Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Navegando Mestrado Profissional em Ensino na Educação Básica (CEPAE) por Por Orientador "Dalla Déa, Vanessa Helena Santana"

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    A dança Sussa no município de Cavalcante/Goiás: possibilidades no contexto educacional
    (Universidade Federal de Goiás, 2022-07-29) Ferraz, Thais Gomes; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Lima, Marline Dornelles de; Rocha, Maria Alice de Souza Carvalho
    This dissertation presents the results of an investigation about the sussa dance, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG, between the years 2019 to 2022, whose educational product presented is the digital book: “Let's dance sussa?” This qualitative and ethnographic research presents as a design a study regarding the Sussa dance in the Kalunga Vão de Almas Community and in the city of Cavalcante. The theme to be investigated is the research and presentation of the Sussa dance, so that it can become a possibility of content to be introduced at school in different areas of knowledge. It was proposed, therefore, as specific objectives: To know the history of the women dancers of Sussa in the municipality of Cavalcante and the community of Vão de Almas; to present information on the development and characteristics of Sussa, coming from the region where the women dancers of Sussa reside; develop a product that can be used to introduce Sussa into the school environment. The methodology was developed in phases that focus on: bibliographic survey, observations, field diary, interviews, capture of videos and photographs and analysis and interpretation of the data collected. Four women living in the city of Cavalcante and in the community of Vão de Almas were interviewed, who were nominated for showing recognition among residents of the city of Cavalcante in their life stories and for presenting relationships with the Sussa dance. For data analysis, we used Bardin's content analysis. Among the results found, through the methodology used, it was possible to obtain relevant information for the construction of knowledge originating in Sussa and in the life stories of women, which contribute to the strengthening of their culture, also bringing, in their speeches, the interest of the manifestation of the Sussa dance in the school space. We conclude, therefore, that the Sussa dance as a content in Basic Education can favor the discussion about the Afro-Brazilian culture and the decolonization of dance.
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    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
    (Universidade Federal de Goiás, 2021-03-24) Franczak, Lillian Jordânia Batista; Bezerra, Cláudia Santos Gonçalves Barreto; http://lattes.cnpq.br/8109756937099308; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa , Vanessa Helena Santana; Oliveira , Ana Flávia Teodoro de Mendonça; Costa, Vanderlei Balbino da; Bezerra, Cláudia Santos Gonçalves Barreto
    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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    Cultura digidown: construindo saberes por meio de curso de formação continuada para professores para a inclusão de estudantes com síndrome de Down
    (Universidade Federal de Goiás, 2019-10-17) Martins Neto, Aline; Oliveira, Ana Flávia Teodoro de Mendonça; http://lattes.cnpq.br/7725481465687042; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/2915471661777940; Dalla Déa, Vanessa Helena Santana; Moraes, Moema Gomes; Costa, Vanderlei Balbino da
    The puprose of this dissertation was to analyze the perception of the teachers participating in the continuing education “Culturue Digidown”, verifiying its importance in the construction of knowledge about the inclusion of the person with Syndorme in the regular school. LABIN (Laboratory of Tecnology and Inclusion), located in the Faculty of Education of the Federal University of Goías (UFG), in partnership with the Accessibility Center (UFG), promoted the continuing education coruse “Culture Digidown” form March to June 2017, with the objective of bringing infomation about Down Syndrome related to the inclusive education and development of these people, as well as to deconstruct stereotypes and attitudinal barriers in relation to the student with DS, and to provide pedagogical práxis of the teachers with the students with Down Syndorme. The action inclued 40 teachers from public networks (municipal and satet), the private network and undergraduate studentes of the pedagogy coruse, participants of this research, and 15 students with Doswn Syndrome, from the regular education network of Goiânia-Go. Online questionnaires and questionnaires were used for data collection. In addition to the questionnaires, the focus group, by Morgan (1997) as a qualitative research technique, that is, the resulto f group interviews and information gathering through communications and interactions, was used in this research. After organizing, transcribing and analyzing the data based on the methodological and theoretical assumptions presented in both steps (questionnaires and focus group) the treatment of the data collected was done through the content analysis proposed by Bardin (1977). This research had as reference the historical cultural theory based on Vigotski (1998). It is a qualitative fiesl resarch using action research as a method, having as research instruments the questionnaire and the focus group. Through the results it can be verified that the course “Culture Digidown” provided the desconstruction of attitudinal barriers of ignorance, overprotection, do, inferiozation, adoration, sexuality and labeling. As negeative points of the study formation, it was mentioned the need for more time form more infomation about the teaching learning processes of Down Syndrome. During the “Digidown Culture” teacher training course we noticed that some participants had the desire that other colleagues from the institution in which they work also participate in the course. However, because the course had limited places, we could not reach a larger audience. Also taking inti account teachers’ lack of time, the availability of mobility among other factors is that we think as na extension tool of this Project (educational product) the elaboration of na ebook.
