Alexandra Ayach Anache

Desafios da implantação do atendimento educacional especializado no Ensino Superior

This work aimed to make a clipping on the Educational Service Specializing in higher education, using as a base, theorists who deal with the implementation of the EEA, from the 1950s to the present. Also some successful experiences were presented, in relation to the implementation of programs for assistive technology and accessibility, which have contributed to the entry, stay and completion of higher education for people with special educational needs. From the foregoing, this study was retrospective, descriptive and documented about the experience of the implementation process of the ESA in a higher education institution. For this, we used records in field notebooks and written documents wich recorded the content of informal interviews, through the technique of conversation held with managers, directors, employees, teachers and students with and without disabilities of this institution. Participated in this work step, 238 people with 167 people identified as having a disability and 71 teachers, managers and directors. From this study, we present the possibility of developing several actions of teaching, research and extension, on university campuses, targeted to people with special educational needs, despite the many bureaucratic obstacles that still exist.

Deficiência mental e produção científica na base de dados da CAPES: o lugar da aprendizagem

Este trabalho tem como objetivo realizar um levantamento das pesquisas sobre a deficiencia mental e a partir dessa caracterizacao, compreender o lugar que nela ocupam as pesquisas direcionadas ao processo de aprendizagem da populacao com deficiencia mental. Para este fim, pesquisamos producoes academicas em nivel de mestrado e de doutorado no periodo de 1990 ate 2005/2006, registradas no Banco de Teses do Portal da Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES), que faziam referencia a deficiencia mental, bem como era o assunto privilegiado por elas. A analise de conteudo dos resumos permitiu obter informacoes sobre a data, o locus das pesquisas, o tema tratado e o direcionamento teorico e metodologico. Foram encontradas 122 referencias, sendo 38 dissertacoes e 84 teses. No conjunto dessas producoes, os assuntos relacionados a avaliacao e ao diagnostico, ao ensino, as interacoes sociais, a saude, a inclusao e a avaliacao educacional foram os temas mais contemplados. O tema aprendizagem foi abordado em 6% dos trabalhos (7), demonstrando a necessidade de se construir estrategias para compreensao e aprofundamento desse aspecto visto que ele foi tratado de forma timida pela academia brasileira. Os resumos das pesquisas assinalam resultados promissores sobre as possibilidades de aprendizagem dos alunos com deficiencia mental.

Manifestações da criatividade no trabalho pedagógico do professor de artes visuais

La creatividad es un tema presente en la ensenanza de arte, tanto por su estrecha relacion con el arte cuanto por las exigencias sociales y politicas que interfieren en el contexto escolar y la imponen como esencial para la accion pedagogica. Con el objetivo de explicitar las manifestaciones de la creatividad en la labor del profesor de artes visuales, realizamos observacion, entrevistas, analisis documental y registros de imagenes en dos escuelas estaduales. A partir de un analisis cualitativo, definimos los siguientes ejes tematicos: Clima creativo en el contexto escolar; Iconografia de la creatividad en el contexto escolar; La creatividad como objetivo y el arte como estrategia; La creatividad en lalabor pedagogica para el alumno con deficiencia. Concluimos que las manifestaciones de la creatividad presentan dilemas que oscilan entre los aspectos de su expresion - naturalizados y cristalizados en lalabor pedagogica - y las expectativas de los profesores de artes visuales, que buscan condiciones para la expresion y el desarrollo de la creatividad en el contexto escolar.

Análise das condições de permanência do estudante com deficiência na Educação Superior

Considering that in the last fifteen years there has been an increase in the access of students with disabilities to higher education, it is necessary to implement institutional policies aimed at promoting accessibility. The objective of this study was to analyze the conditions of the permanence of academics with disabilities in higher education courses of a federal institution. The methodology used was exploratory in nature, approaching the case study technique. The procedures adopted foreseen the analysis of the contents of the institutional documents and the accomplishment of semistructured interviews. The research was developed in a public university, with the participation of 11 academics with disabilities and 11 directors of units. The analysis of the contents of the collected information allows to conclude that, although some advances have been made to make the university more accessible to the students, it is still evident the need of investments in infrastructure, in change of curriculum conception, in the training of teachers and other professionals , in the production and dissemination of information to disseminate the culture of inclusive education, so as to make feasible the conditions for students with disabilities to successfully complete their higher education courses.

