Construção, aplicação e análise de proposta de formação continuada de professores para o ensino de história a alunos com deficiência intelectual
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Data
2016-02-19
Autores
Silva, Luis Henrique da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese é uma contribuição à reflexão sobre construção de ferramentas de enfrentamento das dificuldades porque passam professores de História na busca pelo ensino a alunos com deficiência intelectual em contextos regulares de escolarização no Ciclo II do Ensino Fundamental. Partindo das características que modelam o ensino de história no contemporâneo cotidiano da sala de aula, enquanto principal via de compreensão das barreiras narradas pelos professores para a concretização do aprendizado (Silva, 2009), propomos a formação continuada enquanto ação de busca pela mudança da concepção e da função social da história a ser ensinada, dois principais elementos que entendemos serem determinantes no delineamento deste modelo, e que revistos, podem, em tese, auxiliar na alteração do panorama descrito. Para o trabalho sobre esses elementos e a confirmação ou não da hipótese, duas professoras de História, passaram por processo de Intervenção Reflexiva (LEITE, 2003). Após realizarem as leituras que indicamos, as participantes assistiram trechos de suas próprias aulas e responderam a uma sequência de perguntas padronizadas, cuja intenção, era a apropriação do ensino da história enquanto ação intencional, dada pela prática pedagógica em três níveis (contação, associação básica e associação plena) cujo objetivo deve ser a preservação da memória e a apropriação de conceitos por meio dos quais o aprendiz deve desenvolver sua capacidade de interpretação e intervenção sobre a realidade. Para análise dos resultados alcançados a partir da formação continuada proposta, caracterizamos o período anterior e posterior à intervenção por meio da filmagem de 38 (trinta e oito) aulas de História, conduzidas pelas participantes. Os resultados, alcançados após análise quantitativa e qualitativa dos dados, demonstram que houve um movimento positivo de constituição de aproximação e diálogo entre os alunos com deficiência intelectual e as professoras participantes, com ampliação do número e da qualidade das participações desses alunos durante as aulas. A proposta de formação demonstrou-se proativa na constituição dos passos iniciais a uma nova perspectiva para o aprendizado de história aos alunos com deficiência intelectual, o que sugere que sua aplicação, acompanhada da revisão da formação inicial, pode constituir as bases de um caminho em direção à educação inclusiva.
This dissertation is a contribution to the reflection about the construction of ways of facing the difficulties which History teachers have to deal trying to develop an education for students with intellectual disabilities in conventional situations of schooling on the second part of Elementary school. Starting from the features that belong to the history of teaching on the contemporary routine education of the classroom as the primary way to understanding the obstacles narrated by the teachers to the achievement of learning (Silva, 2009), We proposed the continuing education as a seeking action for the change of the conception and the social function of history to be taught, two main elements which are considered to be crucial in the design of this model, and if they are revised, they can, in theory, help to change the overview described. Working on these elements and the confirmation of the case or not, two History teachers were part of a Reflexive Intervention process conducted by the researcher. After reading the texts assigned by the researcher, the participants watched excerpts of their own classes and answered a series of standardized questions, the purpose was the appropriation of the teaching of history as an intentional action, given by the pedagogical practice at three levels (telling, basic association and full association) whose goals should be the preservation of memory and appropriation of concepts by which the learner must develop the capacity of interpretation and intervention in the reality. From the analysisof the results achieved from the continuing training, we describe the period before and after the intervention by the shooting of 38 (thirty-eight) History classes, conducted by the participants. The results, achieved after quantitative and qualitative data analysis, show that there was a positive movement of the constitution of approach and dialogue between students with intellectual disabilities and the participating teachers, with an increase in the number and quality of participation of these students during the classes. The propose of the training attested to be proactive in the constitution of the initial steps in a new perspective to the learning of History to the students with intellectual disabilities, IT suggests that this application, complemented to the review of the initial training, may constitute the basis of the way for inclusive education.
Cette thèse est une contribution à la réfléxion sur la construction d'outils d'affrontement des difficultés par lesquelles passent les enseignants d'Histoire à la recherche d'enseigner les èléves hadicapés mentaux dans les contextes réguliers des écoles du Cicle II de I'Enseignement Fondamental. En partant des caractéristiques qui définissent l'enseignement d'Histoire dans le quotidien contemporain des salles de classes comme principale voie de compréhension des obstacles racontés par les enseignants pour la concrétisation de l'apprentissage (Silva, 2009), nous proposons la formation continue comme action de recherche pour le changement de la conception et de la fonction sociale de l'Histoire enseignée, deux éléments pricipaux que nous comprenons comme déterminants dans la conception de ce modèle et qui peuvent aider, peut-être, à changer le panorama décrit. Pour la travail sur les éléments et la confirmation ou non de l´hipothèse, deux enseignantes d´Histoire ont passé par le processus de l´Intervention Réfléxive (LEITE, 2003). Après les lectures que nous ler avons indiqué, les participants ont vu des extraits deleur classes et ont répondu une séquence de questions normalisées, dont l´intention était l´appropriation de l´enseignement d´histoire comme action intentionnelle, donnée pour la pratique pédagogique en trois niveaus (narration, association de base et pleine association) dont le but est de préserver la mémoire et l´appropriation de concepts pour lesquels l´apprenti doit développer sa capacité d´interprétations sur la réalité. Pour l´analyse des résultats obtenus à partir de la formation continue proposée, nous caracterisons la période précédente et ultérieure à l´intervention par l´intermédiaire du tournage de trente huit classes d´Histoire menées par le participantes. Les résultats obtenus après l´analyse quantitative et qualitative des données, démontrent qu´il y a eu un mouvement positif de constitution de proximité et de dialogue entre les élèves handicapés mentaux et les enseignantes participantes, avec l´expansion du nombre et de la qualitá des participations de ces élèves pendant les classes. La proposition de formation s´est démonstrée proactive dans la constitution des étapes initiales à une nouvelle perspective pour l´apprentissage de l´Histoire aux élèves handicapés mentaux, ce qui suggère que son application, accompagnée de la revisión de la formation initiale, peut constituer les bases d´un chemin vers l´éducation inclusive.
