Navegando por Autor "Lavor, Patrícia Lucena de"

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Caderno temático formativo: sala inclusiva: contribuições para formação de professores no contexto da surdez
(2022-02-28) Lavor, Patrícia Lucena de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Azevedo, Rosa Oliveira Marins; Nascimento, Maria Evany do
This thematic booklet is a proposal for teacher training in the area of special education in the inclusive perspective, it aims to help teachers who work in an inclusive classroom, with deaf students. The educational product is organized into four units, namely: I thematic unit, which presents some historical facts about the education of the deaf, experience reports and theoretical studies; II thematic unit, which brings the important legislation that subsidizes teacher training, curricular adaptations and accessibility; III thematic unit, which discusses barriers in an inclusive classroom and visual and pedagogical communication strategies; and IV thematic unit, which socializes the different strategies and possibilities of classroom organization. The units are composed of guidance strips and sections such as “Dialogue”, “Hands on” and “Assessment”, organized within moments to assist the trainer. The educational product has a qualitative nature, with theoretical references in Gaudiot (2010), Fransolin (2016), Quadros (2004), Martins (2012), Brazil (2002), Brazil (1996), among others. From the above, we understand that the study of the material has its didactic relevance for the training of teachers, since it socializes guidelines that allow the teacher to think about the organization of the school space in an inclusive perspective. We hope, therefore, that the contributions of this booklet reach teacher training courses, enabling them to be included in the classroom.
As intervenções pedagógicas no ensino de ciência
(2017-12-15) Souza, Pedro Paulo Aricara de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147
This research was carried out during the course of Supervised Curricular Internship II and IV, being Elementary School and High School, in a public school of the state education network, in the city of Manaus. The objective of this study was to analyze the use of interventional practices such as portfolio and classroom experience, with the participation of 6th and 1st graders as protagonists of the research scenario. The present work demonstrates the importance of the use of differentiated methodologies that are auxiliary to the teacher during the process of teaching learning.
Mapas conceituais: a biologia na perspectiva didática ao ensino de alunos surdos do IFAM/CMC
(2017-12-15) Silva, Bruna Rachel Cardoso da; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456
Inclusive education is gaining its space. With the validity of the Law of Guidelines and Bases No. 9394/96, the students deprived of hearing started to have the right to attend regular schools. Aiming at this, the research sought to develop a methodological tool that could guarantee the accessibility of these students in the understanding of biological concepts. This research aimed to analyze the activities with concept maps in teaching deaf students in Biology activities inserted in the Integrated High School in Informatic from the IFAM / CMC, trying to understand how the Concept Map helped to biology discipline of teaching on challenges of the deaf student in the IFAM / CMC.
Sala inclusiva: uma proposta didática para professores de alunos surdos e ouvintes
(2022-02-28) Lavor, Patrícia Lucena de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Azevedo, Rosa Oliveira Marins; Nascimento, Maria Evany do
Research in the area of special education in the inclusive perspective, specifically, points out weaknesses in the teaching-learning process of deaf students inserted in inclusive (common) classrooms. The weaknesses that concern visuospatial communication, the Brazilian Sign Language-Libras, specific knowledge and pedagogical actions that involve deaf students are directly related to the teacher of this audience. In other words, it implies saying that accessibility needs to be expanded and understood from the subjects it is intended for. Thus, this study aims to reflect, in the context of the inclusive classroom, on the contributions of ergonomics and visuospatial communication in the teaching-learning dynamics of the deaf student, and on the importance of knowledge of these areas for teacher education. The investigation took place in two federal institutes, at the Federal Institute of Roraima - IFRR and at the Federal Institute of Amazonas - IFAM, with 19 participants, being: 08 teachers, 04 sign language translators and interpreters, 03 deaf students and 04 hearing students. The research is characterized as an intervention proposal with a public that communicates through the visual-spatial field, where the hands speak and the eyes hear and that requires, above all, from the teachers, adjustments that promote their inclusion. In this perspective, we seek to develop a qualitative investigation, based on the case study, taking as a reference the methodology proposed by Yin (2001), in dialogue Hernandéz Sampieri (2013) and Gil (2008). For the theoretical foundation, we used authors such as Quadros (2004), Gaudiot (2010), Fransolin (2016), among others, as well as we proposed to bring analyzes of the context of deaf education, research on educational practices, and also the Brazilian legislation regarding to deaf students, such as, for example, Decree nº 5.626/05 which provides for Libras. Likewise, we consulted articles, books, didactic material, dissertations and theses that dealt with the topic in question. And from this, we centered our study on the development of some operational guidelines that would help the teacher in the didactic practice, articulating it to visual aspects in the context of teaching, namely, visuospatial communication and ergonomics, in the proposition of a visual didactics. Ergonomic and accessibility issues are added to the didactic action of the teacher in the training process, whether initial or continuous. As a result, from the connection between professionals who work in the service line with deaf students, we found that the school still works with a traditional classroom organization, without considering the inclusive movement. In this sense, knowledge about ergonomics, the accessibility of visuospatial communication and visual didactics can contribute to a change in the way of conceiving the inclusive room. Thus, we understand that, in addition to contributing to the training process of teachers in inclusive classrooms, this research can also provide these teachers with an opportunity to reflect on their practice in the context of deaf education, which, therefore, will be reflected in the future school life of their students.