Mestrado Profissional em Educação Inclusiva - PROFEI
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/ifam/1819
Navegar
16 resultados
Resultados da Pesquisa
Other Jogo digital educativo: guardiões TEAmazônicos(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) NOBRE, Suzely da Silva; SILVA, Viviane Gomes daThesis Tecnologia assistiva na educação ambiental para alunos do ensino médio com TEA: uma abordagem na perspectiva inclusiva(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-20) Nobre, Suzely da SilvaThe present research was developed within the scope of the Graduate Program in Inclusive Education (PROFEI) of the Federal Institute of Education, Science andTechnology of Amazonas (IFAM), inserted in the Research Line of Technological Innovation and Assistive Technology. The study addressed the intersection between Environmental Education (EE) and Inclusive Education, investigating the challenge of engaging High School students with Autism Spectrum Disorder (ASD) in sustainability themes, starting from the finding of a scarcity of accessible digital pedagogical resources for this audience. The general objective was to develop and evaluate an educational digital game, conceived as Assistive Technology (AT), aiming to promote the learning and participation of students with ASD. Methodologically, qualitative action research was adopted, structured in the phases of planning, action, observation, and reflection. The procedures involved the development of the game "Guardiões TEAmazônicos" on the Scratch platform, grounded in Universal Design for Learning (UDL) and an iterative design informed by interviews with guardians and cycles of evaluation of student interaction. The data were submitted to Content Analysis. The results evidenced that the game acted as a disruptive resource, allowing the overcoming of "mechanical copying" and favoring sensory regulation through a controlled environment. It was observed not only the appropriation of environmental concepts contextualized in the Amazonian reality but also a significant social gain, in which the participating students assumed protagonism and interacted with their peers. It is concluded that the educational product was validated as a successful AT, demonstrating the viability of using personalized digital games as a strategy to foster inclusion, autonomy, and environmental citizenship in High School.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.Other Dossiê Discente Individual -DDI: os desafios da efetivação da inclusão na sala de aula na perspectiva do profissional de apoio escolar(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-30) Lima, Maria José Nice Paiva; Costa, Kátia Maria GuimarãesThesis Os desafios da efetivação da inclusão na sala de aula, na perspectiva do profissional de apoio escolar, na rede estadual do município de Itacoatiara/AM(2026-03-30) Lima, Maria José Nice PaivaInclusive education, consolidated as a guiding principle of Brazilian educational policies, has advanced in normative terms. However, a significant gap persists between legal provisions and their effective implementation in everyday school practices, particularly regarding the role of the support professional in mediating the schooling process of students with disabilities. In the context of the state public education system of Itacoatiara, Amazonas, there is a lack of clear regulation of this professional’s responsibilities, weaknesses in continuing education, and structural limitations that hinder the consolidation of systematic and collaborative inclusive practices. In light of this scenario, this research aimed to investigate the main challenges faced by support professionals in implementing inclusive education for students with disabilities in regular classrooms, seeking to understand how these challenges impact access, permanence, participation, and learning of students who are the students eligible for Special Education services. This study adopted a qualitative and applied research approach, developed within the Professional Master’s Program in Inclusive Education (PROFEI). Methodological procedures included bibliographic research, documentary analysis of institutional regulations, semi-structured interviews with support professionals, and participant observation. Data processing and interpretation were carried out through Content Analysis, according to Bardin (2016), enabling the construction of thematic categories related to institutional, formative, and pedagogical dimensions of inclusion. The findings revealed that, although inclusion is legally guaranteed, its implementation faces structural and organizational barriers, especially: unclear definition of the support professional’s responsibilities, work overload, insufficient specific training, weak collaboration among school professionals, and the absence of systematic tools for pedagogical documentation and monitoring. These factors compromise the continuity of educational support and hinder the development of intentional and collaborative practices. As a scientific contribution and educational product, the Individual Student Dossier (ISD) was developed as a tool aimed at organizing, recording, and sharing pedagogical, cognitive, and socio-emotional information about students with disabilities, with formative potential to support