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Navegando Doutorado em Educação por Assunto "Abordagem histórico-cultural"
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- ItemConhecimentos e concepções de professores acerca do processo de alfabetização da criança com deficiência intelectual(Universidade Federal do Espírito Santo, 2018-01-29) Pereira, Rose Mary Fraga; Victor, Sonia Lopes; Silva, Angela Maria Caulyt Santos da; Oliveira, Eduardo Augusto Moscon; Vieira, Alexandro Braga; Célio Sobrinho, ReginaldoSe busca analizar los conocimientos y conceptos de los profesores sobre el proceso de alfabetización de los niños con Discapacidad Intelectual (DI). El enfoque históricocultural constituye la base teórica del estudio, teniendo a Vigotski y colaboradores como principales interlocutores. Las discusiones referentes al proceso de alfabetización como una actividad histórico-cultural, que se fundamenta en los procesos mentales superiores, trazados por dichos autores y colaboradores, esbozan el camino a ser recorrido en la investigación. Se trata de un estudio de naturaleza cualitativa de tipo exploratorio. Las entrevistas seme estructuradas y el análisis de documentos representan herramientas metodológicas importantes para la producción de los datos. Diez escuelas de Educación Primaria y dos Centros Municipales de Educación Infantil de Vitória/ES, integran la investigación, teniendo como participantes quince maestros de Educación Regular que actúan con niños con DI en primer grado de Educación Primaria. La organización de datos en ejes temáticos posibilita su apreciación y análisis a partir de la base teórica y de la literatura actualizada sobre el asunto. Por lo tanto, existen cuatro ejes temáticos, a continuación: conocimientos de profesoras alfabetizadoras de niños en la Educación Primaria de primer grado; conceptos de las profesoras alfabetizadoras de alumnos de primer grado; prácticas pedagógicas de las profesoras alfabetizadoras: un análisis del proceso de alfabetización en el salón de clases regular; proceso de alfabetización de los niños con necesidades educacionales especiales: lo que dicen las profesoras alfabetizadoras. Se destaca la categoría “formación”, que sobrepasa y cuestiona con más profundidad los cuatro ejes temáticos. Los resultados producidos revelan, en relación a los conocimientos, que la mayoría de las profesoras participantes de la investigación demuestran distancia de los estudios teóricos de la época en que hicieron el pregrado, optando por los conocimientos prácticos referentes a la alfabetización. En relación a sus conceptos, se concluye que muchas de ellas tienen dificultades para evaluar si un método o una metodología son adecuados al propósito de la alfabetización de sus alumnos o no. Por eso, parecen preferir seguir muchos métodos o muchas metodologías, pues están inseguras en lo que se refiere al conocimiento sobre estos; en consecuencia, sus conceptos, sobre los procesos de alfabetización de alumnos con discapacidad intelectual y de los demás alumnos con o sin discapacidad, acaban siendo debilitados y poco consistentes, repercutiendo en sus prácticas pedagógicas. Además, la investigación indicó que muchas de las profesoras participantes se apoyan en varias teorías para la organización del proceso de alfabetización, demostrando, así, poca investigación sobre la apropiación del conocimiento, así como, poca orientación en la intencionalidad y sistematización de su mediación pedagógica para ese alumnado y para los otros alumnos. Los datos también muestran que el Municipio ha invertido en formación para esas profesionales, sin embargo, esa formación aún parece insustancial y/o necesita ser revisada para atender las demandas de la acción pedagógica, teniendo por objetivo garantizar los procesos de alfabetización, principalmente, junto a los alumnos con necesidades educacionales especiales que presentan Discapacidad Intelectual.
