A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14602 |
Resumo: | This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. Nóvoa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADH |
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Andrade, Maria da Conceição de Oliveirahttp://lattes.cnpq.br/0277097360194661http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795184P6Farias, Almira Navarro da Costahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708662U7Melo, José Pereira dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4720550J4Aragão, Ana Lúcia Assunção2014-12-17T14:36:53Z2007-07-182014-12-17T14:36:53Z2006-08-25ANDRADE, Maria da Conceição de Oliveira. The educational practice of teachers with students Disabilities and Attention Deficit/Hyperactivity. 2006. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006.https://repositorio.ufrn.br/jspui/handle/123456789/14602This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. Nóvoa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADHEsse estudo se insere na Linha de Pesquisa Estratégias de Pensamento e Produção de Conhecimento, na qual são realizados trabalhos científicos sobre a relação do pensamento e produção de conhecimento nas práticas educativas. A realização desta dissertação implicou em pesquisa empírica numa escola da rede pública municipal de Natal-RN. O nosso objetivo foi investigar a prática dos professores frente a alunos com Transtorno e Déficit de Atenção Hiperatividade (TDAH) em sala de aula regular, no que se refere à organização de pensamento em estratégias pedagógicas. O objeto deste estudo encontra-se no centro das questões que envolvem a tomada de ciência dos problemas e necessidades que surgem na escola. Considerando a especificidade da temática, optamos por uma metodologia cujo foco é o diálogo, o compartilhar de sentidos e significados com os participantes desta pesquisa, através da observação das atividades desenvolvidas na sala/escola e entrevistas/conversas com seis professores do 1º e 2º Ciclos do Ensino Fundamental. Como base do estudo estão alguns pressupostos teóricos de Freire (2001), Nóvoa (1995), Bohm (2005) entre outros. Os dados revelados na pesquisa apontam a fragilidade de uma formação continuada direcionada para o desenvolvimento do pensamento reflexivo-crítico dos professores. Os professores revelam concepções quanto à formação, a prática pedagógica e a relação com os pais e coordenadores, através da sua atuação e dos discursos, permitindo que possamos identificar algumas estratégias pedagógicas utilizadas. Identificamos que algumas estratégias pedagógicas têm um efeito negativo para o processo de desenvolvimento-aprendizagem dos alunos, como é o caso da estratégia que denominamos de indiferença . A estratégia de sentar o aluno nas cadeiras da frente pode ter efeitos positivos e negativos, dependendo da forma como o professor atue e acompanhe o aluno. Outras estratégias identificadas que têm um efeito positivo no processo ensino-aprendizagem e que devem ser reforçados pelos professores e coordenadores são a ludicidade e o trabalho em grupo . Nesse sentido, a escola, para atender a necessidade de todos os alunos e, conseqüentemente, dos professores, precisa desenvolver um trabalho coletivo entre equipe pedagógica e professores no sentido de aprimorar as estratégias positivas, e minimizar as negativas e permitirem a organização de novas estratégias com vistas a melhoria do ensino-aprendizagem dos alunos com TDAHapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoEducação InclusivaEducação de alunos com TDAHFormação docenteScholar inclusionEducation of the students with DADHteacher s formationCNPQ::CIENCIAS HUMANAS::EDUCACAOA prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadadeThe educational practice of teachers with students Disabilities and Attention Deficit/Hyperactivityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMariaCOA.pdfapplication/pdf399741https://repositorio.ufrn.br/bitstream/123456789/14602/1/MariaCOA.pdf9f1d9181ec315c7e264f03bf27532723MD51TEXTMariaCOA.pdf.txtMariaCOA.pdf.txtExtracted texttext/plain271231https://repositorio.ufrn.br/bitstream/123456789/14602/6/MariaCOA.pdf.txt3ae728b9db4270408c26b603ec425fa4MD56THUMBNAILMariaCOA.pdf.jpgMariaCOA.pdf.jpgIM Thumbnailimage/jpeg2303https://repositorio.ufrn.br/bitstream/123456789/14602/7/MariaCOA.pdf.jpg0bf72162375df62722c8f0fcbe98c2bbMD57123456789/146022017-11-02 00:54:16.264oai:https://repositorio.ufrn.br:123456789/14602Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:54:16Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
dc.title.alternative.eng.fl_str_mv |
The educational practice of teachers with students Disabilities and Attention Deficit/Hyperactivity |
title |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
spellingShingle |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade Andrade, Maria da Conceição de Oliveira Educação Inclusiva Educação de alunos com TDAH Formação docente Scholar inclusion Education of the students with DADH teacher s formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
title_full |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
title_fullStr |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
title_full_unstemmed |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
title_sort |
A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade |
author |
Andrade, Maria da Conceição de Oliveira |
author_facet |
Andrade, Maria da Conceição de Oliveira |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/0277097360194661 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4795184P6 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Farias, Almira Navarro da Costa |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708662U7 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Melo, José Pereira de |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4720550J4 |
dc.contributor.author.fl_str_mv |
Andrade, Maria da Conceição de Oliveira |
dc.contributor.advisor1.fl_str_mv |
Aragão, Ana Lúcia Assunção |
contributor_str_mv |
Aragão, Ana Lúcia Assunção |
dc.subject.por.fl_str_mv |
Educação Inclusiva Educação de alunos com TDAH Formação docente |
topic |
Educação Inclusiva Educação de alunos com TDAH Formação docente Scholar inclusion Education of the students with DADH teacher s formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Scholar inclusion Education of the students with DADH teacher s formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. Nóvoa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADH |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-08-25 |
dc.date.available.fl_str_mv |
2007-07-18 2014-12-17T14:36:53Z |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:53Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ANDRADE, Maria da Conceição de Oliveira. The educational practice of teachers with students Disabilities and Attention Deficit/Hyperactivity. 2006. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14602 |
identifier_str_mv |
ANDRADE, Maria da Conceição de Oliveira. The educational practice of teachers with students Disabilities and Attention Deficit/Hyperactivity. 2006. 121 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14602 |
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por |
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