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Atuação docente na educação inclusiva: práticas de ensino para alunos com perturbação de hiperatividade com défice de atenção numa escola pública localizada no município de Mazagão/AP
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Abstract(s)
A presente dissertação tem como temática de estudo e objetivo geral, investigar a educação inclusiva na educação básica, dando ênfase à atuação docente na inclusão dos alunos com Perturbação de Hiperatividade e Défice de Atenção (PHDA). A investigação refere que o Perturbação se caracteriza a partir de sintomas de distração, inquietação e ansiedade que podem influenciar, de forma negativa, o processo educativo dos alunos diagnosticados com PHDA.
Este trabalho foi estruturado em seções. Sendo que, a primeira se refere à fundamentação teórica e abrangeu três capítulos. O primeiro capítulo da fundamentação teórica foi sobre a educação especial e inclusiva na história da educação brasileira, com delimitação no Brasil e legislações pertinentes à inclusão educacional no Brasil; no segundo capítulo foi abordado o Perturbação de Hiperatividade e Défice de Atenção (PHDA), a partir de seus conceitos e principais manifestações, seguido das causas, sintomas, tipos de diagnóstico e tratamento. Por fim, o terceiro capítulo refere a atuação docente na inclusão dos alunos com PHDA, a necessidade da formação inicial e continuada docente, além da importância da participação da família na aprendizagem da criança com PHDA e as adaptações na metodologia de ensino.
A segunda parte foi o trabalho empírico, que se desenvolveu a partir de um estudo de caso, utilizando uma abordagem qualitativa, com recurso a instrumentos de recolha de dados, tais como: observação direta e entrevista a professores, do ensino regular e do Atendimento Educacional Especializado, além da mãe do aluno diagnosticado com o referido transtorno. No final os dados foram analisados com intuito de compreender os resultados alcançados.
Como conclusão podemos considerar que os objetivos da pesquisa foram alcançados e acreditamos que podem contribuir para uma melhor compreensão da profissionalidade docente, reforçando o compromisso dos docentes envolvidos na formação contínua em prol de uma educação de qualidade.
The present dissertation as a theme of study and general objective to investigate inclusive education in basic education, emphasizing the teaching role in the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD), since it is known that the aforementioned disorder is characterized from symptoms of distraction, restlessness and anxiety, which can negatively influence the educational process of students diagnosed with the aforementioned disorder. In view of this, the work on screen was structured in parts. Being that, the first part of the refers to the theoretical foundation covered three chapters, being that the first chapter of the theoretical foundation was about the EE and inclusive in the history of the Brazilian education, followed by the first indications of the EE, with delimitation in Brazil and the legislation relevant to educational inclusion in Brazil; in the second chapter, the ADHD was approached, from its concepts and main manifestations, followed by the causes, symptoms, types of diagnosis and treatment. Finally, in the third chapter, it was presented about the teaching role in the inclusion of students with ADHD, the need for initial and continuing teacher training, in addition to the importance of family participation in the learning of children with ADHD and the adaptations in the teaching methodology. In the second part was the empirical work, which developed a case study with a qualitative approach involving an inductive method, using data collection instruments, such as: direct observation and interview with teachers, being from regular education and from the Specialized Educational Service, in addition to the student diagnosed with the aforementioned disorder. At the end of the applicability of the instruments, the data collected were analysed in order to verify the results achieved. As final results, it is noteworthy that the research objectives that were achieved bringing contributions to teaching professionalism, reinforcing the commitment of engaged teachers. Through this process of change carried out through investment in continuous training in favour of quality education.
The present dissertation as a theme of study and general objective to investigate inclusive education in basic education, emphasizing the teaching role in the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD), since it is known that the aforementioned disorder is characterized from symptoms of distraction, restlessness and anxiety, which can negatively influence the educational process of students diagnosed with the aforementioned disorder. In view of this, the work on screen was structured in parts. Being that, the first part of the refers to the theoretical foundation covered three chapters, being that the first chapter of the theoretical foundation was about the EE and inclusive in the history of the Brazilian education, followed by the first indications of the EE, with delimitation in Brazil and the legislation relevant to educational inclusion in Brazil; in the second chapter, the ADHD was approached, from its concepts and main manifestations, followed by the causes, symptoms, types of diagnosis and treatment. Finally, in the third chapter, it was presented about the teaching role in the inclusion of students with ADHD, the need for initial and continuing teacher training, in addition to the importance of family participation in the learning of children with ADHD and the adaptations in the teaching methodology. In the second part was the empirical work, which developed a case study with a qualitative approach involving an inductive method, using data collection instruments, such as: direct observation and interview with teachers, being from regular education and from the Specialized Educational Service, in addition to the student diagnosed with the aforementioned disorder. At the end of the applicability of the instruments, the data collected were analysed in order to verify the results achieved. As final results, it is noteworthy that the research objectives that were achieved bringing contributions to teaching professionalism, reinforcing the commitment of engaged teachers. Through this process of change carried out through investment in continuous training in favour of quality education.
Description
Keywords
Inclusão Perturbação de hiperatividade e deficit de atenção Formação docente Inclusive education Attention deficit hyperactivity disorder Teacher learning