Name: Miranda Ferreira Neves
Type: MSc dissertation
Publication date: 21/05/2021

Namesort descending Role
Marcia Regina Santana Pereira Advisor *

Examining board:

Namesort descending Role
Isabel Matos Nunes External Examiner *
Marcia Regina Santana Pereira Advisor *
Mirian do Amaral Jonis Silva Internal Examiner *

Summary: This is a study which general aim is to increase the dialogue about the importance of including students with intellectual disabilities in regular high school, thus collaborating with their autonomy, focusing on the high school physics classes offered in public schools, in which it was intended to guarantee an active participation in the teaching / learning process to all students. To achieve this objective, we developed a qualitative research on teaching / learning about the rectilinear propagation of light phenomenon, encouraging collaboration between the high school third year students of the EEEFM Hunney Everest Piovesan school (located in Cariacica / ES). The data generation occurred in 6 classes, with two hours each class, as soon as it was possible to return to the presential classes of the publics chools in 2020, amid the pandemic caused by the coronavirus (COVID 19). An average of 12 students participated in the classes, including one student with physical disability, two with intellectual disability and one with Autism Spectrum Disorder. We approach the participants by means of dialogue circles, through which
we approached the students' daily lives and their knowledge about the studied
physical phenomenon, as well as promoting experiments that dealt with the subject. The data were recorded through a logbook, photographs, drawings, and written answers from literate students. To better know about the daily lives of the students with disabilities, we proceeded with home visits and with dialogue circles with the family of a student with a physical disability and one with an intellectual disability. The theoretical approach showed close relationship with the studies of Lev Semeniviche Vygotsky (Russian psychologist) and Paulo Freire (Brazilian pedagogue). The study was marked by the problematization of exclusion and segregation practices towards
people with disabilities. The results have shown that it is possible to adopt strategies that guarantee accessibility in the teaching of physics, through collaborative and diversified teaching/learning practices, which led to the development of an educational product.

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