Banca de DEFESA: JEFFERSON FERNANDES DE AQUINO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : JEFFERSON FERNANDES DE AQUINO
DATA : 05/12/2023
HORA: 13:30
LOCAL: Google Meet
TÍTULO:

DICIOSINALÁRIO OF HISTORICAL CONCEPTS: an inclusive perspective of a methodological approach for teaching History to deaf and hearing peopl

PALAVRAS-CHAVES:

Teaching History; Inclusive education; Bilingual Education for the Deaf; Historical Learning

PÁGINAS: 312
GRANDE ÁREA: Ciências Humanas
ÁREA: História
RESUMO:

This work aimed to analyze the promotion of inclusive moments in the regular History Teaching classroom, with a view to preparing a Diciosinalário of Historical Concepts based on collaborative work between teachers in the AEE classroom, teachers in the regular classroom, interpreter in LIBRAS and deaf and hearing students based on current legislation. The main problem of our research was: “based on the theoretical assumptions and legal bases that guide Brazilian education and school inclusion policy, with regard to special education, how can we promote learning spaces, within the scope of the History curricular component, among deaf and hearing students?”. Our field of research was the Dom Moisés Coêlho State School of Elementary and Secondary Education, in Cajazeiras/PB, especially in History classes in the 3rd year of high school. We use action research as a method for collecting and analyzing data and, in the classroom, active methodologies, with an emphasis on the flipped classroom, to apply the product. We work with the perspective of Ramos (2010), Mantoan (2011, 2015), Crochik (2012), Gonçalves and Furtado (2015) as a contribution to affirm that school inclusion cannot be seen as an isolated process and the sole responsibility of teachers who work in Specialized Educational Service (AEE) rooms. Regarding deafness and its universe, we bring the perspective of Castro Júnior (2015) and Braga Júnior and Bedaque (2015), in addition to legal documents, so that we can understand more about the topic and foster our work perspective towards the issue. Diciosinalário of Historical Concepts. In addition to this theoretical framework in the field of inclusion, we evoke thinkers from History teaching, such as Cerri (2001), Marrera and Souza (2013), Boschi (2007), Barca (2001) and Rüsen (2006), who dialogue with us about historical awareness and historical learning, important topics for understanding the teaching of history in contemporary times, based on the premise of Paulo Freire's philosophy (1996), which invites us to think of the student as a subject who already comes to school with knowledge inherent to their reality and who, at school, is invited to carry out this process of summing up what he already knows (his worldview) and what the school has to teach (schooled knowledge), as well as the concepts of active methodologies, based on dialogue with Diesel, Baldez and Martins (2017), Bannel [et.al] (2016), Pedro Demo (2006) and Filatro and Cavalcanti (2018), with an emphasis on Bergmann and Sans (2018) – authors from the flipped classroom perspective. Our perspective is to add such concepts to that of meaningful learning, coined by David Ausubel (1980). Regarding conceptual history, enabling us to embark on its use in teaching History: Koselleck (1992, 2004) and Barros (2021). To this end, the actions designed around this research, in addition to providing moments of inclusive and bilingual teaching in the classroom, fostered, with regard to the protagonism of students (deaf and hearing), a historical awareness that began the place of speech of each to the historical knowledge inherent to the curriculum.

MEMBROS DA BANCA:
Presidente - 713.364.863-68 - ISAÍDE BANDEIRA DA SILVA - UECE
Interno - 5373 - ANDRÉ VICTOR CAVALCANTI SEAL DA CUNHA
Externo à Instituição - ESTENIO ERICSON BOTELHO DE AZEVEDO - UECE
Externa à Instituição - KÁTIA LUCY PINHEIRO