A permanência de estudantes com deficiência nas universidades brasileiras

O presente texto tem como objetivo analisar o Programa Incluir – Acessibilidade na Educacao Superior como estrategia de permanencia da pessoa com deficiencia na educacao superior. O Programa Incluir foi criado em 2005 e tem o “[...] objetivo de promover acoes para eliminar barreiras fisicas, pedagogicas e de comunicacao, a fim de assegurar o acesso e a permanencia de pessoas com deficiencia nas instituicoes federais de educacao superior (IFEs)” (BRASIL, 2013). A metodologia utilizada no texto foi analise documental e bibliografica. Os dados analisados indicam que o Programa Incluir vem sendo uma das possibilidades para favorecer a permanencia de estudantes, publico-alvo da Educacao Especial, desenvolvendo seus estudos na educacao superior.

Revisão de literatura sobre aspectos das avaliações para Altas Habilidades/Superdotação

Aiming to highlight research works dealing with assessment in High Abilities / Giftedness in Brazil, this study is based on the bibliographic method and it uses the Portal of Thesis and Dissertations of the Coordination of People Training of Higher Education under the chronological cut from 1989 to 2012. It is characterized as methodological constraints: a) the sequence and choice of descriptors; b) the chronological availability and full papers published in the database used; c) the content analysis of the summaries and the categorization depending on their thematic, therefore, can introduce inaccuracy or duplicity of categorization. With an overall score of eighty-two works, this study presents a division of two guiding axes. The first uses available abstracts and depicts an overview of the research, to approach the more employed issues of the year of publication. The second axis erected after the event, elects the remaining research of the first axis that specifically addresses the reviews for High Abilities/Giftedness and provides a resulting of eight research works. In the second axis complete works were investigated data such as publication year, area of expertise, level of research, theoretical reference, methodological procedures and closing remarks. At last, the need for more scientific accomplishments in the area of giftedness and in its dialogue with the psychological assessments in Brazil were considered through the analyzes and discussions, thus, raising more studies which deal with the instruments and assessment strategies which are relevant to this population.

Characterization of learning evaluation in multi-functional resources rooms for students with intellectual disabilities

This article discusses the evaluation process of students with intellectual disabilities. The objective is to show the assessment conducted by teachers who work in the context of specialized educational consultations (AEE) offered in multi-functional resources rooms in a Brazilian city. The methodology is based on collaborative research, through a focus group technique. The results indicate that the criteria for referral and evaluation of these students are based on their learning difficulties and/or identifying their inappropriate behavior. There are teachers who plan their approach according to the conditions reported by the student’s evaluations. However, they face difficulties in establishing dialogues with regular teachers, which mean losses for these students.O artigo aborda o processo de avaliacao de alunos com deficiencia intelectual. O objetivo e caracterizar a proposta de avaliacao conduzida pelos professores que atuam no contexto do atendimento educacional especializado (AEE) oferecido nas salas de recursos multifuncionais (SRM) de um municipio brasileiro. A metodologia empregada e a pesquisa colaborativa, por meio da tecnica de grupo focal. Os resultados indicam que os criterios para o encaminhamento e a avaliacao desses alunos se baseiam nas dificuldades de aprendizagem e/ou na identificacao de comportamentos inadequados. Ha professores que planejam suas avaliacoes proximas das condicoes dos referidos estudantes, no entanto eles enfrentam dificuldades para estabelecer dialogos com os professores do ensino regular, o que implica prejuizos para esses alunos.

