Transtornos globais do desenvolvimento e a inclusão escolar: adequações curriculares para o ensino de História no ensino médio
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Data
2019-02-27
Autores
Ervilha, Guilherme Cortez
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A relativa escassez de métodos oferecidos aos alunos com Transtornos Globais do Desenvolvimento (TGD) no Ensino Médio justifica o desenvolvimento de estudos que visem oferecer alternativas mais eficazes a essa questão. O presente estudo de caso interventivo, concebido com uma abordagem qualitativa descritiva, foi desenvolvido em uma escola de Ensino Médio da Rede Estadual de Ensino, localizada no interior do Estado de São Paulo. Nosso objetivo primário foi investigar a inclusão do aluno com TGD no ensino de História. Dos objetivos específicos, constaram: a) Investigar a disponibilidade, aplicação e efetividade dos recursos pedagógicos atuais destinados aos alunos com TGD; b) Elaborar um produto educacional, voltado ao ensino de História, aplicado em aluno de Ensino Médio com TGD; c) Avaliar o impacto do material produzido; d) Desenvolver um guia para os professores, sobre a aplicação do produto educacional proposto. Dados foram coletados por meio de questionários e diário de campo. No levantamento bibliográfico, confirmou-se a escassez de estudos sobre TGD no Ensino Médio, sendo a maioria concentrada fora do Brasil. Observou-se, ainda, a inexistência de trabalhos abarcando conjuntamente os tópicos TGD, Ensino Médio e Ensino de História. Com base nos objetivos propostos, constatamos a falta de conhecimento especializado dos professores, a escassez de programas de capacitação e a ausência de materiais devidamente adaptados para os alunos com TGD, dificultando seu desenvolvimento. Os resultados do presente estudo reafirmam a necessidade de recursos pedagógicos que garantam a aprendizagem desses alunos, e promovam de fato o processo de inclusão.
The relative scarcity of methods offered to students with Global Developmental Disorders (GDD) in the High School, justifies the development of studies aimed at offering more effective alternatives to this issue. The present case study, designed with a descriptive qualitative approach, was developed in a High School of the State Teaching Network, located in the interior of São Paulo State. Our primary objective was to investigate the inclusion of the student with GDD in the teaching of History. The specific objectives were: a) To investigate the availability, application and effectiveness of the current pedagogical resources for students with GDD; b) Elaborate an educational product, aimed at the History teaching, applied in a High School student with GDD; c) Evaluate the impact of the material produced; d) Develop a guide for teachers on the application of the proposed educational product. Data were collected through surveys and field diaries. In the bibliographical review, the lack of studies on GDD in High School was confirmed, being the majority concentrated outside Brazil. It was also observed the inexistence of works covering the topics GDD, High School and History Teaching. Based on the proposed aims, we verified the lack of specialized knowledge of the teachers, the deficiency of training programs, and the absence of properly adapted materials for students with GDD, hindering their development. The results of this study reaffirm the need for pedagogical resources that guarantee the learning of these students, and actually promote the inclusion process
The relative scarcity of methods offered to students with Global Developmental Disorders (GDD) in the High School, justifies the development of studies aimed at offering more effective alternatives to this issue. The present case study, designed with a descriptive qualitative approach, was developed in a High School of the State Teaching Network, located in the interior of São Paulo State. Our primary objective was to investigate the inclusion of the student with GDD in the teaching of History. The specific objectives were: a) To investigate the availability, application and effectiveness of the current pedagogical resources for students with GDD; b) Elaborate an educational product, aimed at the History teaching, applied in a High School student with GDD; c) Evaluate the impact of the material produced; d) Develop a guide for teachers on the application of the proposed educational product. Data were collected through surveys and field diaries. In the bibliographical review, the lack of studies on GDD in High School was confirmed, being the majority concentrated outside Brazil. It was also observed the inexistence of works covering the topics GDD, High School and History Teaching. Based on the proposed aims, we verified the lack of specialized knowledge of the teachers, the deficiency of training programs, and the absence of properly adapted materials for students with GDD, hindering their development. The results of this study reaffirm the need for pedagogical resources that guarantee the learning of these students, and actually promote the inclusion process
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Educação especial, Ensino de História, Ensino médio, Inclusão, Transtorno global do desenvolvimento, TGD, TEA, Transtorno do espectro do autismo, Special education, History teaching, High school, Inclusion, Global developmental disorder