Banca de DEFESA: CHARLENE REGINA POMIN

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CHARLENE REGINA POMIN
DATE: 03/02/2026
TIME: 14:00
LOCAL: Remota
TITLE:

Innovative Inclusive Practices in High School for Students with Autism Spectrum Disorder.

KEY WORDS:

Keywords: Collaborative research. Teacher training. Pedagogical practices. High school. Students with ASD

PAGES: 132
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

 

This research was developed within the scope of the Postgraduate Program in Inclusive Education (PROFEI) at the Federal University of Rondônia, Ji-Paraná Campus (UNIR), and is part of Research Line III - Practices and formative processes of educators for inclusive education. The inclusion of students with Autism Spectrum Disorder (ASD) is one of the challenges for teachers in Basic Education, especially in High School, where the presence of these students is recent. Among the factors cited by teachers and researchers, both the problem and the solution involve initial and continuing in-service training. In this context, the research raises the question: How can continuing in-service training, from the perspective of collaborative research, contribute to the development of inclusive pedagogical practices by high school teachers, aimed at students with ASD? Its objective is to analyze the development of training actions with high school teachers based on the needs experienced in the inclusion process of students with ASD. In this context, its theoretical and methodological basis is the assumptions of Ibiapina (2016), Magalhães (2000), both in collaborative research, Imbernón (2022) in teacher training, Mendes (2023) in innovative inclusive practices, Carneiro (2016) in continuing in-service training, and Bardin (2009) in content analysis. The method used is collaborative research and involved twenty-two high school teachers from the EEEFM Maria Arlete Toledo school in the city of Vilhena/RO. Through content analysis, using focus groups, recorded reflective sessions, a question guide, and collaborative work in the school environment, the results were organized into categories based on the four phases of data collection: awareness-raising - there was excellent engagement; assessment of training needs - these ranged from knowing students with autism to a lack of preparedness to work with them; development of a training program - there was effective participation and good results; final evaluation - the collaborators demonstrated satisfaction. And as expected, the ongoing in-service training provided new ways of thinking about inclusion and led teachers to discover or create accessible pedagogical practices aimed at improving the teaching and learning processes of students with ASD in high school.

COMMITTEE MEMBERS:
Externa à Instituição - GEISA CRISTINA BATISTA - UFAC
Interna - 1309486 - JACQUELINE LIDIANE DE SOUZA PRAIS
Presidente - 2280702 - MARLENE RODRIGUES