Banca de DEFESA: TÁSSIA LOURENA FERREIRA GOMES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TÁSSIA LOURENA FERREIRA GOMES
DATE: 03/07/2024
TIME: 09:00
LOCAL: Campus Rondon
TITLE:

PERCEPTIONS ABOUT CORPOREITY IN THE PEDAGOGICAL PRACTICES OF SPECIAL EDUCATION TEACHERS WITH STUDENTS WITH AUTISTIC SPECTRUM DISORDER

KEY WORDS:

Corporeality Phenomenon. Autism Spectrum Disorder. Pedagogical Practices. Specialized Educational Assistance. Education in the Amazon.

PAGES: 132
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This master's dissertation aims to understand whether the phenomenon of corporeality is present in the pedagogical practices of Special Education teachers in Specialized Educational Assistance (SEA) for students with Autism Spectrum Disorder (ASD) in municipal schools in Santarém-PA. Additionally, it seeks to address the importance of Special Education in promoting the inclusion of students with specific educational needs, with a focus on ASD. The relevance of SEA as an essential service is highlighted, as well as the contributions of the phenomenon of corporeality in the teachers' pedagogical practices within this context. To achieve this objective, a qualitative approach was adopted, grounded in a phenomenological perspective and enriched by the discourse of corporeality. Data collection occurred in the field, allowing information to be gathered directly in the natural environment where the phenomena unfold. Sociodemographic questionnaires and semi-structured interviews were used. Data analysis followed the Technique of Elaboration and Analysis of Units of Meaning, developed by Moreira, Simões, and Porto (2005). Eight female teachers from municipal schools in the urban area of Santarém-PA participated in this research. Based on these professionals' perceptions, the data obtained, in accordance with the methodology used, indicated that Special Education teachers working in SEA tend to value the intellectual aspect of students with ASD. Thus, the results prompt reflection that, when focusing on corporeality in schools, especially in Special Education, it becomes evident that educational processes continue to aim at educating bodies to be agile, strong, and intelligent, adapting them to established standards, often overlooking the view of the human being as a whole subject. This suggests the need to rethink educational approaches and promote a more holistic view of inclusion, considering the challenges and potentialities of the students. By delving into this theme, it is hoped to contribute to the development of a more inclusive, equitable, and humanized education, not only in the Amazon region, where the study was conducted, but in any educational environment that recognizes and values such students as whole beings, constituted by lived experiences in the world, learning through relationships established with themselves, others, and their surroundings. Finally, considering corporeality in SEA unveils that the experience of a lived reality precedes any knowledge by understanding the human being as a being-in-the-world, open to this world with infinite possibilities.

COMMITTEE MEMBERS:
Presidente - 1983523 - HERGOS RITOR FROES DE COUTO
Interna - 1885629 - DAIANE PINHEIRO
Externa à Instituição - EDNA FERREIRA COELHO GALVÃO - UEPA