instructional planning and strengthen collaborative work. The study advances knowledge by giving centrality to the voice of the support professional in the Amazonian context, broadening the debate on their working conditions and offering a pedagogical resource applicable to the reality of public schools, thereby contributing to the strengthening of more systematic, humanized, and evidence-based inclusive practices.Other Guia de atividades pedagógicas práticas no contexto da educação infantil da creche(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Santos, Maria Raquel Souza dos; SILVA, Josemar FariasThesis O atendimento educacional especializado na educação infantil: significações e práticas pedagógicas no contexto amazônico(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Santos, Maria Raquel Souza dosThis study aimed to understand Specialized Educational Support (AEE) in Early Childhood Education, based on the meanings attributed by educators to their inclusive pedagogical practices within the Amazonian context. The research stems from the recognition that, although there have been normative advances in the field of Inclusive Education, gaps still remain regarding the clarity of professional roles, the absence of methodological frameworks, and the distance between public policies and the pedagogical practices effectively developed in daycare centers. The study was characterized as qualitative research, grounded in the socio-historical perspective anchored in historical-dialectical materialism, using the analysis of meaning nuclei as a methodological procedure to apprehend the senses and meanings produced by educators about AEE in Early Childhood Education. The study considered the social, historical, and institutional interactions that permeate the organization of specialized support in the investigated context. The results showed that, despite advances in the inclusion process, there is still a mismatch in the implementation of AEE in Early Childhood Education, especially regarding the articulation between public policies and school practices. At the same time, educators demonstrate openness to learning, experimenting, and re-signifying their practices, recognizing daycare centers as spaces of possibilities, challenges, and the continuous construction of inclusion. In this scenario, childhood and disability come to be understood in a broader, relational, and contextualized way. As a contribution of the research, an educational resource was developed in the form of a blog entitled “Guide to Practical Pedagogical Activities in the Context of Early Childhood Education in Daycare Centers,” which serves as a support tool for the continuing education of educators, strengthening the incorporation of digital technologies and promoting research within teaching praxis itself, with a view toward professional autonomy and protagonism.Other Tecnologia assistiva: possibilidades de uso na sala de recurso multifuncional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de Oliveira; Silva, Josemar FariasThesis Tecnologias assistivas: desafios e estratégias de implementação em uma escola do Amazonas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de OliveiraThis research analyzes the challenges and strategies related to the implementation of Assistive Technology in a public school located in the municipality of Careiro, in the interior of Amazonas, focusing on the pedagogical practices developed in the Multifunctional Resource Room. It starts from the recognition that, although the school inclusion of students who are the target audience of Special Education is legally guaranteed, its effectiveness still faces obstacles, especially in contexts marked by structural, territorial, and formative inequalities, such as the Amazon region. The study aimed to understand how Assistive Technology is being incorporated into the pedagogical practices of the Multifunctional Resource Rooms, considering teachers' perceptions, institutional conditions, and public policies that affect this process. Methodologically, the research adopted a qualitative approach, of an exploratory and descriptive nature, configuring itself as a case study. Data production was carried out through questionnaires and semi-structured interviews with teachers from Specialized Educational Services, regular classroom teachers, a pedagogue, a school administrator, and a support professional, in addition to document analysis and records from the school context. The data were subjected to content analysis, a technique widely used in the interpretation of qualitative data. The results showed that the use of Assistive Technology in Specialized Resource Rooms is affected by weaknesses in the continuing education of teachers, infrastructure limitations, and a gap between legal regulations and the practices actually implemented in the school. At the same time, they reveal pedagogical strategies built in the daily school routine, marked by teacher creativity and the search for inclusive alternatives in the face of adverse conditions. The research contributed to broadening discussions on teacher training, Assistive Technology, and Inclusive Education in Amazonian contexts, highlighting structural limitations, training challenges, and pedagogical strategies present in Specialized Educational Services.