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| Author(s): |
Ana Paula Zaboroski Oleinik
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Marília. 2020-08-05. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília |
| Defense date: | 2020-06-22 |
| Advisor: | Jáima Pinheiro de Oliveira |
| Abstract | |
The research aimed to build and verify the effectiveness of a metatextual teaching program, implemented by Atendimento Educacional Especializado (AEE - Specialized Educational Service) teachers, for the elaboration of personal written narratives by students with intellectual disabilities. In order to answer it, three studies were designed. Study I identified the strategies and pedagogical resources used to teach students the aforementioned written production. Two AEE teachers and five ordinary-classroom teachers participated in it. It was configured as a qualitative-descriptive study, of observational nature, through interviews and the observation of the practice. The data analysis used the Atlas.ti software as support and, from the analysis of the categorical content, two themes emerged: a) pedagogical resources and strategies to teach written production and, b) pedagogical resources and strategies to teach the elements of the narrative text. Study II built a metatextual teaching program and provided training for two AEE teachers, about the appliance of this program with students. It was characterized as a non-experimental intervention with the teachers, composed by theoretical and practical training, based on reflective research. The training was organized in four study meetings. In the first and second meetings, it was carried out a debate about two texts regarding metatextual awareness, directed to the macrolinguistic aspects of the structure and organization of the narrative genre, and the strategies and resources used by the teachers in the narrative teaching procedure. In the third and fourth meetings, the researcher presented the didactic sequence of the metatextual teaching program and guided them on the implementation with students with intellectual disabilities. The training analysis was carried out during the meetings. It considered the teachers' comprehension of the metatextual awareness of the narrative genre and the teaching procedures of the target skill in each phase of the metatextual program. Study III assessed the impact of this metatextual teaching program on the development of personal narratives written by students with intellectual disabilities. Two AEE teachers and five students with intellectual disabilities took part in it. The methodological approach was the multiple intrasubject experimental baseline design, associated with the mobile criterion. The AEE teachers applied both the baseline and the experimental condition. The experimental condition consisted of 12 phases. The analysis considered the presence of the elements of the narrative text, sequence and articulation of information amid the elements of the story. It was also performed the classification of the written narrative into Categories from 1 to 8. It was concluded that it was possible to build a teaching program, with metatextual strategies, for the elaboration of personal narratives written by students with intellectual disabilities. The introduction of the phases of this program, in a gradual way, allowed us to carefully evaluate the effects of the teaching procedures applied by the program on the production of these narratives. The metatextual program favored the development of personal narratives written by these students, in such a way that the written productions evolved from descriptive text to personal stories, with structure and organization of the narrative elements, being considered complete stories. (AU) | |
| FAPESP's process: | 16/00146-3 - CONSTRUCTION AND EVALUATION OF THE IMPACT OF A METATEXTUAL TEACHING PROGRAM TO DEVELOP THE WRITTEN NARRATIVE OF STUDENTS WITH INTELLECTUAL DISABILITIES |
| Grantee: | Ana Paula Zaboroski Oleinik |
| Support Opportunities: | Scholarships in Brazil - Doctorate |