The evaluation action in the area of intellectual disability: between improvisations and uncertainties
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/33065 |
Resumo: | This article deals with the pedagogical evaluation of the schoolchild with intellectual disability in an inclusive perspective, in the context of the Specialized Educational Service (AEE). The objective was to analyze how the evaluation in this area was performed considering two axes: the identification and referral to the multifunctional resource room (SRM) and the pedagogical evaluation carried out by the specialized teacher to follow the students' learning. It seeks to identify if there are indicators or references that guide the evaluation action and the pedagogical work in SRM. For the analysis of the data, the Atlas Ti software was used, which enabled the coding and categorization of the answers, searching the units of analysis and, theoretically, the study was based on the genetic-causal method of Vygotski (2001; a gap between what is proposed in law and the conditions for its realization in the daily life of educational systems and the identification of the condition of intellectual disability through medical diagnosis and not the evaluation of the pedagogical process. of which the role of SMR in the area of intellectual disability in relation to the student's schooling and, once again, the imbalance between assessing the potentialities or assessing whether the condition presented refers to intellectual disability. |
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The evaluation action in the area of intellectual disability: between improvisations and uncertaintiesLa acción evaluativa en el área de la discapacidad intelectual: entre improvisaciones e incertidumbresA ação avaliativa na área da deficiência intelectual: entre improvisos e incertezasMultifunctional resource roomPedagogical evaluation criteriaSchooling.Sala de recursos multifunciónCriterios de evaluación pedagógicaEnseñanza.sala de recursos multifuncionaiscritérios de avaliação pedagógicaescolarizaçãoThis article deals with the pedagogical evaluation of the schoolchild with intellectual disability in an inclusive perspective, in the context of the Specialized Educational Service (AEE). The objective was to analyze how the evaluation in this area was performed considering two axes: the identification and referral to the multifunctional resource room (SRM) and the pedagogical evaluation carried out by the specialized teacher to follow the students' learning. It seeks to identify if there are indicators or references that guide the evaluation action and the pedagogical work in SRM. For the analysis of the data, the Atlas Ti software was used, which enabled the coding and categorization of the answers, searching the units of analysis and, theoretically, the study was based on the genetic-causal method of Vygotski (2001; a gap between what is proposed in law and the conditions for its realization in the daily life of educational systems and the identification of the condition of intellectual disability through medical diagnosis and not the evaluation of the pedagogical process. of which the role of SMR in the area of intellectual disability in relation to the student's schooling and, once again, the imbalance between assessing the potentialities or assessing whether the condition presented refers to intellectual disability.Este artículo trata de la evaluación pedagógica del escolar con discapacidad intelectual en una perspectiva inclusiva, en el contexto de la Atención Educativa Especializada (AEE). El objetivo es analizar cómo la evaluación en esta área se realiza considerando dos ejes: la identificación y encaminamiento a la sala de recursos multifuncional (SRM) y la evaluación pedagógica realizada por el profesor especializado para el acompañamiento del aprendizaje de los alumnos. Se busca identificar si existen indicadores o referencias que orientan la acción de evaluación y si ellas orientan el trabajo pedagógico en SRM. Para el análisis de los datos, se utilizó el software Atlas Ti, que posibilitó la codificación y categorización de las respuestas, buscando las unidades de análisis y, teóricamente, el estudio estuvo basado en el método genético-causal de Vygotski (2001; 2004). Los principales resultados apuntan a una brecha entre lo que se propone en la ley y las condiciones para su realización en el cotidiano de los sistemas de enseñanza y la identificación de la condición de discapacidad intelectual a través del diagnóstico médico en detrimento de la evaluación del proceso pedagógico. Los criterios de evaluación se presentan indefinidos, en el sentido de cuál sería el papel del SMR en el área de la discapacidad intelectual en relación a la escolaridad del alumno. De nuevo, se destaca el desequilibrio entre evaluar las potencialidades o evaluar si la condición presentada se refiere a la deficiencia intelectual.Este artigo trata da avaliação pedagógica do escolar com deficiência intelectual em uma perspectiva inclusiva, no contexto do Serviço Educacional Especializado (AEE). O objetivo é analisar como a avaliação nesta área é realizada considerando dois eixos: a identificação e encaminhamento para a sala de recursos multifuncional (SRM) e a avaliação pedagógica realizada pelo professor especializado para o acompanhamento da