FACULDADE DE EDUCAÇÃO

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https://repositorio.ufcat.edu.br/handle/tede/6
A Faculdade de Educação é atualmente composta por 02 (dois) cursos de graduação: Pedagogia e Educação no Campo e 1 (um) Programa de pós-graduação stricto sensu: Mestrado em Educação. Ela compõem a estrutura da Universidade Federal de Catalão.

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Navegando FACULDADE DE EDUCAÇÃO por Assunto "Abordagem histórico-cultural"

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    Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio
    (Universidade Federal de Goiás, 2018-03-27) Neves, Paula Fernandes de Assis Crivello; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Serrano, Elsie Alejandrina Pérez; Mendes, Eniceia Gonçalves
    Studying Autism Spectrum Disorder (ASD) is relevant as it (re)builds knowledge about how clinical and educational implications/relations in the Brazilian inclusion system. Inclusive education, special education and especially ASD are topics discussed very recently and still a field of many controversies, requiring further studies. It is considered a smaller amount of research related to ASD and education. Considering the educational service offered to children with ASD, this research questioned: which experiences of schooling and support services favor learning and development of children from 0 to 10 years old with ASD? Therefore, the main objective of this study was to analyze the educational attendance of children aged 0 to 10 years with ASD. Specific objectives were to describe how children with ASD are identified and referred to the educational service, to identify the support services that children with ASD participate in, and to describe the educational practices they experience in educational settings and in those support services that favor their learning and development. The epistemology, as well as the methodological choice of this research of qualitative character, is based on the historical-cultural approach of Vygotsky, which presents the discussions about the development of man from his social relations and interactions with the environment, through culture, constitution of history, mediation and language, highlighting the studies of this author on Defectology and Pedology. It was prioritized as instruments of data appropriation to observe the educational attendance that children from 0 to 10 years old with ASD participated in the common school, in the support services, and semi-structured interviews with parents and professionals involved in the educational attendance of these children. From the appropriation of the data, the analysis was finalized listing categories from discursive analysis. The considerations show that the educational practices experienced by children in these spaces of support service are, in addition to clinical and therapeutic care, spaces of pedagogic learning, which have contributed to the development of these children. In addition, educational activities at school did not appear to favor social interactions, development, and learning of children with ASD. It was noticed that the teachers, in their educational practices, did not worry about activities that met the specific demands of these children and complained about lack of knowledge and training for this. Education must fulfill in its trajectory a social-historical function that understands the total formation of the children from the mediation of the teacher. In conclusion, inclusion is one of the most powerful tools that unveils the real purposes of the school, but there are still many challenges to be faced.
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    Docência, formação de professores e educação especial nos cursos de ciências da natureza
    (Universidade Federal de Goiás, 2018-03-29) Adams, Fernanda Welter; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Tartuci , Dulcéria; Benite, Anna Maria Canavarro; Flores, Maria Marta Lopes
    The education of the target audience of special education under the regular school is legal guarantee and it is believed that one of the main agents in the inclusion of these students are the teachers. And to think about their training in special education is a challenge, especially when it comes to nature science teachers. Therefore, it is problematic: are nature science courses preparing future education professionals to work with special education target audiences? In fact, the present study aims to investigate how the education of students targeted by special education has been contemplated in the initial formation of teachers of nature sciences in the state of Goiás, and in a specific way: to map the science courses of the nature in the Public Institutions of Higher Education of the state of Goiás; to identify in the discipline/program plans, from the Pedagogical Project of the Courses, the aspects related to the target public student of the special education and the school inclusion; check with the licenciandos if the disciplines and other academic activities of the courses contemplate the education of the target public students of special education; investigate with the course coordinators how the education of the target public students of special education is contemplated in the training of the academics of the courses of natural sciences. The discussions were based theoretically and methodologically on the historical-cultural approach of Vygotsky. In order to collect data, first, questionnaires were applied to 133 fellows, and then semi-structured interviews were carried out with 19 graduates from the last period of the undergraduate course and with the 9 course coordinators. For the analysis of the collected data, we used the Discursive Textual Analysis, which allowed the production of meanings from the organization of the sense units. The results are: lack of discussion of special education in specific disciplines, beyond the compulsory discipline of Libras in undergraduate courses; the lack of knowledge of the licenciandos about the events that approach the subject; that although the graduates have contact with the target publics of the special education in the stage, in the majority these disregard the students in their planning and classes, which is shown a little different in the Pibid, in which some licensees, on their own initiative, seek contemplate and adapt their classes to meet the target audience of special education; the results also show that teachers' lack of knowledge about the subject influences the demand for discussion of special education in undergraduate courses because they do not feel prepared to promote such debates; the challenges raised by the licenciandos and coordinators to teach classes for these students were mainly the curricular adaptation, the lack of knowledge of the specificities of the deficiencies and the evaluation process of these students. Finally, it is concluded that there is a need to insert disciplines and spaces for discussions about the education and inclusion of the target public education students in the context of teacher training courses.