Atividade de estudo na área de história: notas sobre o caso de uma estudante com deficiência intelectual
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Data
2023-03-10
Autores
Silva, Glacielma de Fátima da
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Universidade Estadual Paulista (Unesp)
Resumo
A constituição de uma educação inclusiva passa pela garantia de condições para a apropriação do conhecimento científico, histórico e socialmente acumulado por todos os estudantes, independentemente de terem deficiências ou não. Com base nesse princípio, o objetivo geral deste estudo é analisar como um Experimento Didático-Formativo na área do ensino de História pode contribuir para o desenvolvimento da atividade de estudo de uma estudante com deficiência intelectual cursando os anos finais do Ensino Fundamental. O objetivo específico é avaliar as possibilidades de apropriação conceitual da estudante participante do experimento. Devido às delimitações procedimentais aplicadas, este estudo é caracterizado como um estudo de caso. O experimento foi elaborado para ser aplicado em contexto de sala de aula comum, mas, devido à suspensão das aulas presenciais durante a Pandemia de Covid-19, foi necessário adequar sua aplicação com a utilização de ferramentas digitais de comunicação, próprias de uma educação remota. Foram realizados 30 encontros, mas apenas 13 apresentaram boas condições de análise, totalizando 794 minutos de gravação. Selecionamos quatro módulos, compostos por duas aulas (oito encontros) que melhor representavam os objetivos de ensino e evidenciavam os indicadores teórico-analíticos relacionados ao nosso objeto de estudo. Por meio da análise dos dados, procuramos indicar a ocorrência de elementos referentes à formação da atividade de estudo pela estudante, destacando o trabalho com núcleos conceituais na disciplina de História. Para isso, selecionamos trechos de diálogos e produções da estudante (textos escritos e desenhos). Os resultados obtidos indicam que este Experimento Didático-Formativo, organizado com base nos fundamentos do Ensino Desenvolvimental e com a utilização de núcleos conceituais, contribuiu para desencadear elementos da atividade de estudo e iniciou o processo de apropriação dos núcleos conceituais de conhecimento científico pela estudante com deficiência intelectual participante da pesquisa.
The establishment of inclusive education involves ensuring conditions for all students, with or without disabilities, to appropriate the scientific knowledge historically and socially accumulated. Based on this principle, the general objective of this study is to analyze how a Didactic-Formative Experiment in the area of History teaching could contribute to the development of studying activities for a student with intellectual disabilities enrolled in the final years of Elementary Education. The specific objective established was to evaluate the possibilities of conceptual appropriation by the participating student in our experiment. Due to the procedural limitations applied, we characterized this research as a case study. This experiment was designed to be applied in the context of a regular classroom; however, due to the suspension of in-person classes resulting from the Covid-19 Pandemic, it was necessary to adapt its implementation using digital communication tools, typical of remote education. 30 meetings were held, but only 13 presented good conditions for analysis, totaling 794 minutes of recording. From them, we selected four modules, composed of two classes (eight meetings) that best represented the teaching objectives and that evidenced the theoretical-analytical indicators related to our object of study. Through the analysis of the data, we aimed to indicate the occurrence of elements related to the formation of the Study Activity by the student, highlighting the work with Conceptual Cores in the discipline of History. For this, excerpts from dialogues and student productions (written texts and drawings) were selected. The results obtained indicated that this DidacticFormative Experiment, organized based on the foundations of Developmental Teaching, using Conceptual Cores, contributed to triggering elements of the Study Activity and initiated the process of appropriation of the Conceptual Cores of scientific knowledge by the student with intellectual disabilities participating in the research.
The establishment of inclusive education involves ensuring conditions for all students, with or without disabilities, to appropriate the scientific knowledge historically and socially accumulated. Based on this principle, the general objective of this study is to analyze how a Didactic-Formative Experiment in the area of History teaching could contribute to the development of studying activities for a student with intellectual disabilities enrolled in the final years of Elementary Education. The specific objective established was to evaluate the possibilities of conceptual appropriation by the participating student in our experiment. Due to the procedural limitations applied, we characterized this research as a case study. This experiment was designed to be applied in the context of a regular classroom; however, due to the suspension of in-person classes resulting from the Covid-19 Pandemic, it was necessary to adapt its implementation using digital communication tools, typical of remote education. 30 meetings were held, but only 13 presented good conditions for analysis, totaling 794 minutes of recording. From them, we selected four modules, composed of two classes (eight meetings) that best represented the teaching objectives and that evidenced the theoretical-analytical indicators related to our object of study. Through the analysis of the data, we aimed to indicate the occurrence of elements related to the formation of the Study Activity by the student, highlighting the work with Conceptual Cores in the discipline of History. For this, excerpts from dialogues and student productions (written texts and drawings) were selected. The results obtained indicated that this DidacticFormative Experiment, organized based on the foundations of Developmental Teaching, using Conceptual Cores, contributed to triggering elements of the Study Activity and initiated the process of appropriation of the Conceptual Cores of scientific knowledge by the student with intellectual disabilities participating in the research.
Descrição
Palavras-chave
Educação inclusiva, Atividade de estudo, Experimento didático-formativo, Ensino de história, Pandemia, Inclusive education, Study activity, Didactic-formative experiment, History teaching, Pandemic
Como citar
SILVA, Glacielma de Fátima da. Atividade de estudo na área de história: notas sobre o caso de uma estudante com deficiência intelectual. Universidade Estadual Paulista (Unesp), 2023.