Conceptions of teaching students with intellectual disabilities
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Veras |
Texto Completo: | http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78 |
Resumo: | This paper discusses a research on the concepts and propositions of elementary school teachers about the teaching practice with intellectual disabilities students in regular classrooms of the early grades. The study explored some structural features of this stage of schooling and the role of the teacher in an inclusive perspective, reflections on the culture of homogenization built throughout history, as well as the ways of conceptualization of intellectual disability. Regarding the role of the teacher, we considered the urgency of looking into the classroom, recognizing their knowledge, listening to their demands and propositions. The present investigation, besides the theoretical aspects, had a field survey with qualitative approach. Interviews were conducted with teachers of a private Elementary School in the city of São Paulo, and they were analyzed using the theories of experiential knowledge, suggested by Perrenoud (2001). We conclude that much knowledge is within the school, especially in those schools that have a methodology for working with diversity. Such knowledge would be built in the classroom, forming what we call educational heritage. |
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Conceptions of teaching students with intellectual disabilitiesConcepções docentes sobre alunos com deficiência intelectualinclusive education; elementary school; intellectual disability.educação inclusiva; ensino fundamental II; deficiência intelectual.This paper discusses a research on the concepts and propositions of elementary school teachers about the teaching practice with intellectual disabilities students in regular classrooms of the early grades. The study explored some structural features of this stage of schooling and the role of the teacher in an inclusive perspective, reflections on the culture of homogenization built throughout history, as well as the ways of conceptualization of intellectual disability. Regarding the role of the teacher, we considered the urgency of looking into the classroom, recognizing their knowledge, listening to their demands and propositions. The present investigation, besides the theoretical aspects, had a field survey with qualitative approach. Interviews were conducted with teachers of a private Elementary School in the city of São Paulo, and they were analyzed using the theories of experiential knowledge, suggested by Perrenoud (2001). We conclude that much knowledge is within the school, especially in those schools that have a methodology for working with diversity. Such knowledge would be built in the classroom, forming what we call educational heritage.O artigo aborda uma pesquisa sobre as concepções e proposições de professores do Ensino Fundamental II acerca da prática pedagógica com alunos com deficiência intelectual, em salas regulares dos anos iniciais. O estudo explorou algumas características estruturais dessa etapa de escolarização e o papel do professor na perspectiva inclusiva, reflexões sobre a cultura da homogeneização construída ao longo da história, assim como os caminhos da conceitualização da deficiência intelectual. Em relação ao papel do professor, considerou-se a urgência do olhar para dentro da sala de aula, reconhecendo seus saberes, ouvindo suas demandas e proposições. A presente investigação, além dos aspectos teóricos, contou com uma pesquisa de campo, tendo abordagem qualitativa. Foram realizadas entrevistas com professoras do ciclo II do Ensino Fundamental de uma escola particular da cidade de São Paulo, analisadas à luz das teorias do conhecimento experiencial, abordado por Perrenoud (1997). Concluímos que muitos saberes estão dentro da própria escola, sobretudo das que fizeram uma opção metodológica pelo trabalho com a diversidade. Tais conhecimentos estariam sendo construídos na sala de aula, compondo o que chamamos de patrimônio pedagógico.Vera CruzCarvalho, Cristina Maria Coin deDias, Marília Costa2012-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo Avaliado pelos Paresapplication/pdfhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/7810.14212/veras.vol2.n1.ano2012.art78Veras; v. 2, n. 1 (2012); 44-622236-572910.14212/veras.vol2.n1.ano2012reponame:Revista Verasinstname:Instituto Superior de Educação Vera Cruz (VeraCruz)instacron:VERACRUZporhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78/64info:eu-repo/semantics/openAccess2017-03-07T21:51:26ZRevista |
dc.title.none.fl_str_mv |
Conceptions of teaching students with intellectual disabilities Concepções docentes sobre alunos com deficiência intelectual |
title |
Conceptions of teaching students with intellectual disabilities |
spellingShingle |
Conceptions of teaching students with intellectual disabilities Carvalho, Cristina Maria Coin de inclusive education; elementary school; intellectual disability. educação inclusiva; ensino fundamental II; deficiência intelectual. |
title_short |
Conceptions of teaching students with intellectual disabilities |
title_full |
Conceptions of teaching students with intellectual disabilities |
title_fullStr |
Conceptions of teaching students with intellectual disabilities |
title_full_unstemmed |
Conceptions of teaching students with intellectual disabilities |
title_sort |
Conceptions of teaching students with intellectual disabilities |
author |
Carvalho, Cristina Maria Coin de |
author_facet |
Carvalho, Cristina Maria Coin de Dias, Marília Costa |
author_role |
author |
author2 |
Dias, Marília Costa |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Carvalho, Cristina Maria Coin de Dias, Marília Costa |
dc.subject.por.fl_str_mv |
inclusive education; elementary school; intellectual disability. educação inclusiva; ensino fundamental II; deficiência intelectual. |
topic |
inclusive education; elementary school; intellectual disability. educação inclusiva; ensino fundamental II; deficiência intelectual. |
description |
This paper discusses a research on the concepts and propositions of elementary school teachers about the teaching practice with intellectual disabilities students in regular classrooms of the early grades. The study explored some structural features of this stage of schooling and the role of the teacher in an inclusive perspective, reflections on the culture of homogenization built throughout history, as well as the ways of conceptualization of intellectual disability. Regarding the role of the teacher, we considered the urgency of looking into the classroom, recognizing their knowledge, listening to their demands and propositions. The present investigation, besides the theoretical aspects, had a field survey with qualitative approach. Interviews were conducted with teachers of a private Elementary School in the city of São Paulo, and they were analyzed using the theories of experiential knowledge, suggested by Perrenoud (2001). We conclude that much knowledge is within the school, especially in those schools that have a methodology for working with diversity. Such knowledge would be built in the classroom, forming what we call educational heritage. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-05-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo Avaliado pelos Pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78 10.14212/veras.vol2.n1.ano2012.art78 |
url |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78 |
identifier_str_mv |
10.14212/veras.vol2.n1.ano2012.art78 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78/64 |
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 |
Vera Cruz |
publisher.none.fl_str_mv |
Vera Cruz |
dc.source.none.fl_str_mv |
Veras; v. 2, n. 1 (2012); 44-62 2236-5729 10.14212/veras.vol2.n1.ano2012 reponame:Revista Veras instname:Instituto Superior de Educação Vera Cruz (VeraCruz) instacron:VERACRUZ |
instname_str |
Instituto Superior de Educação Vera Cruz (VeraCruz) |
instacron_str |
VERACRUZ |
institution |
VERACRUZ |
reponame_str |
Revista Veras |
collection |
Revista Veras |
repository.name.fl_str_mv |
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repository.mail.fl_str_mv |
|
_version_ |
1731734792165130240 |