Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service

Detalhes bibliográficos
Autor(a) principal: Oliveira, Jáima Pinheiro de
Data de Publicação: 2021
Outros Autores: Matos, Maria Almerinda de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/67106
Resumo: This article addressed the theme of pedagogical planning for children with intellectual disabilities, in a perspective of articulation between the Specialized Educational Service (AEE) and the common classroom. The objective of the study was to map the scientific productions that could provide indicators to assist in these pedagogical planning with a collaborative perspective. It was a systematic review, with search criteria and strategies that considered account the quality of a literature review based on the Assessing the Methodological Quality of Systematic Reviews (AMSTAR). The results indicated 459 works considering the most relevant terms linked to pedagogical practice in the Brazilian Thesaurus of Education: teacher training, teaching resources and curriculum. After applying the filters, 74 studies were fully analysed, whose main indicators were: individualized and differentiated pedagogical activities using curricular adaptations; teacher training with emphasis on the assumption of the person with a disability as a learner; mediation of knowledge and emphasis on collaboration between support and common classroom teachers; pedagogical practices that consider different characteristics and ways of accessing knowledge. We conclude that the studies problematize issues related to the field of didactics, however, some still disregard aspects of the teaching action developed with and for these children, prioritizing elements that promote their participation in activities in the common classroom.
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spelling Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational ServicePlanes pedagógicos para niños con discapacidad intelectual: experiencias colaborativas desde la acción del Servicio Educativo EspecializadoPlanejamentos pedagógicos voltados para crianças com deficiência intelectual: experiências colaborativas a partir da ação do Atendimento Educacional EspecializadoIntellectual DisabilityPedagogical practicesSpecialized Educational Service.Discapacidad intelectualPlanificación pedagógicaServicio Educativo Especializado.Deficiência IntelectualPráticas PedagógicasAtendimento Educacional Especializado.This article addressed the theme of pedagogical planning for children with intellectual disabilities, in a perspective of articulation between the Specialized Educational Service (AEE) and the common classroom. The objective of the study was to map the scientific productions that could provide indicators to assist in these pedagogical planning with a collaborative perspective. It was a systematic review, with search criteria and strategies that considered account the quality of a literature review based on the Assessing the Methodological Quality of Systematic Reviews (AMSTAR). The results indicated 459 works considering the most relevant terms linked to pedagogical practice in the Brazilian Thesaurus of Education: teacher training, teaching resources and curriculum. After applying the filters, 74 studies were fully analysed, whose main indicators were: individualized and differentiated pedagogical activities using curricular adaptations; teacher training with emphasis on the assumption of the person with a disability as a learner; mediation of knowledge and emphasis on collaboration between support and common classroom teachers; pedagogical practices that consider different characteristics and ways of accessing knowledge. We conclude that the studies problematize issues related to the field of didactics, however, some still disregard aspects of the teaching action developed with and for these children, prioritizing elements that promote their participation in activities in the common classroom.Este artículo abordó el tema de la planificación pedagógica para niños con discapacidad intelectual, en una perspectiva de articulación entre el Servicio Educativo Especializado (AEE) y el aula común. El objetivo del estudio fue mapear las producciones científicas que pudieran proporcionar indicadores para ayudar en esta planificación pedagógica con una perspectiva colaborativa. Se trató de una revisión sistemática, con criterios y estrategias de búsqueda que tuvo en cuenta la calidad de una revisión bibliográfica basada en la Evaluación de la Calidad Metodológica de las Revisiones Sistemáticas (AMSTAR). Los resultados indicaron 459 trabajos considerando los términos más relevantes vinculados a la práctica pedagógica en el Tesauro de Educación Brasileño: formación docente, recursos didácticos y currículo. Después de aplicar los filtros, se analizaron en su totalidad 74 estudios, cuyos principales indicadores fueron: actividades pedagógicas individualizadas y diferenciadas mediante adaptaciones curriculares; formación del profesorado con énfasis en la asunción de la persona con discapacidad como aprendiz; mediación del conocimiento y énfasis en la colaboración entre profesores de apoyo y de aula común; Prácticas pedagógicas que consideran diferentes características y formas de acceso al conocimiento. Concluimos que los estudios problematizan temas relacionados con el campo de la didáctica, sin embargo, algunos aún desconocen aspectos de la acción docente desarrollada con y para estos niños, priorizando elementos que promuevan su participación en actividades en el aula común.Esse artigo abordou a temática de planejamentos pedagógicos para crianças com deficiência intelectual, numa perspectiva de articulação entre o Atendimento Educacional Especializado (AEE) e a sala comum. O objetivo do estudo foi mapear as produções científicas que pudessem fornecer indicadores para auxiliar nesses planejamentos pedagógicos com perspectiva colaborativa. Tratou-se de uma revisão sistemática, com