Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/001300000t78d |
Texto Completo: | http://repositorio.ufsm.br/handle/1/32060 |
Resumo: | This is a study with a qualitative approach that aimed to understand the perception of teachers regarding the inclusion of children with special health needs in the school context. Semi-structured interviews were carried out with 22 teachers from public municipal schools in the interior of Rio Grande do Sul. The data obtained was subjected to inductive thematic analysis. Ethical aspects were respected, and the project was approved by the institution's Research Ethics Committee. The results demonstrated the need for greater theoretical and technical support to assist teachers in the process of including children with special health needs in the school environment. In addition to the fragility of qualified human resources, especially monitors, who assist students in social interactions, teaching in general and teaching applications in the classroom. Teachers feel frustrated and overwhelmed and would like to have a greater partnership with the health sector in the process of including these children in the school environment. As strategies for this inclusion, teachers cited: differentiated planning of activities, inclusion with other colleagues in recreational activities and planning together with special educators as well as exchange of knowledge between colleagues in the education network. Professionals feel the need for continued training for the inclusion process of these children and pointed to the nursing professional as a possible trainer/facilitator for this process. It is concluded that the teachers' perception regarding the inclusion of these children permeates the difficulties related to the child, the training process and institutional and infrastructure. They suggest bringing the education and health sectors closer together so that teachers feel more empowered in the classroom with these children, so they can carry out their activities with quality and with the support they need. |
id |
UFSM_8bf53dd4c482453e93e2afabcd811b62 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/32060 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professoresInclusion process of children with special health needs in school: teachers’ perspectiveCriançaDoença crônicaEscolaSaúde da criançaEnfermagemChildChronic diseaseSchoolsChild healthNursingCNPQ::CIENCIAS DA SAUDE::ENFERMAGEMThis is a study with a qualitative approach that aimed to understand the perception of teachers regarding the inclusion of children with special health needs in the school context. Semi-structured interviews were carried out with 22 teachers from public municipal schools in the interior of Rio Grande do Sul. The data obtained was subjected to inductive thematic analysis. Ethical aspects were respected, and the project was approved by the institution's Research Ethics Committee. The results demonstrated the need for greater theoretical and technical support to assist teachers in the process of including children with special health needs in the school environment. In addition to the fragility of qualified human resources, especially monitors, who assist students in social interactions, teaching in general and teaching applications in the classroom. Teachers feel frustrated and overwhelmed and would like to have a greater partnership with the health sector in the process of including these children in the school environment. As strategies for this inclusion, teachers cited: differentiated planning of activities, inclusion with other colleagues in recreational activities and planning together with special educators as well as exchange of knowledge between colleagues in the education network. Professionals feel the need for continued training for the inclusion process of these children and pointed to the nursing professional as a possible trainer/facilitator for this process. It is concluded that the teachers' perception regarding the inclusion of these children permeates the difficulties related to the child, the training process and institutional and infrastructure. They suggest bringing the education and health sectors closer together so that teachers feel more empowered in the classroom with these children, so they can carry out their activities with quality and with the support they need.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESTrata-se de um estudo com abordagem qualitativa que teve como objetivo conhecer a percepção de professores quanto à inclusão de crianças com necessidades especiais de saúde no contexto escolar. Foram realizadas entrevistas semiestruturadas com 22 professores de escolas municipais públicas no interior do Rio Grande do Sul. Os dados obtidos foram submetidos à análise temática indutiva. Os aspectos éticos foram respeitados, sendo o projeto aprovado pelo Comitê de Ética em Pesquisa da instituição. Os resultados demonstraram a necessidade de maior suporte teórico e técnico para auxiliar os professores no processo de inclusão de crianças com necessidades especiais de saúde no ambiente escolar. Além da fragilidade de recursos humanos qualificados, principalmente de monitores, que auxiliem os alunos nas interações sociais, no ensino de maneira geral e nas aplicações didáticas em sala de aula. Os professores se sentem frustrados e sobrecarregados e gostariam de ter uma parceria maior com o setor saúde para o processo de inclusão dessas crianças no ambiente escolar. Como estratégias para esta inclusão, os professores citaram: um planejamento diferenciado das atividades, a inclusão