Práticas psicopedagógicas com o estudante da educação superior: desafios do aprender

• Autor(a) principal: Cezar, Amanda do Prado Ferreira
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/7269
• topic: Aprendizagem; Psicopedagogia; Ensino superior; Educação especial; Dificuldades de aprendizagem; Learning; Psychopedagogy; Higher education; Special education; Learning difficulties; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation is derived from a research that aimed to know the impact and contributions of the intervention of a Psycho-Pedagogical Interdisciplinary Team at the Federal University of Santa Maria. It also aimed to widen the knowledge of Special Education in the context of Higher Education in order to contribute to the learning process of students with and without disabilities and/or learning disabilities, but who need support services to be successful in their academic life. Furthermore, it aimed to present the constitution and functioning of a psycho-pedagogical team in Higher Education in order to give visibility to the contributions of the practices arising from the performance of this team. The theoretical background is based on the studies of Psychopedagogy and Special Education. From a methodological point of view, it is characterized as an ethnographic qualitative study from observations of the researcher in the research space, the Núcleo de Apoio à Aprendizagem na Educação in the Federal University of Santa Maria, where there are 15 professionals, who were subjects of research. Therefore, the instrument employed was a semi-structured interview that was based on testimony studied through content analysis proposed by Bardin. By analyzing the interviews, we identified the following categories: learning/autonomy, learning difficulties/special needs, interdisciplinary pedagogical team/support, collaboration and permanence of students. The learning difficulties and special needs appear as a relevant factor for leaving the course and even the university apart from the students having a disability or not. Therefore, we emphasize the importance of a team of different professionals able to promote effective interventions, support teachers and coordinators aiming at the permanence and the quality of learning of Higher Education students.