The use of the multifunctional resources rooms for science teaching: a study on inclusion
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/1025 |
Resumo: | The present article intends to present a clipping of the results obtained in a research of Monography that aimed to analyze and describe how the public schools of a county located in the state of Minas Gerais, Brazil, employ the Multifunctional Resource Rooms (SRM) in order to teach Science and Biology to the students of the Special Education Section (PAEE), since Education is every person’s right, whether they have some disability or not. It is known that the current educational policy of Special Education presentes. Inclusive features: the legislation recommends the Specialized Educational Assistance (ESA) of students with disabilities, global developmental disorders and high abilities / giftedness, to happen preferably in the regular school, in the called Multifunctional Resource Rooms. In this way, one of the AEE assignments is to assure articulation between the teachers of the common class, in order to establish, in partnership with them, strategies that guarantee the learning of the PAEE students. Through an exploratory qualitative approach, a field study was made, using semi-structured interviews as a method of data collecting from teachers who work in the SRM of middle and high schools. The data were analyzed according to qualitative criteria, and then clustered in similar signification cores. It was possible to conclude that, despite the legal efforts at the Federal level to ensure the education of the PAEE students, attitude changes are still necessary for teachers and school management to ensure quality, heterogeneity and inclusive science teaching. |
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The use of the multifunctional resources rooms for science teaching: a study on inclusionEl uso de las salas de recursos multifuncionales para la enseñanza de ciencias: un estudio sobre inclusiónO uso das salas de recursos multifuncionais para o ensino de ciências: um estudo sobre inclusãoAsistancia Educativa Especializadaformación de profesoresEnseñanza de Biología.Atendimento Educacional Especializadoformação de professoresEnsino de Biologia.Specialized Educational Servicesteacher trainingTeaching of Biology.The present article intends to present a clipping of the results obtained in a research of Monography that aimed to analyze and describe how the public schools of a county located in the state of Minas Gerais, Brazil, employ the Multifunctional Resource Rooms (SRM) in order to teach Science and Biology to the students of the Special Education Section (PAEE), since Education is every person’s right, whether they have some disability or not. It is known that the current educational policy of Special Education presentes. Inclusive features: the legislation recommends the Specialized Educational Assistance (ESA) of students with disabilities, global developmental disorders and high abilities / giftedness, to happen preferably in the regular school, in the called Multifunctional Resource Rooms. In this way, one of the AEE assignments is to assure articulation between the teachers of the common class, in order to establish, in partnership with them, strategies that guarantee the learning of the PAEE students. Through an exploratory qualitative approach, a field study was made, using semi-structured interviews as a method of data collecting from teachers who work in the SRM of middle and high schools. The data were analyzed according to qualitative criteria, and then clustered in similar signification cores. It was possible to conclude that, despite the legal efforts at the Federal level to ensure the education of the PAEE students, attitude changes are still necessary for teachers and school management to ensure quality, heterogeneity and inclusive science teaching.El presente artículo pretende presentar un recorte de los resultados obtenidos en una búsqueda de Trabajo Final de Graduación que objetivó analizar y describir cómo las escuelas públicas de un condado ubicado en el estado de Minas Gerais, Brasil, emplean las Salas de Recursos Multifuncionales (SRM) para enseñar ciencia y biología a los estudiantes de la Sección de Educación Especial (PAEE), ya que la Educación es el derecho de toda persona, sea que tenga alguna discapacidad o no. Se sabe que la política educativa actual de la Educación Especial presenta características inclusivas: la legislación recomienda que la Asistencia Educativa Especializada (ESA, por sus siglas en inglés) de estudiantes con discapacidades, trastornos del desarrollo global y alta capacidad / superdotación, se realice preferentemente en la escuela regular, en las llamadas Salas de Recursos Multifuncionales. De esta manera, una de las tareas de AEE es asegurar la articulación entre los maestros de la clase común, a fin de establecer, en asociación con ellos, estrategias que garanticen el aprendizaje de los estudiantes de PAEE. A través de un enfoque cualitativo exploratorio, se realizó un estudio de campo, utilizando entrevistas semiestructuradas como un método de recopilación de datos de maestros que trabajan en el SRM de escuelas intermedias y secundarias. Los datos se analizaron según criterios cualitativos y luego se agruparon en núcleos de significación similares. Se pudo concluir que, a pesar de los esfuerzos legales a nivel federal para garantizar la educación de los estudiantes de PAEE, los maestros y la gestión escolar aún necesitan cambios de actitud para garantizar la calidad, la heterogeneidad y la enseñanza de la ciencia inclusiva.O presente artigo pretende apresentar um recorte dos resultados obtidos em uma pesquisa de Trabalho Final de Graduação que objetivou descrever e analisar de que modo as escolas públicas de um município no sul de Minas Gerais têm utilizado as Salas de Recursos Multifuncionais (SRM) para ensinar Ciências e Biologia aos alunos Público Alvo da Educação Especial (PAEE), haja vista que a Educação é um direito de todas as pessoas, com ou sem deficiências. Sabe-se que a atual política educacional de Educação Especial apresenta caráter inclusivo: a legislação preconiza que o Atendimento Educacional Especializado (AEE) dos