POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Item Tópicos de literatura inclusiva e literatura surda(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia TinocoDiscussions about the training of teachers and education professionals, with regard to the care of special students, have gained notoriety within the teaching-learning process of this student. Given this, the present scenario will enable us to think about teacher training based on literature for inclusion, which in this course refers to deafness, or what we call deaf literature. It should be noted that there are many professionals, from different areas of special education, who see specific literary productions, along with those that come from deaf communities, also as an instrument of inclusion. In the case of deaf literary productions, which present a historical-social aspect about deaf culture, highlighting their identity and the linguistic specificities of deaf subjects, there is still a lack of certain appropriation on the part of teachers, revealing that there is, in the context of special training for teachers, a gap. We point out that given the historical moment, the theoretical contribution regarding Deaf Literature has grown over the years and stood out as a didactic support for teaching, however, we remember, there is a lack of training on the topic for teachers. Given the context of training in special education and its articulations around teacher training, this proposition seeks to contribute through Deaf Literature with new inclusive practices. Being a specific training, which was not included in the training processes previously, mainly given the lack of literature, today new research allows us to better understand this literature as a section of inclusive literature. This is where this course fits in.Item Propostas Pedagógicas para o trabalho docente no contexto dos transtornos globais do desenvolvimento(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia TinocoItem Proposta (auto) formativa: a jornada do herói como atividade formativa para a recomposição da aprendizagem docente(2024-02-08) Costa, Gabriela Santana da; Pacheco, Maria Lúcia TinocoItem Caminhos para uma educação intercultural(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia TinocoThis educational product is the result of a research process carried out in the Professional Master’s Degree in Technological Education of the Postgraduate Program in Technological Education (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is “Pathways for Intercultural Education” and its general objective is to contribute to the continued training of basic education teachers who work in intercultural contexts, involving, among others, immigrant and/or refugee students. It was evaluated by an Ad hoc committee of basic education teachers and pedagogues who work in intercultural contexts in the state public education network of Manaus.The product is organized into four units: the first, “Point of Departure”, presents data on migratory movements between the years 2019 and 2022 in the public school in the city of Manaus, as well as some narratives that inform us about the paths taken by migrants and/or refugees in the world and in Brazil; the second, “Conducting threads: Intercultural Education, Diversity and Inclusive Education”, presents central concepts, among them: Intercultural Education and Diversity, related to the inclusion of migrant students in regular schools, and, also, declarations and Laws that support the migrant and the refugee in the national territory; the third “Teacher training: challenges and perspectives”, analyzes the challenges and perspectives for teacher training in intercultural contexts, as well as the importance of continuing teacher training supported by legislation; the fourth, “Successful pedagogical practices in intercultural contexts”, presents pedagogical practices carried out by basic education teachers in intercultural contexts that actually promoted inclusion and diversity.