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    Plano de desenvolvimento educacional individualizado: as contribuições para o desenvolvimento do aluno com transtorno do espectro autista na rede pública municipal de ensino em Aparecida de Goiânia
    (Universidade Federal de Goiás, 2020-08-17) Moreira, Lívia Alves; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Oliveira, Ana Flávia Teodoro de Mendonça; Bezerra, Claudia Santos Gonçalves Barreto
    Autistic Spectrum Disorder (ASD) is a neurodensitive involvement disorder. It’s associated with difficulties in oral communication, social interaction and the presence of repetitive and stereotyped movements. With these specificities, also because the expressive numbers of students with ASD in ordinary schools, the objective of the research was elaborated and developed a Individualized Educational Development Plan (IEDP). This Plane will help in directing specific activities to development with ASD student. This study was based on the historical-cultural perspective, considering its indication of overcoming biological determinism. It was developed in a public school in Aparecida de Goiânia, in three classes, with three students with ASD, between 4 and 9 years old. The instrument used was the IEDP, with the method of carrying out activities that meet the needs of each student, for maximize the skills used. The data show that the process of school inclusion in the public school system is allowed by several cultural and political influences, as well as internal and external practices. The data also revealed that activities directed to specific objectives contribute to the learning of these students. Conclude that the coexistence of students and their peers and planned actions at school effectively contribute to this development.
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    Turma da Mônica em: abordagem de personagens com deficiência na perspectiva da inclusão para o ensino fundamental
    (Universidade Federal de Goiás, 2024-05-27) Oliveira, Fernanda Marques de; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Bezerra, Cláudia Santos Gonçalves Barreto; Silva, Wagner Bandeira da
    There are several types of barriers present in the daily lives of people with disabilities, and the most significant are related to attitudes fueled by prejudice and ableism. To minimize this prejudice, anti-ableist information can be included in Elementary School content, in a playful way, through Comic Books (HQs). In this context, this work aims to propose an inclusive approach for Elementary School regarding the reading of Monica's Gang comic books, the result of research carried out in the Postgraduate Program in Basic Education Teaching, Master's Degree, PPGEEB, CEPAE/UFG. The work also has the following specific objectives: to analyze the anti-ableist potential of Monica's Gang comic books; to present an educational proposal for reading and interpreting texts, from the perspective of inclusion, for Elementary School teachers, which will constitute the educational product. To approach the proposed theme, the type of qualitative research will be used, with bibliographical research and documentary research. The state of the art consists of research carried out on the BDTD and CAPES platforms. For the analysis of the state of the art, the hypothesis is that there are no works that address anti-ableism in the comics of Turma da Mônica. For the analysis of the corpus of this research, the hypothesis is that although there is an attempt to address the inclusion of characters with disabilities in the comics of Turma da Mônica, the type of approach still often refers to the ableist bias, represented, most of the time, by the emphasis on the character's disability. The analysis of the comics has as its theoretical basis, mainly, Amaral (1998), Gonçalves; Albino; Vaz (2009), Vendramin (2009). The corpus of the research consists of fragments of seven comics involving characters with disabilities from Turma da Mônica and taken from the project of the Comptroller General of the Union - CGU “Um por todos e todos por um!” and two specific to the character André. The hypothesis resulting from the analysis of the corpus is that, although there is an attempt to address the inclusion of characters with disabilities in the Turma da Mônica comics, the type of approach still often refers to the ableist bias, represented, in most cases, by the person being taken for the disability. The educational product, entitled “Turma da Mônica em HQ X Ableism: reading and interpretation proposal for elementary school”, resulting from the proposed analyses, will be a book in digital format intended for elementary school teachers and will indicate guidelines for the work of reading and interpreting Turma da Mônica comics from the perspective of inclusion.
