Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs

Detalhes bibliográficos
Autor(a) principal: Cenci, Adriane
Data de Publicação: 2013
Outros Autores: Damiani, Magda Floriana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/7675
Resumo: This work is based on cultural-historical theory from Vygotsky and on the National Curricular Parameters - Curricular Adaptations (1998) - aiming to discuss the importance of learning scientific concepts (the concepts learned through formal/ academic education) to the development of students with special educational needs. It is characterized as a theoretical essay based on bibliographical research. The discussion axis is the idea of curricular adaptation/flexibility, since there is no real inclusion without considering the individualized education to meet the specific needs of students. The importance attached to school curriculum and scientific concepts referred to it is based on the Vygotskian premise stating that the learning promotes development; according to Vygotsky, knowledge systematization and awareness enter into the child mind through the learning of scientific concepts. Due to the importance of these concepts, it is needed to be careful to think about the curricular adaptations; under the justification of adapting the teaching and curriculum to the specificities of students with special needs. The formal contents are often disregarded, assuming that they would not be within the capacity scope of students, especially those ones with more pronounced difficulties. It is concluded that learning - learning scientific concepts - promotes cognitive development; then, schooling should invest at this point. It is imperative to fight for an inclusive school in which the children, in fact, can learn, learn contents.
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spelling Curriculum adaptation and the role of scientific concepts on the development of people with special educational needsAdaptação curricular e o papel dos conceitos científicos no desenvolvimento de pessoas com necessidades educacionais especiaisCurriculum adaptationScientific conceptsLearning.Adaptação curricularConceitos científicosAprendizagem.This work is based on cultural-historical theory from Vygotsky and on the National Curricular Parameters - Curricular Adaptations (1998) - aiming to discuss the importance of learning scientific concepts (the concepts learned through formal/ academic education) to the development of students with special educational needs. It is characterized as a theoretical essay based on bibliographical research. The discussion axis is the idea of curricular adaptation/flexibility, since there is no real inclusion without considering the individualized education to meet the specific needs of students. The importance attached to school curriculum and scientific concepts referred to it is based on the Vygotskian premise stating that the learning promotes development; according to Vygotsky, knowledge systematization and awareness enter into the child mind through the learning of scientific concepts. Due to the importance of these concepts, it is needed to be careful to think about the curricular adaptations; under the justification of adapting the teaching and curriculum to the specificities of students with special needs. The formal contents are often disregarded, assuming that they would not be within the capacity scope of students, especially those ones with more pronounced difficulties. It is concluded that learning - learning scientific concepts - promotes cognitive development; then, schooling should invest at this point. It is imperative to fight for an inclusive school in which the children, in fact, can learn, learn contents.http://dx.doi.org/10.5902/1984686X7675O trabalho fundamenta-se na teoria histórico-cultural, a partir de Vygotski, e nos Parâmetros Curriculares Nacionais: Adaptações Curriculares (1998), objetivando discutir a importância da aprendizagem de conceitos científicos (os conceitos aprendidos mediante instrução formal/escolar) para o desenvolvimento dos alunos com necessidades educacionais especiais. Caracteriza-se como um ensaio teórico, apoiado em pesquisa bibliográfica. O eixo da discussão está na ideia de adaptação/flexibilização curricular, uma vez que não há inclusão real sem considerar a individualização do ensino para atender às especificidades dos alunos. A importância atribuída ao currículo escolar e aos conceitos científicos nele visados assenta-se na premissa vygotskiana de que aprendizagem promove desenvolvimento – de acordo com Vygotski, a sistematização e conscientização entram na mente da criança através do aprendizado dos conceitos científicos. Devido à importância desses conceitos, é preciso cuidado ao pensar nas adaptações curriculares; sob justificativa de adequar o ensino e o currículo às especificidades dos alunos que apresentam necessidades especiais, muitas vezes, se abre mão dos conteúdos formais, pressupondo que não estariam ao alcance desse aluno, especialmente daquele em que as dificuldades são mais acentuadas. Concluiu-se que é a aprendizagem – aprendizagem de conceitos científicos – que alavanca o desenvolvimento cognitivo, então é nesse ponto que a escolarização deve investir. É imperativo lutar por uma escola inclusiva onde, de fato, se aprenda – aprenda conteúdos.Universidade Federal de Santa Maria2013-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/767510.5902/1984686X7675Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-726Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-726Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-7261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/7675/pdfCenci, AdrianeDamiani, Magda Florianainfo:eu-repo/semantics/openAccess2015-06-02T17:06:09Zoai:ojs.pkp.sfu.ca:article/7675Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:06:09Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
Adaptação curricular e o papel dos conceitos científicos no desenvolvimento de pessoas com necessidades educacionais especiais
title Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
spellingShingle Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
Cenci, Adriane
Curriculum adaptation
Scientific concepts
Learning.
Adaptação curricular
Conceitos científicos
Aprendizagem.
title_short Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
title_full Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
title_fullStr Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
title_full_unstemmed Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
title_sort Curriculum adaptation and the role of scientific concepts on the development of people with special educational needs
author Cenci, Adriane
author_facet Cenci, Adriane
Damiani, Magda Floriana
author_role author
author2 Damiani, Magda Floriana
author2_role author
dc.contributor.author.fl_str_mv Cenci, Adriane
Damiani, Magda Floriana
dc.subject.por.fl_str_mv Curriculum adaptation
Scientific concepts
Learning.
Adaptação curricular
Conceitos científicos
Aprendizagem.
topic Curriculum adaptation
Scientific concepts
Learning.
Adaptação curricular
Conceitos científicos
Aprendizagem.
description This work is based on cultural-historical theory from Vygotsky and on the National Curricular Parameters - Curricular Adaptations (1998) - aiming to discuss the importance of learning scientific concepts (the concepts learned through formal/ academic education) to the development of students with special educational needs. It is characterized as a theoretical essay based on bibliographical research. The discussion axis is the idea of curricular adaptation/flexibility, since there is no real inclusion without considering the individualized education to meet the specific needs of students. The importance attached to school curriculum and scientific concepts referred to it is based on the Vygotskian premise stating that the learning promotes development; according to Vygotsky, knowledge systematization and awareness enter into the child mind through the learning of scientific concepts. Due to the importance of these concepts, it is needed to be careful to think about the curricular adaptations; under the justification of adapting the teaching and curriculum to the specificities of students with special needs. The formal contents are often disregarded, assuming that they would not be within the capacity scope of students, especially those ones with more pronounced difficulties. It is concluded that learning - learning scientific concepts - promotes cognitive development; then, schooling should invest at this point. It is imperative to fight for an inclusive school in which the children, in fact, can learn, learn contents.
publishDate 2013
dc.date.none.fl_str_mv 2013-11-06
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 http://periodicos.ufsm.br/educacaoespecial/article/view/7675
10.5902/1984686X7675
url http://periodicos.ufsm.br/educacaoespecial/article/view/7675
identifier_str_mv 10.5902/1984686X7675
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/7675/pdf
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 Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-726
Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-726
Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 713-726
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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