Cultura digidown: construindo saberes por meio de curso de formação continuada para professores para a inclusão de estudantes com síndrome de Down
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2019-10-17
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Universidade Federal de Goiás
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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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MARTINS NETO, Aline. Cultura digidown: construindo saberes por meio de curso de formação continuada para professores para a inclusão de estudantes com síndrome de Down. 2019. 102 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.