Teachers' conception about the homework and proposition for students with physical disabilities

Detalhes bibliográficos
Autor(a) principal: Zafani, Mariana Dutra
Data de Publicação: 2017
Outros Autores: Gregorutti, Carolina Cangemi, Baleotti, Luciana Ramos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28432
Resumo: The objective of this study was to identify and analyze the conception of 15 teachers about homework (HW), and to investigate how the HW is being proposed for the student with physical disability (PD). For data collection a semi-structured interview script has been used. Data were analyzed qualitatively and quantitatively. The results show that, generally, teachers consider HW important and an extension of the pedagogical practice, besides favoring the interaction between parents and children and the approach of the parents to the school. However, they don’t propose it to all students with PD because they do not have the qualification for their adequacy. This study allowed to identify the teacher's conception about the homework function, and to verify the possible congruencies and/or incongruities that may manifest between such conception and the operationalization of the homework task to the student with PD. It is important to investigate the role of homework in the context of the inclusive education of different students with education special needs.
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spelling Teachers' conception about the homework and proposition for students with physical disabilitiesConcepção de professores acerca da tarefa de casa e o seu emprego junto ao aluno com deficiência físicaTeacherSchool inclusionHomeworkProfessorInclusão escolarTarefa de casa.The objective of this study was to identify and analyze the conception of 15 teachers about homework (HW), and to investigate how the HW is being proposed for the student with physical disability (PD). For data collection a semi-structured interview script has been used. Data were analyzed qualitatively and quantitatively. The results show that, generally, teachers consider HW important and an extension of the pedagogical practice, besides favoring the interaction between parents and children and the approach of the parents to the school. However, they don’t propose it to all students with PD because they do not have the qualification for their adequacy. This study allowed to identify the teacher's conception about the homework function, and to verify the possible congruencies and/or incongruities that may manifest between such conception and the operationalization of the homework task to the student with PD. It is important to investigate the role of homework in the context of the inclusive education of different students with education special needs.Objetivou-se identificar e analisar a concepção de 15 professores acerca da tarefa de casa (TC), e investigar como a TC está sendo proposta para o aluno com deficiência física (DF). Para coleta de dados utilizou-se um roteiro de entrevista semiestruturado. Os dados foram analisados qualitativa e quantitativamente. Os resultados apontam que, de maneira geral, os professores consideram a TC importante e uma extensão da prática pedagógica, além de favorecer a interação entre pais e filhos e a aproximação dos pais na escola. No entanto, não a propõem para todos os alunos com DF em função de não terem capacitação para a sua adequação. Este estudo permitiu identificar a concepção do professor acerca da função da tarefa de casa, e verificar as possíveis congruências e/ou incongruências que podem manifestar-se entre tal concepção e a operacionalização da tarefa de casa para o aluno com DF. Ressalta-se a importância de se investigar o papel da tarefa de casa no contexto da Educação Inclusiva de diferentes alunos que constituem o público alvo da Educação Especial.Universidade Federal de Santa Maria2017-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2843210.5902/1984686X28432Special Education Magazine; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 763-774Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 763-774Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 763-7741984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/28432/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessZafani, Mariana DutraGregorutti, Carolina CangemiBaleotti, Luciana Ramos2017-11-09T12:31:01Zoai:ojs.pkp.sfu.ca:article/28432Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-11-09T12:31:01Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teachers' conception about the homework and proposition for students with physical disabilities
Concepção de professores acerca da tarefa de casa e o seu emprego junto ao aluno com deficiência física
title Teachers' conception about the homework and proposition for students with physical disabilities
spellingShingle Teachers' conception about the homework and proposition for students with physical disabilities
Zafani, Mariana Dutra
Teacher
School inclusion
Homework
Professor
Inclusão escolar
Tarefa de casa.
title_short Teachers' conception about the homework and proposition for students with physical disabilities
title_full Teachers' conception about the homework and proposition for students with physical disabilities
title_fullStr Teachers' conception about the homework and proposition for students with physical disabilities
title_full_unstemmed Teachers' conception about the homework and proposition for students with physical disabilities
title_sort Teachers' conception about the homework and proposition for students with physical disabilities
author Zafani, Mariana Dutra
author_facet Zafani, Mariana Dutra
Gregorutti, Carolina Cangemi
Baleotti, Luciana Ramos
author_role author
author2 Gregorutti, Carolina Cangemi
Baleotti, Luciana Ramos
author2_role author
author
dc.contributor.author.fl_str_mv Zafani, Mariana Dutra
Gregorutti, Carolina Cangemi
Baleotti, Luciana Ramos
dc.subject.por.fl_str_mv Teacher
School inclusion
Homework
Professor
Inclusão escolar
Tarefa de casa.
topic Teacher
School inclusion
Homework
Professor
Inclusão escolar
Tarefa de casa.
description The objective of this study was to identify and analyze the conception of 15 teachers about homework (HW), and to investigate how the HW is being proposed for the student with physical disability (PD). For data collection a semi-structured interview script has been used. Data were analyzed qualitatively and quantitatively. The results show that, generally, teachers consider HW important and an extension of the pedagogical practice, besides favoring the interaction between parents and children and the approach of the parents to the school. However, they don’t propose it to all students with PD because they do not have the qualification for their adequacy. This study allowed to identify the teacher's conception about the homework function, and to verify the possible congruencies and/or incongruities that may manifest between such conception and the operationalization of the homework task to the student with PD. It is important to investigate the role of homework in the context of the inclusive education of different students with education special needs.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-07
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/28432
10.5902/1984686X28432
url http://periodicos.ufsm.br/educacaoespecial/article/view/28432
identifier_str_mv 10.5902/1984686X28432
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28432/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 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. 30, n. 59, set./dez. 2017; 763-774
Revista de Educación Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 763-774
Revista Educação Especial; Revista Educação Especial, v. 30, n. 59, set./dez. 2017; 763-774
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
_version_ 1799944201191817216

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