Título:	Formação de tutores em Química para atendimento a alunos com necessidades educacionais específicas em um Colégio Militar
Autor(es):	Chacon, Denise Helena da Silva
Orientador(es):	Mól, Gerson de Souza
Assunto:	Ensino de Química Necessidades educacionais Tutoria Ensino médio - Distrito Federal (Brasil)
Data de publicação:	8-Nov-2019
Data de defesa:	29-Mar-2019
Referência:	CHACON, Denise Helena da Silva. Formação de Tutores em Química para Atendimento a Alunos com Necessidades Educacionais Específicas em um Colégio Militar. 2019. 149 f., il. Dissertação (Mestrado em Ensino de Ciências)—Universidade de Brasília, Brasília, 2019.
Abstract:	Considering that Science Education is an essential part of the development of critical thinking and logical reasoning of all students, this work presents discussions and analyses regarding the importance of tutoring among students as a form of inclusion and optimization of the teaching-learning process of Chemistry specifically in a Military College – CM in Brasília. Chemistry is understood as the area of knowledge that deals with matter, its composition, its reactions and its transformations, and which assists in the understanding and investigation of natural phenomena and technological development. In this context, the methodological procedures used in this research followed the assumptions of Qualitative Research, based on action research. The actions of the research occurred in four phases: problem identification, action planning, execution of the action and evaluation of the tutors training process. The instruments used to construct the data were: semi-structured interview, mixed questionnaire, letter and logbook. The data obtained are analyzed in light of the discursive textual analysis based on the work of Moraes and Galiazzi (2016). We also use Vygotsky (1991) as a theoretical reference, in approach to concepts related to the zone of imminent development. Through the results, we proposed a voluntary program of training of tutors in the CMB, in order to verify how this service can be implemented among students, in order to promote an optimization in the acquisition of knowledge and the inclusion of students with specific needs in the regular teaching process. Through the use of interview techniques, questionnaire, data collection, observation and logbook, we prepared 38 volunteer students through three workshops, promoted in a classroom of the CMB itself, in the counterpart of the students' classes, using resources such as: discussions, schemes about the history of inclusion, medias about people with specific needs and handout related to the most varied disorders. After the workshops, the volunteer students also held the tutorial in the afternoon, attending the students in a period of one hour. The hour before the tutoring, teacher and tutors met for the pre-tutoring, also for an hour, in order to solve doubts and look for alternatives that would facilitate the mediation of knowledge before the tutored. This service was set up as part of a positive pedagogical proposal that motivates and challenges students to assist classmates, including those with specific needs. Thus, in addition to the optimization of teaching, understood as a process in which resources are sought to facilitate the understanding of students in relation to their studies, inclusion may be more effective in CM classrooms if there is an active interaction between students without and with specific needs. It is necessary the pedagogical reformulation of the CM with the insertion of special and inclusive education in the teaching and learning process of Chemistry, with substantial changes planned annually, to guarantee the student's integral care. The learning and interaction results obtained through this process demonstrate that this can be an efficient strategy to reduce gaps in the teaching and learning process for students with or without specific needs.
Unidade Acadêmica:	Instituto de Química (IQ) Instituto de Física (IF)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissionalizante
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.
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