Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Autor "Alves, Dálete Rodrigues"

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    Ensino-aprendizagem de física e a inclusão de alunos com deficiência intelectual: dificuldades e possibilidades
    (Universidade Federal do Espírito Santo, 2023-08-24) Alves, Dálete Rodrigues; Anastacio, Simone Aparecida Fernandes; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0002-0211-8785; http://lattes.cnpq.br/8795171086528799; Victor, Sonia Lopes; http://lattes.cnpq.br/2432786277131614; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Libardi, Helena
    The overarching aim of this study was to assess the teaching and learning process for students with intellectual disabilities regarding physics concepts related to the theme "Energy Sources." This evaluation was conducted through the implementation of an instructional sequence designed according to the principles of Universal Design for Learning (UDL) and the Three Pedagogical Moments approach. The specific objectives included obtaining insights into the teaching and learning process pertaining to Physics education, understanding the extent of participation of students from the special education target group in Physics classes, devising and executing instructional sequences rooted in the Three Pedagogical Moments framework in collaboration with the lead teacher to enhance scientific literacy among students, with a special focus on the special education target group, and developing and implementing instructional sequences in partnership with the lead teacher, aligned with the principles of Universal Design for Learning, aimed at fostering scientific literacy among students while evaluating the contributions of UDL in facilitating the inclusion of students from the special education target group. The theoretical foundation of this study was grounded in Lev S. Vygotsky's insights into the learning and development processes of individuals with disabilities. Vygotsky's framework emphasizes the role of social interaction and mediation in shaping compensatory processes that contribute to the formation of a distinct personal identity through interactions with the surrounding world. To achieve the stipulated objectives, the qualitative research approach was adopted, employing Content Analysis as the methodology for data organization. These data were subsequently contextualized using relevant theoretical frameworks and supplemented with insights from scholarly discourse. Data collection procedures encompassed classroom observations, the active involvement of students with special needs in Physics classes, and an assessment of pedagogical practices. The study was conducted within a first-year High School class in a state school located in Muqui/ES. The research participants comprised two students with intellectual disabilities and the lead Physics teacher. Through the intervention, opportunities for learning were identified, including heightened engagement and participation of students with special needs throughout the activities. These opportunities facilitated their capacity to observe, articulate arguments, stimulate curiosity, enhance attention and memory, and engage in other pivotal psychological functions within the learning process. Ultimately, it became evident that, for these students, their potential was best harnessed through hands-on experimental activities. By engaging with materials, these students were able to grasp cause-and-effect relationships, establish connections, and assimilate the targeted concepts.