com os demais colegas em atividades lúdicas e o planejamento em conjunto com as educadoras especiais bem como troca de conhecimentos entre colegas da rede de ensino. Os profissionais sentem a necessidade de formação continuada para o processo de inclusão destas crianças e apontaram o profissional de enfermagem como possível capacitador/facilitador para esse processo. Conclui-se que a percepção dos professores acerca da inclusão destas crianças perpassa pelas dificuldades relacionadas à criança, ao processo de formação e institucionais e de infraestrutura. Sugerem a aproximação dos setores de educação e saúde para que os professores se sintam mais fortalecidos em sala de aula com essas crianças, que possam desempenhar suas atividades com qualidade e com o suporte que necessitam.Universidade Federal de Santa MariaBrasilEnfermagemUFSMPrograma de Pós-Graduação em EnfermagemCentro de Ciências da SaúdeNeves, Eliane Tatschhttp://lattes.cnpq.br/2267710105940770Ribeiro, Aline CammaranoArrué, Andrea MoreiraNascimento, Francisco Junio do2024-06-19T13:14:00Z2024-06-19T13:14:00Z2024-03-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/32060ark:/26339/001300000t78dporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-06-19T13:14:00Zoai:repositorio.ufsm.br:1/32060Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-06-19T13:14Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores Inclusion process of children with special health needs in school: teachers’ perspective |
title |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
spellingShingle |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores Nascimento, Francisco Junio do Criança Doença crônica Escola Saúde da criança Enfermagem Child Chronic disease Schools Child health Nursing CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
title_short |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
title_full |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
title_fullStr |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
title_full_unstemmed |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
title_sort |
Processo de inclusão de crianças com necessidades especiais de saúde na escola: perspectiva de professores |
author |
Nascimento, Francisco Junio do |
author_facet |
Nascimento, Francisco Junio do |
author_role |
author |
dc.contributor.none.fl_str_mv |
Neves, Eliane Tatsch http://lattes.cnpq.br/2267710105940770 Ribeiro, Aline Cammarano Arrué, Andrea Moreira |
dc.contributor.author.fl_str_mv |
Nascimento, Francisco Junio do |
dc.subject.por.fl_str_mv |
Criança Doença crônica Escola Saúde da criança Enfermagem Child Chronic disease Schools Child health Nursing CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
topic |
Criança Doença crônica Escola Saúde da criança Enfermagem Child Chronic disease Schools Child health Nursing CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
description |
This is a study with a qualitative approach that aimed to understand the perception of teachers regarding the inclusion of children with special health needs in the school context. Semi-structured interviews were carried out with 22 teachers from public municipal schools in the interior of Rio Grande do Sul. The data obtained was subjected to inductive thematic analysis. Ethical aspects were respected, and the project was approved by the institution's Research Ethics Committee. The results demonstrated the need for greater theoretical and technical support to assist teachers in the process of including children with special health needs in the school environment. In addition to the fragility of qualified human resources, especially monitors, who assist students in social interactions, teaching in general and teaching applications in the classroom. Teachers feel frustrated and overwhelmed and would like to have a greater partnership with the health sector in the process of including these children in the school environment. As strategies for this inclusion, teachers cited: differentiated planning of activities, inclusion with other colleagues in recreational activities and planning together with special educators as well as exchange of knowledge between colleagues in the education network. Professionals feel the need for continued training for the inclusion process of these children and pointed to the nursing professional as a possible trainer/facilitator for this process. It is concluded that the teachers' perception regarding the inclusion of these children permeates the difficulties related to the child, the training process and institutional and infrastructure. They suggest bringing the education and health sectors closer together so that teachers feel more empowered in the classroom with these children, so they can carry out their activities with quality and with the support they need. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-06-19T13:14:00Z 2024-06-19T13:14:00Z 2024-03-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/32060 |
dc.identifier.dark.fl_str_mv |
ark:/26339/001300000t78d |
url |
http://repositorio.ufsm.br/handle/1/32060 |
identifier_str_mv |
ark:/26339/001300000t78d |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Enfermagem UFSM Programa de Pós-Graduação em Enfermagem Centro de Ciências da Saúde |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Enfermagem UFSM Programa de Pós-Graduação em Enfermagem Centro de Ciências da Saúde |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da 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 |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1815172394412670976 |