Mediated and collaborative construction of learning assessment tools in inclusive school
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/33101 |
Resumo: | This article aims to discuss the power of the mediated construction of learning assessment tools among teachers of the common teaching and the Specialized Educational Assistance - SEA for the school inclusion. It is argued that the assessment has been one of the gaps in the schooling practices of public-targeted pupils of special education in the common school, generated in large part by the persistence of certain forms of thought and organization of school culture (Prosser 1999, Dussel, 2014), which deepen the split between the work of the ESA teacher and that of the common teaching classroom. The assessment practices in ESA and in the common classroom have been exiled from one another and, in this context, the student is also exiled and becomes invisible. This problem led to a collaborative research work for the collective and mediated construction of the Collaborative Plan for Educational Service for a student with intellectual disability in the 6th year of elementary school. The investigation had the participation of seven teachers from the final years of elementary school - Portuguese Language, Geography, History, Mathematics, Art, Science, Physical Education - and two from special education, who together developed study dynamics and concept definition, differentiated procedures and tools for pedagogical assessment of the student with disabilities enrolled in their classes. The results evidenced shared experiences of discussion about the way of learning of students with intellectual disabilities and the collective conception of an instrument of planning and assessment designed for their effective participation and success in the elementary school. |
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Mediated and collaborative construction of learning assessment tools in inclusive schoolConstrucción mediada y colaborativa de instrumentos de evaluación del aprendizaje en la escuela inclusivaConstrução mediada e colaborativa de instrumentos de avaliação da aprendizagem na escola inclusivaSchool inclusionLearning assessmentCollaboration.Inclusión escolarEvaluación del aprendizajeColaboración.Inclusão escolarAvaliação da aprendizagemColaboração.This article aims to discuss the power of the mediated construction of learning assessment tools among teachers of the common teaching and the Specialized Educational Assistance - SEA for the school inclusion. It is argued that the assessment has been one of the gaps in the schooling practices of public-targeted pupils of special education in the common school, generated in large part by the persistence of certain forms of thought and organization of school culture (Prosser 1999, Dussel, 2014), which deepen the split between the work of the ESA teacher and that of the common teaching classroom. The assessment practices in ESA and in the common classroom have been exiled from one another and, in this context, the student is also exiled and becomes invisible. This problem led to a collaborative research work for the collective and mediated construction of the Collaborative Plan for Educational Service for a student with intellectual disability in the 6th year of elementary school. The investigation had the participation of seven teachers from the final years of elementary school - Portuguese Language, Geography, History, Mathematics, Art, Science, Physical Education - and two from special education, who together developed study dynamics and concept definition, differentiated procedures and tools for pedagogical assessment of the student with disabilities enrolled in their classes. The results evidenced shared experiences of discussion about the way of learning of students with intellectual disabilities and the collective conception of an instrument of planning and assessment designed for their effective participation and success in the elementary school.El artículo tiene el propósito de discutir la potencia de la construcción mediada de instrumentos de evaluación de aprendizaje entre profesores de la enseñanza común y del Servicio Educatico Especializado SEE para la inclusión escolar. Se argumenta que la evaluación ha sido uno de los gaps en las prácticas de escolarización de alumnos público-objetivo de la educación especial en la escuela común, generada en gran parte por la persistencia de determinadas formas de pensamiento y de organización de la cultura escolar (PROSSER, 1999; DUSSEL, 2014), que profundizan la escisión entre el trabajo del profesor del SEE y el de la sala común de enseñanza. Las prácticas de evaluación en el SEE y en la sala común han sido exiliadas una de las otras y, en ese contexto, también se exilia y se vuelve invisible el alumno. Esta problemática condujo a un trabajo de investigación colaborativa, para la construcción colectiva y mediada del Plan Colaborativo de Atención Educativa para una alumna con discapacidad intelectual del 6º año de la enseñanza fundamental. Participado en la investigación de siete profesores de los últimos años de la escuela primaria - Lengua Portuguesa, Geografía, Historia, Matemáticas, Arte, Ciencia, Educación Física - y dos de la educación especial que juntos han desarrollado dinámicas de estudio y definición de conceptos, procedimientos e instrumentos diferenciados dela evaluación pedagógica del alumno con discapacidad matriculado en sus clases. Los resultados evidenciaron experiencias compartidas de discusión sobre el modo de aprendizaje del alumno con discapacidad intelectual y la concepción colectiva de un instrumento de planificación y evaluación dimensionado para su efectiva participación y éxito en la escuela de educación básica.O artigo tem o propósito de discutir a potência da construção mediada de instrumentos de avaliação de aprendizagem entre professores do ensino comum e do Atendimento Educacional Especializado – AEE para a inclusão escolar. Argumenta-se que a avaliação tem sido um dos gaps nas práticas de escolarização de alunos público-alvo da educação especial na escola comum, gerada em grande parte pela persistência