Banca de DEFESA: KEREN TALITA SILVA MIRON

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KEREN TALITA SILVA MIRON
DATE: 08/11/2021
TIME: 14:00
LOCAL: Webconferência via ferramenta Google Meet - https://meet.google.com/hhb-rgyu-evu
TITLE:

STATE OF KNOWLEDGE: DISCUSSIONS ABOUT THE DEVELOPMENT OF READING COMPREHENSION IN STUDENTS WITH DISABILITIES IN YOUTH AND ADULT EDUCATION (EJA) FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

KEY WORDS:

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

PAGES: 190
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation is the result of a Master’s Degree 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 Education Processes and Inclusion and has as thematic: the development of reading comprehension in students with disabilities in Youth and Adult Education (EJA) from the perspective of Inclusive Education. In besides, has as aim review, through a State of Knowledge, what the discussions of academic productions of dissertations and theses published in the virtual library of the Theses and Dissertations Catalog of the Coordination of Superior Level Staff Improvement (CAPES) reveal about the development of reading comprehension in EJA students with disabilities in perspective of Inclusive Education, in a time record from 2008 to 2019. In the meaning, the analysis, reflections and interpretations of data are based on the assumptions of the quanti-qualitative approach (MINAYO; SANCHES, 1993; SANTOS et al., 2020), using the State of Knowledge method (MOROSINI, 2015) in approximations with Content Analysis (BARDINI, 2011). Therefore, in the introductory section, we aim to contextualize about the thematic, justifications and concernments, problematic and objectives of the investigation. In the second section, we search to indicate the choices of the methods used and the methodological course developed for the construction and analysis of our corpus, which is now composed of 8 (eight) works: 5 (five) dissertations and 3 (three) theses. In relation to third section, we bring our perspective on the reading concepts and strategies present in the process of developing reading comprehension (LEFFA, 1996; KLEIMAN, 2002, 2004; GUEDES; SOUZA, 2011; SCHARDOSIM, 2015; MASCARELLO; PEREIRA, 2015; ROYES SCHARDOSIM; ALVES, 2019); as well as concerning Reading training in students with disabilities at EJA (FREIRE, 1989; HADDAD; DI PIERRO, 2000; PAULA; OLIVEIRA 2011; SILVA, 2018); and this training as a possibility of inclusion of students with disabilities in EJA in the perspective of Inclusive Education (ROPOLI et al., 2010; BARCELOS, 2012; FINATTO; SANT’ANNA, 2020). Finally, in the fourth section we present the results of our investigation, explaining, firstly, in relation to the description of 8 (eight) works analyzed; then, we discuss about the conceptions of Reading, Disability, Special Education, EJA and Inclusive Education present in the analyzed works. Through the results, we considered in the last section, that, despite the relevance of analyzed works, none of them effectively brought discussions about the development of reading comprehension in students with disabilities in EJA. Therefore, we can prove the need for investigations that address this thematic as a way to uncover the gaps and possibilities that involve the reality of the educational field.

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