Navegando por Autor "Araújo, Mônica Dias de"

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Ensino de ciências para estudantes surdos: uma experiência com modelos moleculares e iônico
(Universidade do Estado do Amazonas, 2020-08-01) Santos, Terezinha Trindade dos; Pessoa Junior, Erasmo Sergio Ferreira; Araújo, Mônica Dias de; Almeida, Whasgthon Aguiar de
Exploring the visual character of models made with recycled materials can help to overcome the barriers of communication difficulties between teachers and deaf students in science teaching. In this sense, the objective of this work is to reflect on the contribution of molecular and ionic models to the teaching of Chemistry with deaf students. For that, the classes were given by the teacher using the models made with rollon balls. Participant observation and questionnaire with closed and open questions were used in data collection. The results showed that the visual and manipulative character of the models used as didactic resources, overcome the difficulties of communication with a deaf student and helped positively in the teaching-learning process of the content of chemical bonds.
Inclusão de Estudante Autista no 3º ano do Ensino Médio na Escola Estadual Emelino Vieira no Município de Tefé/AM.
(Universidade do Estado do Amazonas, 2023-08-24) Araújo, Maria Joelma da Rocha; Araújo, Mônica Dias de
This article presents the results of qualitative and field research developed in a Public School in the Municipality of Tefé, Amazonas. The general objective of the research is to analyze the main challenges that the Portuguese Language teacher finds in the process of inclusion of a student with Autistic Spectrum Disorder in High School. And the specific objectives are: Reflect on the inclusion of the Autistic student; Identify the preparation and training of the Portuguese Language teacher for the inclusion of the Autistic student; Know the resources and supports used by the teacher; Present suggestions for strategies to include Autistic students in activities. Among the methodological procedures adopted during the study, the bibliographic survey of authors and documents that address the theme stand out. Namely, Brasil (1997), Carvalho (2018), Mantoan (2015), Glat (2005), among others. To collect the data, a questionnaire was applied to a teacher and observations in the classroom. Among the results, it is highlighted that the Portuguese language teacher faces challenges such as the lack of preparation and training to work with the student and does not have the resources and strategies to promote inclusion during classes.