Navegando por Autor "Souza, Dalmir Pacheco de"

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Autismplay: aplicativo de visualização de vídeos para crianças autistas
(2021-08-18) Toledano, Ana Quércia de Oliveira; Lima, Roceli Pereira; http://lattes.cnpq.br/4785265306445784; Lima, Roceli Pereira; http://lattes.cnpq.br/4785265306445784; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852
Social inclusion through technology has been dominating the development applications market, as the number of applications produced is notorious, however there are still little explored specifications, in this work the aim is to create a video viewing app that helps autistic children access social media, benefiting knowledge and social interaction. With the know difficulty these subjects have in handling mobile devices, a specific and practical layout was designed, which meets their needs, to facilitate the use of the application. Due to the increasing ease of obtaining information through technology, it would not be fair that this right did not reach everyone, thus the application proposed in this work brings the inclusion of autistic children to the social environment, and consequently benefits for them.
BLIND CHESS – um aplicativo móvel de jogo de xadrez para pessoas cegas
(2023-06-23) Murched, Murad; Lima, Roceli Pereira; http://lattes.cnpq.br/4785265306445784; Lima, Roceli Pereira; http://lattes.cnpq.br/4785265306445784; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Abinader Neto, Jorge Abilio; http://lattes.cnpq.br/5041328437303696
Ensino de Química para alunos com necessidades especiais através de recursos pedagógicos inclusivos: a Libras em filmes e vídeos didáticos
(2021-11-18) Bernardes Neto, José Ferreira; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Barros, Maximiliano Batista; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070
This work was founded through a bibliographical research, several literatures were consulted related to the subject under study, articles published on the internet and that allowed it to take shape to be fundamental for the Teaching of Chemistry for students with special needs, including a Libras in the field of video. In this way, the inclusion of students with disabilities is appropriate for scientific concepts through information they receive in their habitat. Therefore, we see that students with special needs need the teacher and their pedagogical practice to be objectively redefined, as they communicate through sign language - LIBRAS, which is a preponderant factor for the success in the teaching and learning process of chemical learning. The difficulties in relation to the knowledge of chemistry is the fact that the interpreter does not have knowledge in relation to the contents of chemistry and in this same aspect, as difficulties in relation to the intermediation of knowledge in chemistry for deaf students constitute the use of signs in the classes of chemistry. This work analyzes the inclusion of Libras in videos, for a better understanding of deaf students, in the subject that is given to them in and in the classroom, enabling a presence on equal terms with other students. In this way, students with hearing impairments can have the ability to understand and understand specific subjects, regardless of the subject, with the help of technological means. What accompanies the performance of Libras interpreters would promote the design and production of adapted and low-cost teaching material. Finally, the study shows the need to expand the discussion on adapting these resources in the learning environment.
Guia didático-instrucional: Inclusão escolar de alunos surdos: E agora, o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; http://repositorio.ifam.edu.br/jspui/handle/4321/308
The inclusion of deaf students in regular education based on national educational legislation is a challenging reality, but already present in the school environment who need to organize and structure so that all the barriers and difficulties if turn on real access in the inclusive process of these students. In order to contribute to the inclusion of deaf students is made possible, the educational product Didactic Guide - Instructional: inclusion of deaf students - and now what to do? has the objective to provide the school community previous knowledge regarding deaf that will provide an inclusive process more conscious and close to the reality of this student. For this the first educational product will address matters of General knowledge about the deaf, in your second part will deal with issues related to inclusive pedagogical practice and finally will bring proposals for training through workshops, lecture and educational planning to be worked with teachers, educators, students and school community listener who live daily with these students in the school context. We craving that this guide is a tool to help in the implementation of actions in the educational institutions which allow a real inclusion of deaf students in regular school.
Inclusão conectada: tecnologias digitais a serviço da inclusão escolar
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-12-17) Valença, Silviane Sabino; Souza, Dalmir Pacheco de
A inclusão de alunos surdos no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas: e agora,o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062
This masters research arose during my experience as an educator of a techn ical cou r se in an integrated manner at the Federal Institute of Education, Science and Technology of Amazonas ( IFAM), Manaus Campus Center (CMC), to come across me with th e in clusion of deaf students in school and share doubts and concerns expressed by fel low peda g ogues and also teachers . So, the goal of the research was to understand how was the process of inclusion of deaf students in mid level technical courses in an int egra ted manner the IFAM/CMC. To do this, choose perform a qualitative study through a case st u dy. The data collection instruments used were interviews, field journal and wheel of conversation. For the analysis of the data we use content an alysis allowed us to identify three analytical categories finals: 1. Inclusive process and school real ity; 2. T he relevance of integrated pedagogical practices in school inclusion; 3. Policies and practical actions for the school inclusion of the deaf stud ent. For each cat egor y we developed an argumentative text to describe the developments brought by each categor y . In category inclusive process and school reality was evidenced characteristics such as isolation, lack of interaction, no field of sign languag e by listeners an d th e Portuguese language by deaf determining an inclusive process on school reality complex a nd partial yet. In the second category have identified as essential to the process inclusive teaching practices built via integrated planning for real feasibility of including the deaf student, having highlighted the methodological adaptations . Th e third c ategory treated on policies and practical actions for the inclusion of the deaf student school where it became apparent the demand by creating a policy of profess iona l training, educational, communicational, accessibility and pedagogical attitudin al need t o be solidified in school, in addition to being the center of attention to People with special educational Needs (NAPNE) as the primary inclusion policy of IFAM. In t his way, research has shown that there are several factors that need to be consid ered by t he school community the IFAM/CMC to develop an inclusive process for the student deaf ranging from the training of professionals who work with th ese students and scho ol community who plays with such students to the systematization of integrated pl anning t h at allows not only t he entry of that student in the institution, but your permanence and success. The unfolding of the three categories obtained led to the elabor atio n of a Didactic Guide school: adding Instructional deaf students and now what to do? that comes with the propo sal to contribute to the process of inclusion of deaf students in the regular school system through basic information, but ne vertheless releva nt a bout the context of school inclusion, history, language and deaf culture, pedagog ical pra c tices and suggestion s of proposals on the process of school inclusion of the deaf student.