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    Alfabetização e letramento de estudantes com síndrome de Down: indicações a partir da percepção de professores sobre a vivência de estudantes em uso do software alfabetização fônica computadorizada
    (Universidade Federal de Goiás, 2019-03-27) Santos, Tatiane Soares dos; Barreto, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Oliveira, Ana Flávia Teodoro de Mendonça; Silva, Ana Paula Salles da
    The present research was carried out in a course of continuous formation that happened in the Faculty of Education of the Federal University of Goiás, denominated "Culture Digidown". The purpose of this study was to analyze the perception of teachers about the experience of students with Down syndrome using computerized computer literacy software. Based on these indications, we attempted to construct a prototype software program for literacy and literacy of these students. In field research, video recording and the focal group for data collection were used. For data analysis we used the Bardin content analysis. The subjects of the research were 40 teachers of the regular network of education, participants of the course. The results of the research showed us significant indications. In relation to the use of software on: audio, interface, gamification, user- software interaction options, among other factors. Regarding the pedagogical mediation of teachers, it was clear that some specificities of this public should be considered in the elaboration of activities, so that they do not become too complex and confusing. Regarding the pedagogical proposal, we obtained indications that lead us to realize that the method to be used is not the most important point to have good results in the literacy processes, so the most significant in this process is to know the ways in which the subject appropriate written language. Thus, the teacher can guide the student in this process, in a significant way, working both literacy and literacy, to form subjects who not only master a code, but who understands and makes use of it in its most diverse social contexts.
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    Caminhos, dificuldades e acertos da escola regular na inclusão de pessoas com síndrome de Down: relato de pais
    (Universidade Federal de Goiás, 2021-03-05) Vieira, Camila de Velasco e; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Bezerra, Cláudia Santos Gonçalves Barreto; Oliveira, Ana Flávia Teodoro de Mendonça; Balbino, Vanderlei
    This study aimed to analyze the inclusion of people with Down Syndrome in regular school, and as specific objectives: to verify which are the biggest difficulties found in the process of school inclusion; identify which pedagogical practices were successful for people with Down Syndrome during inclusion; understand the role of an institution specialized in the educational and social inclusion of people with Down Syndrome; discuss the family as a space for social and educacional inclusion. It is a qualitative research with field research, through the life of parents’history of people with Down Syndrome. It’s guided by a questionnaire, which sought to learn about the inclusion / exclusion process of their children. Ten adolescents/adults’parents participated in this research with Down Syndrome who are parts of the Down Syndrome Association of Goias. As a product of this study, with the title: life story of parents of people with down syndrome: School inclusion and make an E-book was elaborated with these life storiesforthe training of teachers and professionals of the regularschool,seeking to favor more inclusive pedagogical practices in regular schools. The results indicated that the disastrous experiences were related to: lack of support teacher, exclusion from festive moments, lack of knowledge about characteristics and cognitive process, prejudice and discrimination, lack of affection and welcoming, large classes, segregation, lack of appropriate pedagogy for learning and literacy, among others. The successful pedagogical practices indicated as positive the presence of: planning of pedagogical practices, good relationship with colleagues, welcoming and affection, ample space and with nature, respect for learning time, knowledge, empathy, parental participation, among others. It was also observed the great importance of specialized institutions and the family in educational and social inclusion.Finally, the result of this process will contribute to the change of thinking in relation to people with DS, for the construction of pedagogical measures of teachings and concepts based on the reality of these people.