The sense that the teachers gave the error of the students, in the activities of the Project of Teaching and Learning of Flat Geometry for All - PEAGPT, is that of a pedagogical component articulating the learning. f) The process of mediation performed with the Geoplane instrument presented a weakness in the strategy drawn to measure the length of the figures in which one side did not pass through two points of the same square.Item A mediação do professor e a aprendizagem de geometria plana por aluno com transtorno do espectro autista (síndrome de Asperger) em um laboratório de matemática escolar(Universidade Federal de Goiás, 2016-03-15) Delabona, Stênio Camargo; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi , Jaqueline Araújo; Kranz, Cláudia Rosana; Gonçalves Júnior, Marcos Antonio; Lyra, Gene Maria VieiraThinking of education as a process of human formation, based on social, cultural, historical relations in an inclusive context, is a challenge for teachers and researchers in all fields of knowledge. In this sense, this research aims to contribute to the inclusive education in mathematics of students with autistic spectrum disorders. This study set out to analyze the meaning given to the geometric object of study by a student with Asperger syndrome, through the application of a pedagogical proposal, which would favor designing activities in the School Mathematics Laboratory (SML). The object of the research is mediations designed in the SML and their impact on the process of argumentation and geometric learning by a student with Asperger syndrome. The research problem consists of three questions: (1) What are the mediations designed by a teacher of Mathematics for students with Asperger syndrome involved in plane geometry activities in an SML? (2) What mediator actions emerge in collective geometrical learning activities when a student with Asperger syndrome is involved? (3) What arguments are used by a student with Asperger syndrome in solving plane geometry problems? This study takes a qualitative approach and the method used was that of a case study of observation. The procedures and methodological resources adopted in the research involved learning workshop records drawn up with the subject of the research, interviews, dialogues, record and documentary analyses. The underlying theoretical assumptions were based on the Cultural-Historical Theory. The results show evolution in the process of argumentation and in solving mathematical activities on the part of the student. This denotes better manipulation of mathematical signs and also the acquisition of scientific concepts. Mediations and social interactions between students and the teacher were crucial to the development and learning of geometrical concepts with greater meaning for the student with Asperger syndrome. As an educational product of this research, a CD was designed containing the script of all the workshops held in the SML, the planning, reasons and needs which led to its application.Item Crenças e práticas inclusivas no atendimento educacional especializado(Universidade Federal de Goiás, 2019-04-25) Machado, Carla Ferreira da Silva; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; Faria, Elisabeth Cristina de; Lopes, Janice PereiraThe present work aimed to investigate the ways in which inclusive practices occur in the context of Specialized Educational Services in a public school in the city of Goiânia, having as reference the search to understand the following problem: how inclusive practices occur in Specialized Educational Services ( ESA).Item O uso da calculadora como recurso de tecnologia assistiva no ensino de aritmética para os alunos com deficiência intelectual inseridos na Educação de Jovens e Adultos (EJA)(Universidade Federal de Goiás, 2015-06-22) Rodrigues, Lis Borges; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; Peixoto, Joana; Kranz, Cláudia RosanaBy acting in the pedagogical coordination and follow up the difficulties presented by some teachers to teach mathematical concepts to adult learners, especially those with intellectual disabilities, the Elementary School entered in the Youth and Adult Education, became interested in investigating: How calculator is sets as an Assistive Technology for numeracy teaching for students with Intellectual Disabilities in Elementary Education of EJA and what are the possible impacts of using these technologies in the learning of these students? From that context began the research that is object is numeracy teaching for students with intellectual disabilities through the use of the calculator as an Assistive Technology feature. This question gave rise to this work, carried out through a qualitative research, the method is a method of educational intervention research, whose main objective is to develop a proposal for a pedagogical intervention with the use of Assistive Technology. It was used as a theoretical contribution of authors who address and discuss topics: Mathematics Education, Youth and Adult Education, Inclusive Education and Intellectual Disability whose understandings and theoretical concepts run counter to established to carry out this work. Some authors have referred to us were Freire (1987), D'Ambrósio (1990); Fonseca (2012); Ponte (1989; 1992; 2014); Vygotsky (1994, 2001, 2004, 2014); Moysés (2012); Machado (2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Paulon; Freitas; Pinho (2005) and Vasconcellos (1995). Mediation has emerged based on theoretical assumptions and Vygotsky through speeches and records of educators and students, divided into two subcategories: pedagogical mediations and the use of the calculator articulated to other mediators resources, which helped to unveil the initial research problem and objectives, directing the search for possible answers. The result of the analysis allowed us to assess that the objectives regarding the use of the calculator as an assistive technology resource, were included as contributed to the students could have more independence and autonomy in school activities involving mathematical concepts, offered new possibilities for learning and generated results for the students that went beyond the school walls.Item Gêmeos autistas em processo de alfabetização: linguagem e aprendizagem matemática no ensino regular em Goiânia(Universidade Federal de Goiás, 2023-11-16) Santos, Maria do Socorro Venancio dos; Civardi, Jaqueline Araújo; http://lattes.cnpq.br/2625858563605104; Civardi, Jaqueline Araújo; Moraes, Moema Gomes; Silva, Paulo Roberto de Jesus; Araújo, Claudia Helena dos SantosConsidering the importance of Special and Inclusive Education in Brazil, this study had the general objective of analyzing how the mathematical literacy process of twin children with Autism Spectrum Disorder (ASD) takes place, based on the use of teaching resources that emerge from their demands. educational. Therefore, we were prompted to investigate which characteristics should contain didactic resources capable of assisting in the literacy process and the development of oral and written mathematical language in twin brothers with ASD? In this sense, the research was qualitative, and for data collection we used technological means and observation and mediation techniques, semi-structured interviews, audio recordings, with the teaching and support teachers, the psychopedagogue, and the therapeutic companion. children's school. This first moment, together with the observations at the school research field were crucial for the creation and development of the Educational Products, the animations “Beto, the fireman” and the pedagogical proposals. The products are available on the YouTube channel, in the appendices and on the website entitled: Beto, the Firefighter: learning about magnitudes and capacity measurements. The Educational Products mentioned were extension tools developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, which contributed both to the pedagogical mediation processes and assisted in the learning process and development of ideas. twins math. As a second enrichment proposal, we developed three Pedagogical Proposals, corresponding to each animation, as a means of offering important information to teachers and professionals that corroborate the process of language, learning and the development of mathematical ideas of twins with ASD. The theoretical constructs of the dissertation in question were explored in Vygotsky and Luria. Thus, the data were analyzed following the assumptions of Vygostky's Socio-Historical-Cultural Theory. In this way, the results obtained provided valuable insights into the role of social interaction, adaptation, pedagogical mediation and language in the construction of mathematical knowledge and the development of higher psychological functions. Therefore, Category 1 Analysis describes social interaction and the concept of adaptation in Vygostky related to twins with ASD in the literacy process; Category 2 Analysis brings aspects related to learning the concept of magnitudes and capacity measurements and the mathematical ideas developed by the twins, associating adaptation and the system of signs and symbols; in Category 3 Analysis, we specify educational demands, outlining pedagogical mediation and the use of teaching resources; we finish with the Analysis of category 4, presenting a focus on the oral and written mathematical language of the twins, relating language and human behavior in Vygotsky.