critérios e estratégias de busca que levaram em consideração a qualidade de uma revisão de literatura a partir da Assessing the Methodological Quality of Systematic Reviews (AMSTAR). Os resultados indicaram 459 trabalhos considerando os termos mais relevantes vinculados à prática pedagógica no Tesauros Brasileiro de Educação, quais sejam: formação de professores, recursos de ensino e currículo. Após aplicação dos filtros, foram analisados na íntegra 74 estudos, cujos principais indicadores foram: atividades pedagógicas individualizadas e diferenciadas com utilização de adaptações curriculares; formação de professores com ênfase para uma assunção da pessoa com deficiência como sujeito que aprende; mediação do conhecimento e ênfase em colaboração entre os professores de apoio e da sala comum; práticas pedagógicas que consideram características e maneiras diferentes de acesso ao conhecimento. Concluímos que os estudos problematizam questões vinculadas ao campo da didática, porém, alguns ainda desconsideram aspectos da ação docente desenvolvida com e para essas crianças, priorizando elementos que promovem a participação delas em atividades da sala comum.Universidade Federal de Santa Maria2021-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6710610.5902/1984686X67106Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e64/1-26Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e64/1-26Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e64/1-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/67106/45482http://periodicos.ufsm.br/educacaoespecial/article/view/67106/45483Copyright (c) 2021 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessOliveira, Jáima Pinheiro deMatos, Maria Almerinda de Souza2021-12-28T14:21:12Zoai:ojs.pkp.sfu.ca:article/67106Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-12-28T14:21:12Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
Planes pedagógicos para niños con discapacidad intelectual: experiencias colaborativas desde la acción del Servicio Educativo Especializado
Planejamentos pedagógicos voltados para crianças com deficiência intelectual: experiências colaborativas a partir da ação do Atendimento Educacional Especializado
title Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
spellingShingle Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
Oliveira, Jáima Pinheiro de
Intellectual Disability
Pedagogical practices
Specialized Educational Service.
Discapacidad intelectual
Planificación pedagógica
Servicio Educativo Especializado.
Deficiência Intelectual
Práticas Pedagógicas
Atendimento Educacional Especializado.
title_short Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
title_full Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
title_fullStr Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
title_full_unstemmed Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
title_sort Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service
author Oliveira, Jáima Pinheiro de
author_facet Oliveira, Jáima Pinheiro de
Matos, Maria Almerinda de Souza
author_role author
author2 Matos, Maria Almerinda de Souza
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Jáima Pinheiro de
Matos, Maria Almerinda de Souza
dc.subject.por.fl_str_mv Intellectual Disability
Pedagogical practices
Specialized Educational Service.
Discapacidad intelectual
Planificación pedagógica
Servicio Educativo Especializado.
Deficiência Intelectual
Práticas Pedagógicas
Atendimento Educacional Especializado.
topic Intellectual Disability
Pedagogical practices
Specialized Educational Service.
Discapacidad intelectual
Planificación pedagógica
Servicio Educativo Especializado.
Deficiência Intelectual
Práticas Pedagógicas
Atendimento Educacional Especializado.
description This article addressed the theme of pedagogical planning for children with intellectual disabilities, in a perspective of articulation between the Specialized Educational Service (AEE) and the common classroom. The objective of the study was to map the scientific productions that could provide indicators to assist in these pedagogical planning with a collaborative perspective. It was a systematic review, with search criteria and strategies that considered account the quality of a literature review based on the Assessing the Methodological Quality of Systematic Reviews (AMSTAR). The results indicated 459 works considering the most relevant terms linked to pedagogical practice in the Brazilian Thesaurus of Education: teacher training, teaching resources and curriculum. After applying the filters, 74 studies were fully analysed, whose main indicators were: individualized and differentiated pedagogical activities using curricular adaptations; teacher training with emphasis on the assumption of the person with a disability as a learner; mediation of knowledge and emphasis on collaboration between support and common classroom teachers; pedagogical practices that consider different characteristics and ways of accessing knowledge. We conclude that the studies problematize issues related to the field of didactics, however, some still disregard aspects of the teaching action developed with and for these children, prioritizing elements that promote their participation in activities in the common classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/67106
10.5902/1984686X67106
url http://periodicos.ufsm.br/educacaoespecial/article/view/67106
identifier_str_mv 10.5902/1984686X67106
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/67106/45482
http://periodicos.ufsm.br/educacaoespecial/article/view/67106/45483
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
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. 34, 2021 – Publicação Contínua; e64/1-26
Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e64/1-26
Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e64/1-26
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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