- ItemConta-me como foi : percursos escolares de jovens e adultos com deficiência e transtorno global do desenvolvimento, mediados por processos de compensação sociopsicológica(Universidade Federal do Espírito Santo, 2014-03-13) Teixeira, Renata Imaculada de Oliveira; Victor, Sonia Lopes; Jesus, Denise Meyrelles de; Oliveira, Ivone Martins de; Barroco, Sonia Mari Shima; Oliveira, Ivanilde ApolucenoThis study investigates the school career of young people with disabilities and pervasive developmental disorder (PDD), aiming to highlight aspects that may have contributed to the appearance of processes of social-psychological compensation which promote learning and development in their academic and professional lives. It bases on the thesis that the entrance of people, in this condition, in technical courses, high school and higher education, in the field of professional and technological education, is possible thanks to mediations and interactions that positively contribute to their previous school careers, considering the history of exclusion that they passed and still pass. The study adopts the cultural-historical approach as theoretical contribution, mainly Vygotsky´s studies, which help to understand the subjectivity constitution of young people with disabilities and PDD and the prospection of their lives as professionals, focusing on the processes of social compensation, starting from the investigation of their school careers. Simultaneously, it focuses on Walter Benjamin's studies about history philosophy to understand the writing of the past, the memory, the historical time, the narrative, among other aspects. Three youths are defined as individuals of the study, students of professional and technological education of the Federal Institute for Professional and Technical Education of Espírito Santo (Ifes), enrolled at different campuses: a girl: student diagnosed with PDD associated with psychosis, and two lads: a deaf student and a student with autism, each one, in their specificity, narrating their life story from childhood to the present, focusing on situations experienced in school career, relationships with family, images of themselves and of their disabilities and expectations for the professional future. This study considers, as categories of analysis, the memories of childhood, the aspects of school career that prevail in the speeches of the individuals, the inclusion in the professional education, the marks of themselves in relations with the Other and the clues to think about school inclusion based on told stories which evidence the processes of social-psychological compensation. Based on the life stories of the researched individuals, it is concluded that even facing the dilemmas and difficulties experienced by them in their school career, the learning of the person with disabilities and PDD is possible, because they can enter and stay in a regular school. It is also concluded that socioeconomic conditions and family support establish a factor that greatly contributes to these individuals, each one in their own way, may have access to school and remain there, as well as reaching processes of social-psychological compensation.
- ItemSerão as altas habilidades/superdotação invisíveis?(Universidade Federal do Espírito Santo, 2014-06-30) Cruz, Carly; Victor, Sonia Lopes; Freitas, Soraia Napoleão; Delou, Cristina Maria Carvalho; Jesus, Denise Meyrelles de; Pinel, HiranThe research aimed to analyze the conceptions of high abilities/giftedness under the perspective of the special education teachers who work in the quoted area through their narratives, as well as, the imbrications of these conceptions in the identification of students with evidences of such condition. For the development of the work, we searched via bibliographical review contextualize the theme high abilities/giftedness . The research of qualitative nature was conducted under the contribution of the historical-cultural approach, having the case study as the proposal. These options anchor in our understanding that the high abilities/giftedness are conditions built up via interaction of biological factors with the experiences mediated with the/in the world. We have highlighted the usage of the focal group as a data collection technique to perform this investigation. The subjects involved were the ten Special Education teachers who worked in the specialized educational assistance for high abilities/giftedness , in the resource room, situated in municipalities of Grande Vitória. The discussion of the focal group was analyzed in two moments, namely the narratives produced by the teachers who participated of the first meeting of the focal group and later, with the inclusion of the participants of the first and second meeting of the group. Therefore, there were eight participants in the first meeting and seven in the second one. The analysis of the collected data in two meetings of the focal group was done according to the perspective of Gonzalez Rey‟s Subjectivity Theory (2005). The analysis points out the direct influence of the teachers‟ perceptions concerning their high abilities/giftedness conceptions regarding the specialized educational assistance in the area, as well as in the identification process that was subjectively perceived in the discussions of the focal group. It was perceived that, for the non theoretical consistence concerning the conception of the high abilities/giftedness , the identification of the student with evidences of this condition is confused. The analysis suggests the necessity of a deepening and theoretical consensus about the high abilities/giftedness area, especially, among the teachers of the area, as the main point for the visibility of the theme.