CARACTERIZACIÓN DE LA EVALUACIÓN DEL APRENDIZAJE EN LAS SALAS DE ECURSOS MULTIFUNCIONALES PARA ALUMNOS CON DEFICIENCIA INTELECTUAL

This article discusses the evaluation process of students with intellectual disabilities. The objective is to show the assessment conducted by teachers who work in the context of specialized educational consultations (AEE) offered in multi-functional resources rooms in a Brazilian city. The methodology is based on collaborative research, through a focus group technique. The results indicate that the criteria for referral and evaluation of these students are based on their learning difficulties and/or identifying their inappropriate behavior. There are teachers who plan their approach according to the conditions reported by the student’s evaluations. However, they face difficulties in establishing dialogues with regular teachers, which mean losses for these students.O artigo aborda o processo de avaliacao de alunos com deficiencia intelectual. O objetivo e caracterizar a proposta de avaliacao conduzida pelos professores que atuam no contexto do atendimento educacional especializado (AEE) oferecido nas salas de recursos multifuncionais (SRM) de um municipio brasileiro. A metodologia empregada e a pesquisa colaborativa, por meio da tecnica de grupo focal. Os resultados indicam que os criterios para o encaminhamento e a avaliacao desses alunos se baseiam nas dificuldades de aprendizagem e/ou na identificacao de comportamentos inadequados. Ha professores que planejam suas avaliacoes proximas das condicoes dos referidos estudantes, no entanto eles enfrentam dificuldades para estabelecer dialogos com os professores do ensino regular, o que implica prejuizos para esses alunos.

Caracterização da avaliação da aprendizagem nas salas de recursos multifuncionais para alunos com deficiência intelectual

This article discusses the evaluation process of students with intellectual disabilities. The objective is to show the assessment conducted by teachers who work in the context of specialized educational consultations (AEE) offered in multi-functional resources rooms in a Brazilian city. The methodology is based on collaborative research, through a focus group technique. The results indicate that the criteria for referral and evaluation of these students are based on their learning difficulties and/or identifying their inappropriate behavior. There are teachers who plan their approach according to the conditions reported by the student’s evaluations. However, they face difficulties in establishing dialogues with regular teachers, which mean losses for these students.O artigo aborda o processo de avaliacao de alunos com deficiencia intelectual. O objetivo e caracterizar a proposta de avaliacao conduzida pelos professores que atuam no contexto do atendimento educacional especializado (AEE) oferecido nas salas de recursos multifuncionais (SRM) de um municipio brasileiro. A metodologia empregada e a pesquisa colaborativa, por meio da tecnica de grupo focal. Os resultados indicam que os criterios para o encaminhamento e a avaliacao desses alunos se baseiam nas dificuldades de aprendizagem e/ou na identificacao de comportamentos inadequados. Ha professores que planejam suas avaliacoes proximas das condicoes dos referidos estudantes, no entanto eles enfrentam dificuldades para estabelecer dialogos com os professores do ensino regular, o que implica prejuizos para esses alunos.

Manifestaciones de la creatividad en la labor pedagógico del profesor de artes visuales

La creatividad es un tema presente en la ensenanza de arte, tanto por su estrecha relacion con el arte cuanto por las exigencias sociales y politicas que interfieren en el contexto escolar y la imponen como esencial para la accion pedagogica. Con el objetivo de explicitar las manifestaciones de la creatividad en la labor del profesor de artes visuales, realizamos observacion, entrevistas, analisis documental y registros de imagenes en dos escuelas estaduales. A partir de un analisis cualitativo, definimos los siguientes ejes tematicos: Clima creativo en el contexto escolar; Iconografia de la creatividad en el contexto escolar; La creatividad como objetivo y el arte como estrategia; La creatividad en lalabor pedagogica para el alumno con deficiencia. Concluimos que las manifestaciones de la creatividad presentan dilemas que oscilan entre los aspectos de su expresion - naturalizados y cristalizados en lalabor pedagogica - y las expectativas de los profesores de artes visuales, que buscan condiciones para la expresion y el desarrollo de la creatividad en el contexto escolar.