Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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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 Curso Arumã e formação de professores na Amazônia: contributos para a educação especial(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Silva, Josiani Mendes; Lemos, CátiaOne of the most fundamental questions when we deal with special education, conceiveing it as a way to fight against the exclusion process that has marked the entire history of people with disabilities, in a school context, concerns the role of teacher formation. Whether in the formation of graduate students or in the training of teachers in the field of action, this training, in addition to mastering techniques, didactics and pedagogical resources, must seek, mainly, a change of mentality in relation to disability, which, in turn, implies the deconstruction of concepts, visions, and school cultural practices that limit inclusive action. So, actions that have the emphsis in the teachers formation from the perspective os special education in an inclusive vision assume a responsability in this scenario, once offering a course of this nature is expected to enable those who mainly do so to rethink themselves as teachers, reflecting this reflexive action in pedagogical and school practices from then on in favor of social inclusion. In this way when we are treating with the formation of teachers in the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format, that promoted in its editions, the direct formation of teachers and others education professionals as well as in capital and the countryside of the Amazonas state and Pará, reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This work focused on offering the Arumã course in the period between 2010 and 2015, trying to answer the central question: What perspectives on special education were worked on with teachers who experienced a formation process offered by the Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative approach, intended to investigate the scope of this formation, presenting an overview of the training offered by the Arumã course to teachers of basic education in special education, considering its formative proposal, in the documents referring to the editions of the course in the period in question. As a result, we may affirm that the actions of the Arumã helped to fill the gap in the inclusive process, that is, the formation of professionals for pedagogical work with special education stakeholders, so this research brings as a proposal for an educational product a curricular component to be included in teacher formation, entitled “Topics of Inclusive Literature and Deaf Literature”.