Título :	Aspectos particulares da dinâmica educacional de uma turma de alfabetização em braille
Autor :	Tamanaha, Aictyr Lomonte
Orientador(es)::	Coelho, Cristina Massot Madeira
Assunto::	Deficiência visual Pessoas com deficiência visual - educação Inclusão escolar Desenvolvimento e educação Alfabetização em braille
Fecha de publicación :	11-feb-2019
Data de defesa::	29-ago-2018
Citación :	TAMANAHA, Aictyr Lomonte. Aspectos particulares da dinâmica educacional de uma turma de alfabetização em braille. 2018. 118 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2018.
Abstract:	This research aims to reflect on aspects of the educational attendance of a group of visually impaired students (blind and with low vision) in the literacy series, understanding the characteristics of this dynamic that aims to the learning and the development of children of the public educational system of the Federal District. To achieve this goal, the research proposes to: (i) to understand how the provision of special education for the visually impaired (blind and low vision) students in the literacy phase in the public school system of the Federal District is organized, reflecting on the advances and difficulties of the process of educational inclusion; (ii) to investigate how dialogue is used in pedagogical strategies for the learning and development of these students; and (iii) to understand the role that medical-therapeutic, psychopedagogical and educational evaluations assume for the development of the pedagogical practice of the teacher participating on the research. The methodological approach used was the qualitative methodology of the case study type, organized in a descriptive construction of particularities observed throughout the field work. As a theoretical reference, were used the works of Mitjáns Martinez and González Rey (2017) and Vygotski (1997). For these authors, the assessment (diagnostic or learning) should not be based on universal and homogeneous objectives that do not contribute to the understanding of the possibilities of learning, but rather be based on a qualitative analysis of student performance. Based on the analysis of the theoretical reference in conjunction with the empirical research, the following results were obtained: (i) through the dialogue, the teacher establishes a classroom dynamics that favors the students' engagement in their learning and in the development processes; (ii) the approach promoted by the dialogue provides the teacher with the necessary approximation to carry out the procedural evaluation of her students and the construction of singularized activities that increase the possibilities of learning and development; and (iii) the medical-therapeutic diagnostic evaluations play a secondary role in the planning of the teacher's educational actions.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Descripción :	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2018.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Aparece en las colecciones:	Teses, dissertações e produtos pós-doutorado

Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.