Navegando por Autor "Araújo, Monica Dias de"

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Os desafios da inclusão dos estudantes com deficiência no Ensino Superior
(Universidade do Estado do Amazonas, 2020-11-17) Oliveira, Rosangela Fernandes Gomes; Araújo, Monica Dias de
The research entitled "The challenges of including students with disabilities in Education Superior" addresses a topic that needs to be disseminated, so that the subjects with some difference they can have egalitarian education like others, as recommended by the inclusion laws. So, the importance of carrying out a study on this topic. The general objective is to analyze the main challenges faced by students with disabilities in higher education. Goals specific are: (1) identify the policies and legislation aimed at the inclusion of the person with disability at this level of education; (2) highlight the research notes on the process inclusion of students with disabilities in Higher Education; (3) point out the process of inclusion in Higher Education with literary bases of authors who work on this theme; (4) highlight the main determinations on inclusion in the Development Plan Institutional – PDI of the University of the State of Amazonas. How procedures methodological, we opted for bibliographical research and documental survey of analysis qualitative. The main results show that inclusion does not actually occur in Education Higher, that public policies do not apply in practice, that students still remain on the sidelines of undergraduate teaching, which most professors continue alienated in their exclusive way of transmitting knowledge more effectively and inclusive, that the university still does not correspond with its accessible building physical structure for the graduating student with a disability, and these challenges need to be overcome for inclusion does happen.
Os desafios enfrentados por professores na inclusão de estudantes com deficiência, em uma escola no município de Tefé-Amazonas
(Universidade do Estado do Amazonas, 2022-10-21) Silva, Joyce Oliveira da; Araújo, Monica Dias de; Araújo, Monica Dias de; Arruda, Maria Ozana Lima de; Fernandes, Theresa Dávila Maria
The research entitled "The Challenges Faced by Teachers in Including Students with Disabilities in a School in the Municipality of Tefé - Amazonas" has as its general objective to analyze the challenges faced by teachers in including students with disabilities in a school in the municipality of Tefé - Amazonas. And as specific objectives: to identify the demands of teachers to include students with disabilities; to identify the barriers that exist in the process of school inclusion; to reflect on the educational practice experienced daily in the context of the common classroom; to know the resources and strategies that teachers use in the process of inclusion of students with disabilities. As methodological procedures, it was used the field research so that it was possible to reach the research objectives. It has a qualitative approach, being possible to analyze the data collected through structured interviews with the three teachers investigated who work at the school in question. The main results analyzed show how teachers develop to include students in the classroom, taking into account the peculiarity of the student, aiming to make the classroom inclusive. In summary, it was possible to conclude that the school does not have an adequate structure to insert the PcD student, because the teachers work with the minimum resources that are offered to them, as well as the school does not provide training to prepare the teacher to feel prepared to deal with students in general.
Estratégias de leitura e escrita no AEE para estudantes com deficiência intelectual do ensino médio
(Universidade do Estado do Amazonas, 2024-06-27) Oliveira, Paula Lima de; Lorenset, Odimar; Lorenset, Odimar; Araújo, Monica Dias de; Souza, Thereza Dávila Maria Fernandes de
Intellectual Disability (ID) is a neurological development disorder that appears in childhood and causes intellectual and adaptive deficits, presenting itself as a challenge to school education. This article is the result of research carried out in a state school in the Amazonas, seeking to reflect on reading and writing strategies in AEE for students with ID enrolled in EM. This is done through field research at the aforementioned school, with interviews with two teachers who work in the Specialized Educational Service (AEE) and observations of services in the school's Multifunctional Resources Room (SRM). The analysis of the results is carried out in a qualitative and descriptive way, and the results found show that, despite what the legislation says, the school's resource room is quite lacking, which harms the work of teachers and the engagement of students. The work concludes by inferring that there is indeed the possibility of literacy work for students with ID, with significant learning and inclusion, but that the lack of resources constitutes an obstacle to them receiving the necessary stimuli to advance in their studies.
Experiência de Ser Mãe de uma Criança com Autismo
(Universidade do Estado do Amazonas, 2024-02-23) Marinho, Misa Ribeiro; Lorenset, Odimar; Lorenset, Odimar; Araújo, Monica Dias de; Fernandes, Theresa Dávila Maria
The purpose of this monograph was to tell the life story of my son with autism, from pregnancy to the present day based on my experience report. To do this, we used the qualitative approach, the literature review and the Life History method and my experience report that reflects experiences with my son with autism. Authors such as Cleonice Alves Bosa (2002), Eliane Marinho (2009), Maria Teresa Eglér Mantoan (2003), Ana Maria Serrajordia Ros de Mello (2007) and Francisco Baptista Assumpção Júnior (1993) contributed as main theorists to support the research. As a result, we point out that raising a child with autism is a great challenge, at least it was and is for me and, as different research points out, it is also a challenge for many other mothers and family members who have children with autism. My son's story can represent and relate to the story of several children with autism, just as my report woven in the light of scientific literature in the area can raise new knowledge and a polysemic repertoire of reflections and practices with children with autism. autism. It is also observed that the evolution of studies over time has increasingly contributed to a better explanation of the causes of autism. Given this, we can relate autism to the characteristics that my son presents during my pregnancy, birth, his behavior, discovery of autism, treatment and diagnosis, development in school and social contexts, therapies, positive and negative experiences that I went through with him.
