Practices of Selection and Organization of Knowledge in Regular and Special Schools.
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Data de Publicação: | 2008 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074 |
Resumo: | This paper analyzes the teaching practices of selection and organization of knowledge in regular and special schools, particularly those dedicated to teaching students with a history of mental disability, and seeks to support the teaching practice in the selection and organization of the curricular contents, improving the ability of these students to construct concepts, based on historical and cultural premises. The research involved educators of students with a history of mental disability, from regular and special schools in the Vale do Itajaí region, SC. Teaching-learning situations were analyzed, and meetings held with the subjects involved, to discuss the material collected and offer methodological recommendations to guide the process of conceptual design to be triggered. These students have been excluded from the educational process, due to teaching practices and curricular organizations which hinder and/or impoverish their processes of constructing concepts, and contribute to a negative view of their abilities. The research in question seeks to offer new possibilities for the teaching-learning process of people with a history of mental disability, rethinking the processes of selecting and organizing knowledge. |
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Practices of Selection and Organization of Knowledge in Regular and Special Schools.Práticas de Seleção e Organização do Conhecimento nas Escolas Regulares e EspeciaisCurrículo. Elaboração conceitual. Deficiência mental.This paper analyzes the teaching practices of selection and organization of knowledge in regular and special schools, particularly those dedicated to teaching students with a history of mental disability, and seeks to support the teaching practice in the selection and organization of the curricular contents, improving the ability of these students to construct concepts, based on historical and cultural premises. The research involved educators of students with a history of mental disability, from regular and special schools in the Vale do Itajaí region, SC. Teaching-learning situations were analyzed, and meetings held with the subjects involved, to discuss the material collected and offer methodological recommendations to guide the process of conceptual design to be triggered. These students have been excluded from the educational process, due to teaching practices and curricular organizations which hinder and/or impoverish their processes of constructing concepts, and contribute to a negative view of their abilities. The research in question seeks to offer new possibilities for the teaching-learning process of people with a history of mental disability, rethinking the processes of selecting and organizing knowledge.Este artigo analisa práticas docentes de seleção e organização do conhecimento em duas escolas, uma regular e outra especial, dedicadas especificamente ao ensino de alunos com histórico de deficiência mental, e apresenta subsídios teórico- metodológicos para qualificação do processo de elaboração conceitual desses alunos, a partir dos pressupostos histórico-culturais. Discutem-se episódios de interação e ação docente efetivados nesses espaços, recortes resultantes de pesquisa-intervenção, empreendida desde 2005, em escolas da região do Vale do Itajaí, SC. As reflexões assinalam que as práticas curriculares que conduzem à elaboração conceitual de alunos com histórico de deficiência mental não se diferenciam das práticas de elaboração conceitual efetivadas com qualquer aluno. A diferença reside nas concepções de aprendizagem e nas práticas de ensino adotadas, tanto na escola regular como na especial, e que, em maior ou menor proporção, contribuem para ampliar ou limitar as possibilidades de elaboração conceitual dos alunos.FACED - UFRGS2008-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074Educação & Realidade [Education & Reality]; Vol. 33 No. 2 (2008)Educação & Realidade; v. 33 n. 2 (2008)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074/4390Ferri, CássiaHostins, Regina Céliainfo:eu-repo/semantics/openAccess2008-12-03T20:57:26Zoai:seer.ufrgs.br:article/7074Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2008-12-03T20:57:26Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. Práticas de Seleção e Organização do Conhecimento nas Escolas Regulares e Especiais |
title |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
spellingShingle |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. Ferri, Cássia Currículo. Elaboração conceitual. Deficiência mental. |
title_short |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
title_full |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
title_fullStr |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
title_full_unstemmed |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
title_sort |
Practices of Selection and Organization of Knowledge in Regular and Special Schools. |
author |
Ferri, Cássia |
author_facet |
Ferri, Cássia Hostins, Regina Célia |
author_role |
author |
author2 |
Hostins, Regina Célia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ferri, Cássia Hostins, Regina Célia |
dc.subject.por.fl_str_mv |
Currículo. Elaboração conceitual. Deficiência mental. |
topic |
Currículo. Elaboração conceitual. Deficiência mental. |
description |
This paper analyzes the teaching practices of selection and organization of knowledge in regular and special schools, particularly those dedicated to teaching students with a history of mental disability, and seeks to support the teaching practice in the selection and organization of the curricular contents, improving the ability of these students to construct concepts, based on historical and cultural premises. The research involved educators of students with a history of mental disability, from regular and special schools in the Vale do Itajaí region, SC. Teaching-learning situations were analyzed, and meetings held with the subjects involved, to discuss the material collected and offer methodological recommendations to guide the process of conceptual design to be triggered. These students have been excluded from the educational process, due to teaching practices and curricular organizations which hinder and/or impoverish their processes of constructing concepts, and contribute to a negative view of their abilities. The research in question seeks to offer new possibilities for the teaching-learning process of people with a history of mental disability, rethinking the processes of selecting and organizing knowledge. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-05-30 |
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/7074/4390 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 33 No. 2 (2008) Educação & Realidade; v. 33 n. 2 (2008) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
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1799766983642710016 |