Banca de QUALIFICAÇÃO: TÁSSIA LOURENA FERREIRA GOMES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : TÁSSIA LOURENA FERREIRA GOMES
DATE: 08/11/2023
TIME: 15:00
LOCAL: Campus Rondon
TITLE:

THE RELATIONSHIP BETWEEN CORPOREITY AND THE PERCEPTIONS OF SPECIAL EDUCATION TEACHERS ABOUT PEDAGOGICAL PRACTICE IN AEE TOGETHER WITH STUDENTS WITH ASD

KEY WORDS:

Corporeality Phenomenon. Autism Spectrum Disorder. Pedagogical practices. Specialized Educational Service. Education in the Amazon.

PAGES: 84
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This master's thesis has the general objective of understanding whether the corporeality phenomenon is present in the pedagogical practice of Special Education teachers in Specialized Educational Assistance (AEE) for students with Autism Spectrum Disorder (ASD) in municipal schools in Santarém-PA. The importance of Special Education in promoting the inclusion of students with specific educational needs is addressed, with a focus on ASD. Highlighting the relevance of AEE as an essential service and discusses the contributions of the corporeality phenomenon in the pedagogical practices of teachers in AEE. The aim is to reveal perspectives to contribute to a more inclusive and humanized education in the Amazon. The research adopted a qualitative approach, based on the phenomenological perspective and enriched by the discourse on the phenomenon of corporeality. Data production took place in the field, allowing the promotion of information directly in the natural environment in which the phenomena unfold. To this end, sociodemographic questionnaires and semi-structured interviews were used. Data analysis followed the Technique for Elaboration and Analysis of Meaning Units, developed by Moreira, Simões and Porto (2005). To date, a pilot study has been carried out with the participation of two teachers from state schools in the urban area of Santarém-PA. The partial results of the research highlight that Special Education teachers, who work in AEE, tend to limit their interaction with students with ASD to the intellectual aspect, neglecting the importance of corporeality. This suggests the need to rethink educational approaches and promote a more holistic view of inclusion, taking into account students' challenges and potential. By delving deeper into this theme, we hope to contribute to the development of a more inclusive, equitable and humanized education, which recognizes and values these students as integral beings, made up of experiences lived in the world and who learn from these relationships.

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