Banca de DEFESA: Francerly Cardoso da Cruz

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Francerly Cardoso da Cruz
DATE: 24/04/2024
TIME: 14:00
LOCAL: Sala de Atos - FE-01
TITLE:

EVALUATION FEEDBACK IN THE PROCESS OF INCLUSION, TEACHING AND LEARNING MATHEMATICS FOR STUDENTS WITH AUTISTIC SPECTRUM DISORDER

KEY WORDS:

Feedback; Formative Assessment in Mathematics; Autistic Spectrum Disorder; Inclusion; Education.

PAGES: 161
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present study, apparently seminal at a local level, addresses the theme of feedback in the context of mathematics and autism, aiming to analyze to what extent the feedback used in assessment strategies by a teacher in a Generalist Resource Room (GRR) and by a teacher in a Regular Classroom (RC) of the 1st year of Elementary School in a Brazilian Federal District public school. This can contribute to the teaching-learning process of mathematics and the inclusion of students with Autism Spectrum Disorder (ASD). This master thesis, structured in the Multipaper format, has its overarching objective informed by the objectives of each article: (i) to identify continuities and ruptures in the norms of Brazilian evaluative practices between the 16th and 21st centuries, as well as to investigate the role of feedback in this context; (ii) to identify Brazilian literature specifically addressing feedback in the context of the teachinglearning process of mathematics and the inclusion of students with ASD from 2012 to 2021; (iii) to analyze the perception of two teachers on evaluation and feedback topics in this context; (iv) to characterize the feedback practices of these two teachers for the same student with ASD in the RC and GRR. The research reveales a scarcity of studies on feedback in the Brazilian literature, especially involving ASD in the early years of Elementary School. It has been observed, in both national and local regulations, an emphasis on the importance and use of formative assessment and feedback, as a measure to break away from non-formal evaluative practices and feedback found in Jesuit and Comenian education documents. This focus also appears in the researched practices as the perception indicated assessment of the teachers as inseparable from the pedagogical process. They emphasized the importance of being flexible and adaptable and continuous and procedural and dialogical and centered on qualitative aspects, avoiding any punitive and classificatory character. Feedback is graded in an affective dimension, with motivational emphasis, which redefines errors as learning opportunities and promotes student protagonism, serving as a resource for reorganizing pedagogical work. Thus, ruptures with the mild exclusion of students with ASD are evident. However, the study concludes by highlighting the need to deepen the discussion about characteristics, variables, and important elements in structuring formative feedback, both in local assessment guidelines and in teacher training. This is crucial for overcoming obstacles to the implementation of evaluative practice from the perspective of inclusive mathematics education. This turns out to be essential for overcoming obstacles and establishing a culture of evaluative practice aligned with the perspective of inclusive mathematics education. As a contribution to the context, meeting the requirement for an educational product, throughout the Master's program, three articles and two book chapters have been published with partial results of the study, addressing the theme of feedback.

COMMITTEE MEMBERS:
Interna - 1098857 - ALIA MARIA BARRIOS GONZALEZ
Presidente - 1077549 - GERALDO EUSTAQUIO MOREIRA
Externa à Instituição - Helma Salla - SEEDF
Externa ao Programa - 2991334 - LYGIANNE BATISTA VIEIRA - null