alunos com deficiências, transtornos globais do desenvolvimento e altas habilidades/ superdotação aconteça preferencialmente na escola regular, nas chamadas Salas de Recursos Multifuncionais. Deste modo, uma das atribuições do professor do AEE é realizar a articulação com os professores da classe comum a fim de estabelecerem, em parceria, estratégias que garantam a aprendizagem dos alunos PAEE. Assim, utilizando abordagem qualitativa de cunho exploratório, fez-se uma pesquisa de campo utilizando entrevistas semiestruturadas como método de coleta de dados com professores que atuam nas SRM de escolas de ensino fundamental II e ensino médio. Os dados foram analisados segundo o critério qualitativo, agrupando os dados em núcleos semelhantes de sentido, e pôde-se observar que, apesar dos esforços legislativos que asseguram a escolarização dos alunos PAEE, há pouca articulação entre AEE e professores; o AEE trabalha de maneira isolada com alunos PAEE; e que, ainda, são necessárias mudanças atitudinais por parte dos professores e da gestão da escola para garantir um ensino de ciências de qualidade, heterogêneo e inclusivo.Research, Society and Development2019-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/102510.33448/rsd-v8i6.1025Research, Society and Development; Vol. 8 No. 6; e16861025Research, Society and Development; Vol. 8 Núm. 6; e16861025Research, Society and Development; v. 8 n. 6; e168610252525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1025/873Copyright (c) 2019 Vívian Martins Ribeiro, Denise Pereira de Alcantara Ferraz, Stefano Maximo Lopes, Juliani Flávia de Oliveirainfo:eu-repo/semantics/openAccessRibeiro, Vívian MartinsFerraz, Denise Pereira de AlcantaraOliveira, Juliani Flávia deLopes, Stefano Maximo2020-03-25T16:06:59Zoai:ojs.pkp.sfu.ca:article/1025Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:13.705715Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The use of the multifunctional resources rooms for science teaching: a study on inclusion El uso de las salas de recursos multifuncionales para la enseñanza de ciencias: un estudio sobre inclusión O uso das salas de recursos multifuncionais para o ensino de ciências: um estudo sobre inclusão |
title |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
spellingShingle |
The use of the multifunctional resources rooms for science teaching: a study on inclusion Ribeiro, Vívian Martins Asistancia Educativa Especializada formación de profesores Enseñanza de Biología. Atendimento Educacional Especializado formação de professores Ensino de Biologia. Specialized Educational Services teacher training Teaching of Biology. |
title_short |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
title_full |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
title_fullStr |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
title_full_unstemmed |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
title_sort |
The use of the multifunctional resources rooms for science teaching: a study on inclusion |
author |
Ribeiro, Vívian Martins |
author_facet |
Ribeiro, Vívian Martins Ferraz, Denise Pereira de Alcantara Oliveira, Juliani Flávia de Lopes, Stefano Maximo |
author_role |
author |
author2 |
Ferraz, Denise Pereira de Alcantara Oliveira, Juliani Flávia de Lopes, Stefano Maximo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Ribeiro, Vívian Martins Ferraz, Denise Pereira de Alcantara Oliveira, Juliani Flávia de Lopes, Stefano Maximo |
dc.subject.por.fl_str_mv |
Asistancia Educativa Especializada formación de profesores Enseñanza de Biología. Atendimento Educacional Especializado formação de professores Ensino de Biologia. Specialized Educational Services teacher training Teaching of Biology. |
topic |
Asistancia Educativa Especializada formación de profesores Enseñanza de Biología. Atendimento Educacional Especializado formação de professores Ensino de Biologia. Specialized Educational Services teacher training Teaching of Biology. |
description |
The present article intends to present a clipping of the results obtained in a research of Monography that aimed to analyze and describe how the public schools of a county located in the state of Minas Gerais, Brazil, employ the Multifunctional Resource Rooms (SRM) in order to teach Science and Biology to the students of the Special Education Section (PAEE), since Education is every person’s right, whether they have some disability or not. It is known that the current educational policy of Special Education presentes. Inclusive features: the legislation recommends the Specialized Educational Assistance (ESA) of students with disabilities, global developmental disorders and high abilities / giftedness, to happen preferably in the regular school, in the called Multifunctional Resource Rooms. In this way, one of the AEE assignments is to assure articulation between the teachers of the common class, in order to establish, in partnership with them, strategies that guarantee the learning of the PAEE students. Through an exploratory qualitative approach, a field study was made, using semi-structured interviews as a method of data collecting from teachers who work in the SRM of middle and high schools. The data were analyzed according to qualitative criteria, and then clustered in similar signification cores. It was possible to conclude that, despite the legal efforts at the Federal level to ensure the education of the PAEE students, attitude changes are still necessary for teachers and school management to ensure quality, heterogeneity and inclusive science teaching. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-03-29 |
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 |
https://rsdjournal.org/index.php/rsd/article/view/1025 10.33448/rsd-v8i6.1025 |
url |
https://rsdjournal.org/index.php/rsd/article/view/1025 |
identifier_str_mv |
10.33448/rsd-v8i6.1025 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/1025/873 |
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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 8 No. 6; e16861025 Research, Society and Development; Vol. 8 Núm. 6; e16861025 Research, Society and Development; v. 8 n. 6; e16861025 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052643314499584 |