Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process

Detalhes bibliográficos
Autor(a) principal: Franco, Marco Antonio Melo
Data de Publicação: 2015
Outros Autores: Guerra, Leonor Bezerra
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/14916
Resumo: The aim of this study was to investigate and analyze the dialogue between rehabilitation professionals and educators in the construction and development of pedagogical strategies in the child with cerebral palsy’s education. This is a case study with qualitative methodological approach. Semi-structured interviews were conducted with a teacher of elementary school at the beginning and end of the school year and were held bimonthly meetings between health professionals (rehabilitation) and education (teacher). Were also used data from medical records regarding the child’s attendance at Sarah Network of Hospitals. The data were analyzed considering: the knowledge and pedagogical practices of the teacher on inclusion and cerebral palsy; the results of the dialogue process between the health and education fields, and the teacher’s pedagogical practice. The results identified the conceptual changes of the teacher on the process of inclusion and of cerebral palsy. Changes were identified in the pedagogical practice and the construction of new strategies based on the knowledge acquired during the dialogues.
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spelling Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy processO ensino e a aprendizagem da criança com paralisia cerebral: ações pedagógicas possíveis no processo de alfabetizaçãoCerebral PalsyPedagogical PracticesTeaching and learning.Paralisia CerebralPráticas pedagógicasEnsino e aprendizagem.The aim of this study was to investigate and analyze the dialogue between rehabilitation professionals and educators in the construction and development of pedagogical strategies in the child with cerebral palsy’s education. This is a case study with qualitative methodological approach. Semi-structured interviews were conducted with a teacher of elementary school at the beginning and end of the school year and were held bimonthly meetings between health professionals (rehabilitation) and education (teacher). Were also used data from medical records regarding the child’s attendance at Sarah Network of Hospitals. The data were analyzed considering: the knowledge and pedagogical practices of the teacher on inclusion and cerebral palsy; the results of the dialogue process between the health and education fields, and the teacher’s pedagogical practice. The results identified the conceptual changes of the teacher on the process of inclusion and of cerebral palsy. Changes were identified in the pedagogical practice and the construction of new strategies based on the knowledge acquired during the dialogues.Este estudo teve por objetivo investigar como a interlocução entre profissionais da reabilitação e educadores pode influenciar a elaboração e reelaboração de estratégias pedagógicas no ensino da criança com paralisia cerebral. A abordagem metodológica foi qualitativa com um modelo de investigação do tipo estudo de caso. Foram realizadas entrevistas semiestruturadas, com uma professora do ensino fundamental I, no início e final do ano letivo; encontros entre profissionais da saúde e educação (professora) com o objetivo de acompanhar, dialogar e intervir no processo escolar da criança. Foram utilizados os dados registrados nos prontuários da criança, atendida pela Rede Sarah de Hospitais. Os dados foram analisados considerando: os conhecimentos e práticas pedagógicas da professora no inicio e final do ano letivo sobre inclusão e paralisia cerebral, os resultados do processo de interlocução entre os campos da saúde e da educação, e a prática pedagógica da professora. Como resultados identificamos as mudanças conceituais da professora em relação ao processo de inclusão e sobre a paralisia cerebral. Identificamos alterações na prática pedagógica e a construção de novas estratégias a partir dos conhecimentos adquiridos ao longo das interlocuções.Universidade Federal de Santa Maria2015-05-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1491610.5902/1984686X14916Special Education Magazine; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 311-324Revista de Educación Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 311-324Revista Educação Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 311-3241984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/14916/pdfFranco, Marco Antonio MeloGuerra, Leonor Bezerrainfo:eu-repo/semantics/openAccess2016-05-09T14:51:15Zoai:ojs.pkp.sfu.ca:article/14916Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:51:15Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
O ensino e a aprendizagem da criança com paralisia cerebral: ações pedagógicas possíveis no processo de alfabetização
title Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
spellingShingle Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
Franco, Marco Antonio Melo
Cerebral Palsy
Pedagogical Practices
Teaching and learning.
Paralisia Cerebral
Práticas pedagógicas
Ensino e aprendizagem.
title_short Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
title_full Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
title_fullStr Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
title_full_unstemmed Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
title_sort Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process
author Franco, Marco Antonio Melo
author_facet Franco, Marco Antonio Melo
Guerra, Leonor Bezerra
author_role author
author2 Guerra, Leonor Bezerra
author2_role author
dc.contributor.author.fl_str_mv Franco, Marco Antonio Melo
Guerra, Leonor Bezerra
dc.subject.por.fl_str_mv Cerebral Palsy
Pedagogical Practices
Teaching and learning.
Paralisia Cerebral
Práticas pedagógicas
Ensino e aprendizagem.
topic Cerebral Palsy
Pedagogical Practices
Teaching and learning.
Paralisia Cerebral
Práticas pedagógicas
Ensino e aprendizagem.
description The aim of this study was to investigate and analyze the dialogue between rehabilitation professionals and educators in the construction and development of pedagogical strategies in the child with cerebral palsy’s education. This is a case study with qualitative methodological approach. Semi-structured interviews were conducted with a teacher of elementary school at the beginning and end of the school year and were held bimonthly meetings between health professionals (rehabilitation) and education (teacher). Were also used data from medical records regarding the child’s attendance at Sarah Network of Hospitals. The data were analyzed considering: the knowledge and pedagogical practices of the teacher on inclusion and cerebral palsy; the results of the dialogue process between the health and education fields, and the teacher’s pedagogical practice. The results identified the conceptual changes of the teacher on the process of inclusion and of cerebral palsy. Changes were identified in the pedagogical practice and the construction of new strategies based on the knowledge acquired during the dialogues.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-11
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/14916
10.5902/1984686X14916
url http://periodicos.ufsm.br/educacaoespecial/article/view/14916
identifier_str_mv 10.5902/1984686X14916
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/14916/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. 28, n. 52, maio/ago. 2015; 311-324
Revista de Educación Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 311-324
Revista Educação Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 311-324
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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