Banca de QUALIFICAÇÃO: KEREN TALITA SILVA MIRON

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KEREN TALITA SILVA MIRON
DATE: 31/05/2021
TIME: 14:00
LOCAL: https://meet.google.com/fkm-qemk-ihr
TITLE:

STATE OF KNOWLEDGE: WHAT DO THE DATA ON DEVELOPING READING UNDERSTANDING IN STUDENTS WITH A DEFICIENCY OF YOUTH AND ADULT EDUCATION IN THE PERSPECTIVE OF INCLUSIVE EDUCATION REVEAL?

KEY WORDS:

State of Knowledge. Reading Comprehension. Youth and Adult Education. Inclusive education.

PAGES: 76
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In this text we present the qualification notes for a Master's in Education research from the Stricto Sensu Graduate Program in Education (PPGE) of the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). We emphasize that it refers to an investigation of the line of research Educational Processes and Inclusion and has as its theme the State of Knowledge on the development of reading comprehension in students with disabilities in Youth and Adult Education (EJA) in the perspective of Inclusive Education. In addition, its general objective is to analyze, through a State of Knowledge (MOROSINI, 2015), the academic productions of dissertations and theses published in the CAPES virtual library and that bring the dialogical discussion on the development of reading comprehension in students with EJA disabilities from the perspective of Inclusive Education, in a time frame from 2008 to 2019. In this sense, the analyzes, reflections and interpretations of the data are based on the assumptions of the quantitative-qualitative approach (MINAYO; SANCHES, 1993; SANTOS et al, 2020), using the State of Knowledge method (MOROSINI, 2015) in approximations with Content Analysis (BARDIN, 1977). Therefore, in a first moment, we present the choices of the methods used and the methodological path that we have developed to carry out this investigation. In a second, we bring reflections on the development of reading comprehension in students with EJA deficiency from dialogues about the conceptions and reading strategies that underlie the development of reading comprehension (LEFFA, 1996; KLEIMAN, 2002; GUEDES; SOUZA, 2011; SCHARDOSIM, 2015; MASCARELLO; PEREIRA, 2015; ROYES SCHARDOSIM; ALVES, 2019); as well as on the formation of the reader in EJA (FREIRE, 1989; HADDAD; DI PIERRO, 2000; PAULA; OLIVEIRA 2011; SILVA, 2018); and this training as a possibility of inclusion of students with disabilities from EJA in the perspective of Inclusive Education (ROPOLI et al, 2010; BARCELOS, 2012; FINATTO; SANT’ANNA, 2020). Finally, we emphasize that all these reflective dialogues help to theoretically base the investigation and assist in the analysis of the results.

BANKING MEMBERS:
Externa à Instituição - SÔNIA MARIA DE OLIVEIRA REIS
Presidente - 1860229 - CHRIS ROYES SCHARDOSIM
Interna - 2773007 - IDORLENE DA SILVA HOEPERS