de determinadas formas de pensamento e de organização da cultura escolar (Prosser, 1999; Dussel, 2014), as quais aprofundam a cisão entre o trabalho do professor do AEE e o da sala comum de ensino. As práticas de avaliação no AEE e na sala comum têm sido exiladas uma das outras e, nesse contexto, também se exila e se torna invisível o aluno. Esta problemática conduziu a um trabalho de pesquisa colaborativa, para a construção coletiva e mediada do Plano Colaborativo de Atendimento Educacional para uma aluna com deficiência intelectual do 6º ano do ensino fundamental. Participaram da investigação sete professores dos anos finais do ensino fundamental, - Língua Portuguesa, Geografia, História, Matemática, Arte, Ciências, Educação Física - e dois da educação especial que juntos desenvolveram dinâmicas de estudo e definição de conceitos, procedimentos e instrumentos diferenciados de avaliação pedagógica do aluno com deficiência matriculado em suas classes. Os resultados evidenciaram experiências compartilhadas de discussão sobre o modo de aprendizagem do aluno com deficiência intelectual e a concepção coletiva de um instrumento de planejamento e avaliação dimensionado para a sua efetiva participação e sucesso na escola de educação básica.Universidade Federal de Santa Maria2018-10-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3310110.5902/1984686X33101Special Education Magazine; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1025-1038Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1025-1038Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1025-10381984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/33101/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessMello, Alessandra de Fatima GiacometHostins, Regina Célia Linhares2018-10-09T17:43:32Zoai:ojs.pkp.sfu.ca:article/33101Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-10-09T17:43:32Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Mediated and collaborative construction of learning assessment tools in inclusive school Construcción mediada y colaborativa de instrumentos de evaluación del aprendizaje en la escuela inclusiva Construção mediada e colaborativa de instrumentos de avaliação da aprendizagem na escola inclusiva |
title |
Mediated and collaborative construction of learning assessment tools in inclusive school |
spellingShingle |
Mediated and collaborative construction of learning assessment tools in inclusive school Mello, Alessandra de Fatima Giacomet School inclusion Learning assessment Collaboration. Inclusión escolar Evaluación del aprendizaje Colaboración. Inclusão escolar Avaliação da aprendizagem Colaboração. |
title_short |
Mediated and collaborative construction of learning assessment tools in inclusive school |
title_full |
Mediated and collaborative construction of learning assessment tools in inclusive school |
title_fullStr |
Mediated and collaborative construction of learning assessment tools in inclusive school |
title_full_unstemmed |
Mediated and collaborative construction of learning assessment tools in inclusive school |
title_sort |
Mediated and collaborative construction of learning assessment tools in inclusive school |
author |
Mello, Alessandra de Fatima Giacomet |
author_facet |
Mello, Alessandra de Fatima Giacomet Hostins, Regina Célia Linhares |
author_role |
author |
author2 |
Hostins, Regina Célia Linhares |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mello, Alessandra de Fatima Giacomet Hostins, Regina Célia Linhares |
dc.subject.por.fl_str_mv |
School inclusion Learning assessment Collaboration. Inclusión escolar Evaluación del aprendizaje Colaboración. Inclusão escolar Avaliação da aprendizagem Colaboração. |
topic |
School inclusion Learning assessment Collaboration. Inclusión escolar Evaluación del aprendizaje Colaboración. Inclusão escolar Avaliação da aprendizagem Colaboração. |
description |
This article aims to discuss the power of the mediated construction of learning assessment tools among teachers of the common teaching and the Specialized Educational Assistance - SEA for the school inclusion. It is argued that the assessment has been one of the gaps in the schooling practices of public-targeted pupils of special education in the common school, generated in large part by the persistence of certain forms of thought and organization of school culture (Prosser 1999, Dussel, 2014), which deepen the split between the work of the ESA teacher and that of the common teaching classroom. The assessment practices in ESA and in the common classroom have been exiled from one another and, in this context, the student is also exiled and becomes invisible. This problem led to a collaborative research work for the collective and mediated construction of the Collaborative Plan for Educational Service for a student with intellectual disability in the 6th year of elementary school. The investigation had the participation of seven teachers from the final years of elementary school - Portuguese Language, Geography, History, Mathematics, Art, Science, Physical Education - and two from special education, who together developed study dynamics and concept definition, differentiated procedures and tools for pedagogical assessment of the student with disabilities enrolled in their classes. The results evidenced shared experiences of discussion about the way of learning of students with intellectual disabilities and the collective conception of an instrument of planning and assessment designed for their effective participation and success in the elementary school. |
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/33101 10.5902/1984686X33101 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/33101 |
identifier_str_mv |
10.5902/1984686X33101 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/33101/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; 1025-1038 Revista de Educación Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1025-1038 Revista Educação Especial; Revista Educação Especial, v. 31, n. 63, out./dez. 2018; 1025-1038 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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1799944201678356480 |