Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão
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2015-05-04
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Universidade Federal de Goiás
Resumo
This dissertation is the result of a collaborative teacher training project developed
with primary and elementary educators who work at Secretaria Municipal de
Educação de Rialma, in Goiás. In an inclusive dialectical perspective, this actionresearch
highlights the learning process of students with special educational needs.
It is divided in four chapters in which all the theoretical and practical aspects are
enlaced and completed by one another. The first chapter describes all
methodological paths, which began with an Opening Seminar and ended with an
Empirical Study. The second chapter deals with the organization of the collaborative
study group, which was formed by six (6) educators who agreed to participate. In the
third chapter the conclusions of the studies are described, and show how they guided
a new way of planning lessons which is based on the tenets of the historical-critical
pedagogy and the historical-cultural theory (LEONTIEV, A.N. 2004, 2012, 2012a;
SAVIANI, D. 1991, 2012; VIGOTSKII, L. S. 1994, 2001, 2012). The fourth and last
chapter concludes the research with the description and the analysis of the empirical
study developed in the classroom of one of the teachers/participants of the Primeiro
Ano 1 (First Degree 1). All the work aimed at explaining how, in each phase of the
research, the teachers assimilated the critical theories of education, untied their
practices from some old concepts and created lesson plans that, through practice
founded theoretically, served as base for the organization, application and reelaboration
of literacy activities. Mediated by the teachers, in an inclusive dialectical
process, collaborative tasks were developed in small groups of students, thus
creating a positive interdependent teaching and learning process among the less and
the more experienced peers.
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MIRANDA, V. K. G. Formação colaborativa na perspectiva sócio-histórico cultural: a dialética da inclusão. 2015. 188 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.