Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/3106 |
Resumo: | To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship. |
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Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood EducationA formação de professores para a educação inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da educação infantilEducationTeacher EducationInclusive Education.To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.A fim de contribuir com a formação de professores da Educação Infantil para a Educação Inclusiva, neste artigo, tivemos como objetivo central descrever o modo como foi abordada a questão das dificuldades de aprendizagem e o impacto de um diagnóstico equivocado atribuído a uma criança em fase inicial de aprendizagem formal da escrita, em um dos encontros teórico-reflexivos empreendidosjunto a 43 professores de classes de Pré II, de dez escolas municipais de Educação Infantil, de um município do interior do Estado de São Paulo. Tal descrição foi norteada pelas etapas da abordagem colaborativa consideradas no subprojeto “Compreensão acerca do diagnóstico clínico da Dislexia e seu impacto no futuro escolar da criança matriculada em classes de Pré II da Educação Infantil”, desenvolvido como uma das etapas do projeto maior denominado “Despatologização da aprendizagem da escrita e Educação Inclusiva: reflexões e ações do professor de Educação Infantil”. Ao final, foi possível a identificação,mediante os relatos dos professores mencionados, da necessidade de ressignificação de suas vivências e experiências didáticas para a sistematização de novas ações direcionadas ao enfrentamento das dificuldades de aprendizagem que perpassam o processo de apropriação da escrita de parte dos alunos, o que poderá contribuir para a despatologização do ambiente escolar, na medida em que os professores poderão auxiliar seus alunos na construção deuma relação mais positiva com a escrita, em detrimento da adoção de procedimentos rígidos e restritos que não consideram a relação de cada sujeito com a escrita e as singularidades presentes em tal relação. Palavras-chave: Educação; Formação de professores; Educação Inclusiva.Universidade Federal de Santa Maria2011-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/310610.5902/1984686X3106Special Education Magazine; Revista Educação Especial, v. 24, n. 41, set./dez. 2011; 441-451Revista de Educación Especial; Revista Educação Especial, v. 24, n. 41, set./dez. 2011; 441-451Revista Educação Especial; Revista Educação Especial, v. 24, n. 41, set./dez. 2011; 441-4511984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/3106/2701Mosca Giroto, Claudia ReginaMichelli de Castro, Rosaneinfo:eu-repo/semantics/openAccess2014-05-09T18:11:29Zoai:ojs.pkp.sfu.ca:article/3106Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T18:11:29Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education A formação de professores para a educação inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da educação infantil |
title |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
spellingShingle |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education Mosca Giroto, Claudia Regina Education Teacher Education Inclusive Education. |
title_short |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
title_full |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
title_fullStr |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
title_full_unstemmed |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
title_sort |
Teacher’s education for Inclusive Education: some aspects of a collaborative work between researchers and teachers of Childhood Education |
author |
Mosca Giroto, Claudia Regina |
author_facet |
Mosca Giroto, Claudia Regina Michelli de Castro, Rosane |
author_role |
author |
author2 |
Michelli de Castro, Rosane |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mosca Giroto, Claudia Regina Michelli de Castro, Rosane |
dc.subject.por.fl_str_mv |
Education Teacher Education Inclusive Education. |
topic |
Education Teacher Education Inclusive Education. |
description |
To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-24 |
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/3106 10.5902/1984686X3106 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/3106 |
identifier_str_mv |
10.5902/1984686X3106 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/3106/2701 |
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. 24, n. 41, set./dez. 2011; 441-451 Revista de Educación Especial; Revista Educação Especial, v. 24, n. 41, set./dez. 2011; 441-451 Revista Educação Especial; Revista Educação Especial, v. 24, n. 41, set./dez. 2011; 441-451 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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1799944198310330368 |