A Autoscopia como ferramenta para a formação continuada de professores de Sala de Recursos Multifuncionais

• Autor(a) principal: Silva, Thatyana Machado
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10760
• topic: Autoscopy; Teacher training in special education; Alternative communication; Autoscopia; Formação continuada de professores em educação especial; Comunicação Alternativa; Educação; Educação Especial; Professores Formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

In an attempt to assist in the process of continuing education of Multifunction Resource Rooms teachers, Schirmer and Nunes coordinate since 2013 a survey entitled "The Continuing Education of Teachers of Multifunctional Resource Rooms in Rio de Janeiro in Assistive Technology". This work is a study of the split done by Schirmer and Nunes, and has the general objective to analyze how the autoscopy process in the continuing education of teachers influences in their teaching practices. It was used to study almost experiment intrassujeitos containing three baseline sessions and four sssões intervention. Autoscopy was defined as the Independent Variable (VI) of the work and as dependent variables (VD), were listed the following categories: 1) teacher favors communication student, 2) Student communicates with the teacher, 3) Student makes use of different communicative functions, 4) academic performance of the student and 5) pedagogical professional practice. The research was developed in order to see how the VI implies and modifies VDs. For this it was proposed that participating teachers to film the sessions service to their students in SRM and send these videos to the researcher analyzes them previously. After preliminary analysis of the researcher, participants met to make autoscopy sessions where the author of each video was asked to evaluate their own performance as well as his student. Other teachers and intervention agents were also encouraged to review the watched video and give suggestions.The study took place in two schools in the municipal public of Rio de Janeiro and had as participants two teachers Resource Room and of their respective students have shown no functional speech. At the end of the study we can see that autoscopy caused the change in the pedagogical practice of the teachers, because they had the opportunity to be formed according to the conflicts that emerged from their practices. The reflection that teachers are held by autoscopy favored the creation of different teaching strategies, a fact that led directly to the behavior of students who have to submit to decrease challenging behaviors and increased ability to focus during the activities