Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions

Detalhes bibliográficos
Autor(a) principal: Bezerra, Giovani Ferreira
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081
Resumo: This article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirical investigation was one Multifunctional Resource Room (SRM). Based on the Historical-Cultural Psychology, we have resorted to the participant research, with the constitution of a collaborative group between the researcher and the teachers. Field diary and audio recordings of the held meetings were the data collection instruments. It was found that the specialist teachers develop specific activities to contemplate verbal mediation, but there is a need to problematize their practices, making the tacit knowledge of their experiences and their knowledge theoretically grounded.   Keywords: People with Intellectual Disabilities. Language development. Specialized Educational Service.
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spelling Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positionsMediación verbal para alumnos con discapacidad intelectual en el aula de recursos multifuncionales: reflexiones y (pro) posicionesMediação verbal para alunos com deficiência intelectual na Sala de Recursos Multifuncionais: reflexões e (pro)posiçõesThis article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirical investigation was one Multifunctional Resource Room (SRM). Based on the Historical-Cultural Psychology, we have resorted to the participant research, with the constitution of a collaborative group between the researcher and the teachers. Field diary and audio recordings of the held meetings were the data collection instruments. It was found that the specialist teachers develop specific activities to contemplate verbal mediation, but there is a need to problematize their practices, making the tacit knowledge of their experiences and their knowledge theoretically grounded.   Keywords: People with Intellectual Disabilities. Language development. Specialized Educational Service.En el artículo se discute si y cómo se realizan prácticas de mediación verbal, mediante la oralidad, por las profesoras especialistas que atienden en el contraturno a alumnos con discapacidad intelectual. El locus de investigación empírica fue un aula de Recursos Multifuncionales (SRM). Con base en la Psicología Histórico-Cultural, se recurrió a la investigación participante, con la constitución de un grupo colaborativo entre el investigador y las profesoras. El diario de campo y grabación en audio de los encuentros realizados fueron instrumentos de recolección de datos. Se verificó que las profesoras especialistas desarrollan actividades específicas para contemplar la mediación verbal, pero hay necesidad de problematizar sus prácticas, haciendo los saberes tácitos de sus experiencias y saberes teóricamente fundamentados.   Palabras clave: Persona con discapacidad intelectual. Desarrollo del lenguaje. Atención Educativa Especializada.Este artigo discute se e como são realizadas práticas de mediação verbal, mediante a oralidade, pelas professoras especialistas que atendem, no contraturno, alunos com deficiência intelectual. O lócus da investigação empírica foi uma Sala de Recursos Multifuncionais (SRM). Tendo por base a Psicologia Histórico-Cultural, recorreu-se à pesquisa participante, com a constituição de grupo colaborativo entre o pesquisador e as professoras. Diário de campo e gravações em áudio dos encontros realizados foram instrumentos de coleta de dados. Verificou-se que as professoras especialistas desenvolvem atividades específicas para contemplar a mediação verbal, mas há necessidade de problematizar suas práticas, tornando os saberes tácitos de suas experiências e de seus saberes teoricamente fundamentados.   Palavras-chave: Pessoa com deficiência intelectual. Desenvolvimento da linguagem. Atendimento Educacional Especializado.Universidade Estadual de Ponta Grossa2017-09-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1008110.5212/PraxEduc.v.12i3.015Práxis Educativa; Vol. 12 No. 3 (2017); 960-979Práxis Educativa; Vol. 12 Núm. 3 (2017); 960-979Práxis Educativa; V. 12 N. 3 (2017); 960-979Práxis Educativa; v. 12 n. 3 (2017); 960-9791809-43091809-403110.5212/PraxEduc.v.12i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10081/6002https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081/209209213062Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessBezerra, Giovani Ferreira2020-04-14T19:29:01Zoai:uepg.br:article/10081Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-14T19:29:01Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
Mediación verbal para alumnos con discapacidad intelectual en el aula de recursos multifuncionales: reflexiones y (pro) posiciones
Mediação verbal para alunos com deficiência intelectual na Sala de Recursos Multifuncionais: reflexões e (pro)posições
title Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
spellingShingle Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
Bezerra, Giovani Ferreira
title_short Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
title_full Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
title_fullStr Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
title_full_unstemmed Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
title_sort Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
author Bezerra, Giovani Ferreira
author_facet Bezerra, Giovani Ferreira
author_role author
dc.contributor.author.fl_str_mv Bezerra, Giovani Ferreira
description This article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirical investigation was one Multifunctional Resource Room (SRM). Based on the Historical-Cultural Psychology, we have resorted to the participant research, with the constitution of a collaborative group between the researcher and the teachers. Field diary and audio recordings of the held meetings were the data collection instruments. It was found that the specialist teachers develop specific activities to contemplate verbal mediation, but there is a need to problematize their practices, making the tacit knowledge of their experiences and their knowledge theoretically grounded.   Keywords: People with Intellectual Disabilities. Language development. Specialized Educational Service.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081
10.5212/PraxEduc.v.12i3.015
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081
identifier_str_mv 10.5212/PraxEduc.v.12i3.015
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081/6002
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10081/209209213062
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 12 No. 3 (2017); 960-979
Práxis Educativa; Vol. 12 Núm. 3 (2017); 960-979
Práxis Educativa; V. 12 N. 3 (2017); 960-979
Práxis Educativa; v. 12 n. 3 (2017); 960-979
1809-4309
1809-4031
10.5212/PraxEduc.v.12i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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