Navegando por Autor "SOARES, Francisca Maria Gomes Cabral"

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    A mediação pedagógica de professoras de crianças com autismo: uma avaliação a partir do uso da Escala de Aprendizagem Mediada (EAM)
    (2020) SOARES, Francisca Maria Gomes Cabral; NUNES, Leila Regina d’Oliveira de Paula
    As one of the its fundamental aspects, inclusive education requires recognizing the characteristics of the deficiency of the student, knowing which tools can facilitate the learning and the elaboration of strategies favorable to the teaching. In this study, part of the construction of a thesis of the first author, guided by the second, the goal was to identify and to describe ways of evaluating the levels of pedagogical mediation of teachers in their practices to alphabetize and letter children who are in Autism Spectrum Disorder. To reach this goal, an almost-experimental design was performed with an almost-experimental design, type A-B (baseline/intervention), using the Mediated Learning Scale (EAM) as an instrument for data analysis. The results indicate that this scale, as a methodological instrument, shows the possibility of measuring levels of pedagogical mediation, and favors the discussion about the interactions between students and teachers. Based on the study´s discoveries, we discuss the format of continuing education programs in service, how much the research affected the learning process of all those involved, and what advantages and difficulties were present during the research.
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    Autismo: aspectos pedagógicos e sociais
    (2020) SOARES, Francisca Maria Gomes Cabral
    In this dossier the articles presented are intrinsically related to the aspects that favor the social and academic inclusion of people with Autism Spectrum Disorder (ASD). In this direction, they approach strategies that can promote the communication of people without orality, functional speech, social interaction in collective environments, the appropriation of academic/social/functional content, the socialization of pedagogical modes for educational work in productive groupings, the use of assistive technology with emphasis on Alternative Communication (CA). Thus, it contributes to the academic-scientific debate about pedagogical and social work with this population. The theme focuses on issues produced in investigative contexts that aim to support teacher education with a view to strengthening inclusive educational practices.