A formação dos professores de história na perspectivas da educação Inclusiva: saberes e fazeres da docência em uma Escola Estadual de Tefé-AM
(Universidade do Estado do Amazonas, 2024-02-27) Torres, Elaiz D'avila Cavalcante; Lorenset, Odimar; Lorenset, Odimar; Araújo, Monica Dias de; Souza, Thereza Dávila Maria Fernandes de
This monograph addresses the theme “The training of History teachers from the perspective of inclusive education in a State School in Tefé - Am”. Realizing that there is great difficulty for teachers in working from the perspective of inclusive education in the classroom, including on the part of History teachers, a concern arose that gave rise to the idea of carrying out research into this problem that stands out in the school context. In this sense, the general objective of the work is to analyze initial and continuing teacher training regarding the teaching of History from the perspective of inclusive education. And as specific objectives: Know the fundamentals of initial and continuing teacher training with a focus on inclusive education; Situate the legal guarantees and collaborative specificities of inclusion within the scope of regular schools; Verify the demands of History teachers regarding initial and continuing training; Identify limitations and possibilities of teacher training in relation to inclusion in the context of regular schools. To carry out this work, a qualitative approach and bibliographic and field research methodologies were used, with the application of an interview with a History teacher from the state education network. This research has as its theoretical lens the foundations of education from an inclusive perspective, based on authors such as Mantoan and Sassaki, and legislation in the area such as the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) published in 2008 and other resulting documents . Among the results, the following stands out: the path to inclusion involves measures such as offering training and working conditions for teachers as prescribed in laws and legal documents.
A Gestão Escolar na Perspectiva Inclusiva no Município de Alvarães
(Universidade do Estado do Amazonas, 2022-10-21) Cavalcante, Níssia Lopes; Araújo , Mônica Dias de; Araújo, Monica Dias de; Arruda, Maria Ozana Lima de; Fernandes, Teresa Dávila Maria
School managers carry with them a great responsibility, managing a school requires commitment, there are many demands and one of them is inclusion, not only the inclusion of special education, but inclusion of all students and the school community. Considering this context, the present study aimed to analyze how school management in the municipality of Alvarães develops its practices. And in a specific way: identify whether school management promotes inclusion in the school; to know the demands of management related to the development of inclusive actions in the municipality of Alvarães; whether school management seeks resources and support for the development of inclusive education. This is a research with a qualitative approach that made use of the bibliographic survey and field research. This included the contributions of authors who discuss the theme, among which stand out: Brazil (1997), Chizzitte (2006), Duck (2006), Glat (2003), Mantoan (2003), among others. As for the results, it was evidenced that a management that supports teachers, students and the school community based on inclusion provides a welcoming environment based on respect for differen ces.
Jogos didáticos: um caminho para a educação inclusiva no componente curricular de história
(Universidade do Estado do Amazonas, 2024-02-24) Ferreira, Anny Estherffany da Silva; Araújo, Monica Dias de; Araújo, Monica Dias de; Lorenset, Odimar; Souza, Thereza Dávila Maria Fernandes de
This Course Completion Work (TCC) addresses the topic “Didactic games: a path to inclusive education in the History curricular component”. Its general objective is to analyze the importance of games from the perspective of teaching History. And the specific objectives are: to identify how play contributed to the student's teaching and learning process; highlight the main contributions of games in the process of inclusion of people with disabilities; study the contributions of using games as an educational and inclusive teaching resource in History teaching. To prepare the theoretical framework, bibliographical research and qualitative analysis were carried out, which sought to be based on readings of books and articles that address the topic presented. And for data analysis, the research was developed qualitatively and under a descriptive approach, aiming to develop an interpretation of the works used on the construction and performance of inclusion in the learning process of the History subject through playful activities. The main results include that games used correctly can contribute to the process of school inclusion for students with disabilities. Thus, to develop the theoretical basis, works by the following authors were used: Arnais (2012), Brasil (1988), Ministerio da Educação e do Desporto (1998), Busigni (2013), Carmo (2015), Dos Santos Silva (2022), Galego (2009), Duk (2006), Giacomoni (2018), Glat (2013), Huizinga (1990) and Kishimoto (1990).
O papel do professor no processo de inclusão escolar
(Universidade do Estado do Amazonas, 2022-10-21) Rodrigues, Ana Paula Batista; Araújo, Monica Dias de; Araújo, Monica Dias de; Arruda, Maria Ozana Lima de; Fernandes, Theresa Dávila Maria
The present study entitled "The role of The teacher in the process of school inclusion", addresses an extremely important issue in the school context, because through these discussions we understand that innovative methodologies are a fundamental part of the teaching and learning process. In short, the general objective of this paper is to analyze the role of the teacher in the process ofschool inclusion, from a bibliographic perspective. And the specific objectives are: (1) to identify the methodologies used in the process of school inclusion in daily activities in classrooms; (2) to know the challenges and difficulties encountered in the teaching-learning process, and finally (3) to socialize the results of research in the area of school inclusion. The methodological procedure used in this work was qualitative bibliographic, with the help of Google Scholar, search sites on the proposed theme. In general, based on the results found in this work it was possible to find methodological tools essential in the process of teaching-learning and inclusion such as: educational games, development of exhibition posters, assistive technologies, the use of "ato de brincar" as a mechanism of teaching methodology, didactic sequence. These become primordial and essential tools for the inclusion process of students with any special needs