This dissertation is a contribution to the reflection about the construction of ways of facing the difficulties which History teachers have to deal trying to develop an education for students with intellectual disabilities in conventional situations of schooling on the second part of Elementary school. Starting from the features that belong to the history of teaching on the contemporary routine education of the classroom as the primary way to understanding the obstacles narrated by the teachers to the achievement of learning (Silva, 2009), We proposed the continuing education as a seeking action for the change of the conception and the social function of history to be taught, two main elements which are considered to be crucial in the design of this model, and if they are revised, they can, in theory, help to change the overview described. Working on these elements and the confirmation of the case or not, two History teachers were part of a Reflexive Intervention process conducted by the researcher. After reading the texts assigned by the researcher, the participants watched excerpts of their own classes and answered a series of standardized questions, the purpose was the appropriation of the teaching of history as an intentional action, given by the pedagogical practice at three levels (telling, basic association and full association) whose goals should be the preservation of memory and appropriation of concepts by which the learner must develop the capacity of interpretation and intervention in the reality. From the analysisof the results achieved from the continuing training, we describe the period before and after the intervention by the shooting of 38 (thirty-eight) History classes, conducted by the participants. The results, achieved after quantitative and qualitative data analysis, show that there was a positive movement of the constitution of approach and dialogue between students with intellectual disabilities and the participating teachers, with an increase in the number and quality of participation of these students during the classes. The propose of the training attested to be proactive in the constitution of the initial steps in a new perspective to the learning of History to the students with intellectual disabilities, IT suggests that this application, complemented to the review of the initial training, may constitute the basis of the way for inclusive education.
Cette thèse est une contribution à la réfléxion sur la construction d'outils d'affrontement des difficultés par lesquelles passent les enseignants d'Histoire à la recherche d'enseigner les èléves hadicapés mentaux dans les contextes réguliers des écoles du Cicle II de I'Enseignement Fondamental. En partant des caractéristiques qui définissent l'enseignement d'Histoire dans le quotidien contemporain des salles de classes comme principale voie de compréhension des obstacles racontés par les enseignants pour la concrétisation de l'apprentissage (Silva, 2009), nous proposons la formation continue comme action de recherche pour le changement de la conception et de la fonction sociale de l'Histoire enseignée, deux éléments pricipaux que nous comprenons comme déterminants dans la conception de ce modèle et qui peuvent aider, peut-être, à changer le panorama décrit. Pour la travail sur les éléments et la confirmation ou non de l´hipothèse, deux enseignantes d´Histoire ont passé par le processus de l´Intervention Réfléxive (LEITE, 2003). Après les lectures que nous ler avons indiqué, les participants ont vu des extraits deleur classes et ont répondu une séquence de questions normalisées, dont l´intention était l´appropriation de l´enseignement d´histoire comme action intentionnelle, donnée pour la pratique pédagogique en trois niveaus (narration, association de base et pleine association) dont le but est de préserver la mémoire et l´appropriation de concepts pour lesquels l´apprenti doit développer sa capacité d´interprétations sur la réalité. Pour l´analyse des résultats obtenus à partir de la formation continue proposée, nous caracterisons la période précédente et ultérieure à l´intervention par l´intermédiaire du tournage de trente huit classes d´Histoire menées par le participantes. Les résultats obtenus après l´analyse quantitative et qualitative des données, démontrent qu´il y a eu un mouvement positif de constitution de proximité et de dialogue entre les élèves handicapés mentaux et les enseignantes participantes, avec l´expansion du nombre et de la qualitá des participations de ces élèves pendant les classes. La proposition de formation s´est démonstrée proactive dans la constitution des étapes initiales à une nouvelle perspective pour l´apprentissage de l´Histoire aux élèves handicapés mentaux, ce qui suggère que son application, accompagnée de la revisión de la formation initiale, peut constituer les bases d´un chemin vers l´éducation inclusive.
Descrição
Palavras-chave
Formação Continuada, Ensino de História, Deficiência intelectual, History teaching, Intellectual disabilities, Continuing education