aprendizagem dos alunos. Busca identificar se existem indicadores ou referências que orientam a ação de avaliação e se elas orientam o trabalho pedagógico em SRM. Para a análise dos dados, utilizou-se o software Atlas Ti, que possibilitou a codificação e categorização das respostas, buscando as unidades de análise e, teoricamente, o estudo esteve baseado no método genético-causal de Vygotski (2001; 2004). Os principais resultados apontam para uma lacuna entre o que é proposto em lei e as condições para sua realização no cotidiano dos sistemas de ensino e a identificação da condição de deficiência intelectual por meio do diagnóstico médico em detrimento da avaliação do processo pedagógico. Os critérios de avaliação apresentam-se indefinidos, no sentido de qual seria o papel do SMR na área da deficiência intelectual em relação à escolaridade do aluno. Novamente, destaca-se o desequilíbrio entre avaliar as potencialidades ou avaliar se a condição apresentada se refere à deficiência intelectual.Universidade Federal de Santa Maria2018-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3306510.5902/1984686X33065Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 981-994Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 981-994Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 981-9941984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/33065/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessOliveira, Anna Augusta Sampaio de2018-10-09T17:33:32Zoai:ojs.pkp.sfu.ca:article/33065Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-10-09T17:33:32Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties La acción evaluativa en el área de la discapacidad intelectual: entre improvisaciones e incertidumbres A ação avaliativa na área da deficiência intelectual: entre improvisos e incertezas |
title |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
spellingShingle |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties Oliveira, Anna Augusta Sampaio de Multifunctional resource room Pedagogical evaluation criteria Schooling. Sala de recursos multifunción Criterios de evaluación pedagógica Enseñanza. sala de recursos multifuncionais critérios de avaliação pedagógica escolarização |
title_short |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
title_full |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
title_fullStr |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
title_full_unstemmed |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
title_sort |
The evaluation action in the area of intellectual disability: between improvisations and uncertainties |
author |
Oliveira, Anna Augusta Sampaio de |
author_facet |
Oliveira, Anna Augusta Sampaio de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Anna Augusta Sampaio de |
dc.subject.por.fl_str_mv |
Multifunctional resource room Pedagogical evaluation criteria Schooling. Sala de recursos multifunción Criterios de evaluación pedagógica Enseñanza. sala de recursos multifuncionais critérios de avaliação pedagógica escolarização |
topic |
Multifunctional resource room Pedagogical evaluation criteria Schooling. Sala de recursos multifunción Criterios de evaluación pedagógica Enseñanza. sala de recursos multifuncionais critérios de avaliação pedagógica escolarização |
description |
This article deals with the pedagogical evaluation of the schoolchild with intellectual disability in an inclusive perspective, in the context of the Specialized Educational Service (AEE). The objective was to analyze how the evaluation in this area was performed considering two axes: the identification and referral to the multifunctional resource room (SRM) and the pedagogical evaluation carried out by the specialized teacher to follow the students' learning. It seeks to identify if there are indicators or references that guide the evaluation action and the pedagogical work in SRM. For the analysis of the data, the Atlas Ti software was used, which enabled the coding and categorization of the answers, searching the units of analysis and, theoretically, the study was based on the genetic-causal method of Vygotski (2001; a gap between what is proposed in law and the conditions for its realization in the daily life of educational systems and the identification of the condition of intellectual disability through medical diagnosis and not the evaluation of the pedagogical process. of which the role of SMR in the area of intellectual disability in relation to the student's schooling and, once again, the imbalance between assessing the potentialities or assessing whether the condition presented refers to intellectual disability. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-09 |
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/33065 10.5902/1984686X33065 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/33065 |
identifier_str_mv |
10.5902/1984686X33065 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/33065/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Revista Educação Especial |
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. 31, n. 63, out./dez. 2018; 981-994 Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 981-994 Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 981-994 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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1799944201345957888 |