POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
Navegar
3 resultados
Resultados da Pesquisa
Other Podcast: TEA, Vozes da inclusão na EPT(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de Andrade; Santos Junior, Paulo Marreiro dosThesis A inclusão de estudantes com o transtorno do espectro autista (TEA) na educação profissional e tecnológica: percepções de docentes do ensino médio integrado(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de AndradeSpecial Education from the perspective of Inclusive Education has advanced within the Brazilian normative framework; however, a significant gap remains between institutional guidelines and the effective implementation of inclusive pedagogical practices in the daily context of Professional and Technological Education (PTE), particularly in the educational provision for students with Autism Spectrum Disorder (ASD) in inland regions of the Amazon. In this context, this study aimed to analyze the inclusion of students with Autism Spectrum Disorder (ASD) in Professional and Technological Education, based on the perceptions of teachers working in Integrated High School at the Federal Institute of Pará (IFPA), Óbidos Campus, seeking to identify challenges and possibilities related to the implementation of inclusive pedagogical practices in the Technical Course in Informatics integrated with High School. Methodologically, this research adopts a qualitative approach, developed through documentary analysis of institutional instruments (Institutional Development Plan – PDI, Pedagogical Course Project – PPC, resolutions, and internal regulations) and the application of semi-structured questionnaires to 15 teachers working in the Integrated High School Technical Course in Informatics. The data were analyzed using Content Analysis as proposed by Bardin (2016), enabling the organization and interpretation of thematic categories. The results revealed advances at the normative level and in the institutional recognition of inclusion as a structuring principle, highlighting mechanisms such as the Center for Assistance to People with Specific Educational Needs (NAPNE) and the Individualized Educational Plan (IEP). However, persistent weaknesses were also identified in the operationalization of inclusive policies, including gaps in teacher training, insufficient specialized support, the absence of systematic collaborative planning, and the frequent use of improvised pedagogical strategies, often sustained by the individual efforts of teachers. As a scientific contribution, this study expands the debate on the inclusion of students with ASD in Professional and Technological Education, a field still underexplored in Brazilian research, particularly in Amazonian contexts. As an applied outcome, the study presents the Educational Product “ASD: Voices of Inclusion in PTE”, a training podcast aimed at raising awareness and strengthening inclusive practices within the Federal Education Network.Thesis Práticas pedagógicas mediadas pela tecnologia assistiva para estudantes com transtorno do espectro autista: um estudo na zona rural de Iranduba-AM(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Freitas Júnior, Manoel TavaresThis study is situated within the debates on inclusive pedagogical practices in rural schools in the Amazon region, addressing the barriers and possibilities for the schooling of students with Autism Spectrum Disorder (ASD). The choice of this theme is justified by the scarcity of specialized pedagogical support in Amazonian rural schools. The motivation arises from the need to investigate how low-cost assistive technologies can break the 'double invisibility' of students with ASD in the countryside, where the lack of connectivity and infrastructure limits the application of traditional digital resources. The research aimed to investigate how Assistive Technology (AT) can contribute to the development of inclusive pedagogical practices in a rural school in Iranduba, Amazonas, considering limitations related to infrastructure and teacher training. Methodologically, this is a qualitative action-research study conducted with five lower secondary school teachers (Ensino Fundamental II) from Escola Municipal Bom Jesus. Data production instruments included questionnaires, open-ended interviews to deepen teachers’ perspectives, and participant observation. The data were analyzed through Content Analysis. The results showed that, beyond precarious infrastructure and low connectivity, there is a latent sense of institutional neglect in teachers’ narratives. However, the study also revealed that the use of low-cost assistive technologies and multimodal resources, when applied with pedagogical intentionality, significantly enhances the engagement and learning of students with ASD, overcoming the barrier of limited digital resources. In response to the demands identified in the interviews, the educational resource “Multimodal Guide to Adapted Pedagogical Resources” was developed for teachers of students with Autism Spectrum Disorder, specifically designed for rural contexts. It is concluded that the use of non-digital assistive technologies, combined with the appreciation of local knowledge and in-service teacher education, constitutes an effective strategy to promote the meaningful inclusion of students with ASD in rural schools in Iranduba.