Ana Paula de Freitas

Processos de significação na elaboração de conhecimentos de alunos com necessidades educacionais especiais

This study deals with the theme of inclusive education, and focuses on the educational practices oriented by significant teaching relations. We have as an objective to reflect upon the role of educators and peers in the face of the possibilities of development and learning of pupils with special education needs. We assume that the interactive subject elaborates knowledge about objects in processes that are necessarily mediated by the other and constituted by the language, by the dialogical functioning. We adopt the methodological principles of historic-cultural research, and we use as a form of analysis what is denominated micro-genetic analysis. We make use of a database composed of video recordings of pedagogical practices in a classroom and recordings of periodical meetings between one of the researchers and the teacher of an eight-year-old pupil of the first year of primary education who had global development delay. The results show that there was participation of the other in the activities proposed, configuring intersubjective relations which were not always harmonious, and different forms of connection between the teacher and pupil in the dialogical dynamics. The actions of the teacher acquired an important aspect when we recognize the relevance of her participation in the process of elaboration of school knowledge. We emphasize the role that the other takes in the teaching and learning process, and we clarify modes of action that can contribute, within the educational sphere, to make the teaching process significant also to pupils with special education needs.

Linguagem e deficiência: possibilidades e restrições da prática fonoaudiológica

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Indícios das possibilidades de aprendizagem de um aluno cego no contexto da Educação Física Escolar

This study searches for evidences of the possibility of blind students to learn school subjects from the interactive dynamics that occurs in the context of physical education classes. The research is based on the theoretical and methodological principles of the cultural-historical perspective of the human development. The field research was carried out at a state public high-school of Sao Paulo and the subject was a blind sophomore student. In line with the theoretical framework, we made use of video recording to capture the interactive dynamics between the student, his teacher, and peers during physical education classes. Data were transcribed and thoroughly analyzed in the attempt to find evidences of the student’s participation and school learning with in the specified context, according to the principles of micro-genetic analysis. The results indicated that the way the student is treated by his teacher and peers reflects a prospective approach of the disability that privileges his potential. Through the word of another, the blind student can “see”and learn about the world. It is concluded that intentional pedagogic actions of the teacher, mediated by words and gestures and interactive situations, enabled the student access to visually impaired worked contents.

POSSIBILIDADES DE ATUAÇÃO DO PROFESSOR DE EDUCAÇÃO FÍSICA NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM DEFICIÊNCIA

This study aims to analyze how Physical Education teachers work to include students with disabilities in regular schools. The research is based on the theoretical and methodological assumptions of the cultural-historical perspective. The empirical part was conducted in two regular public schools. Observations focused on two Physical Education teachers during their intersubjective relations with students with disabilities and their peers. Video recordings were used for data collection and for recording the situations lived by teachers and students during classes. Through micro genetic analysis, evidence emerged that the teaching role is crucial in organizing opportunities for participation, learning, and development of students with disabilities, as long as they are offered strategies that take their unique characteristics in account.

EDUCAÇÃO FÍSICA, DEFICIÊNCIA E INCLUSÃO ESCOLAR

O estudo fundamenta-se na perspectiva historico-cultural do desenvolvimento humano e tem como objetivo compreender as condicoes de participacao de uma aluna com deficiencia intelectual nas aulas de Educacao Fisica. A pesquisa qualitativa foi realizada em uma escola publica paulista. Foram feitas oito observacoes da aluna nas aulas, e constatou-se sua rara participacao, pois havia pouca intervencao da professora. Em seguida, foi proposto um trabalho colaborativo e planejadas oito aulas, usando como base os conteudos do curriculo unificado das escolas estaduais paulistas. Os resultados indicaram que a aluna demonstrou dificuldade para realizar algumas tarefas, mas participou, pois o pesquisador e a professora realizaram intervencoes e por meio de acoes, gestos e palavras, propiciaram a aluna caminhos de aprendizagem. Conclui-se que com o planejamento e a atuacao intencional dos educadores, e possivel realizar um trabalho de inclusao escolar, que vise o acesso aos conhecimentos esperados na disciplina de Educacao Fisica.

REFLEXÕES SOBRE PRÁTICAS DE ENSINO E INCLUSÃO

Este estudo teve por objetivo refletir sobre possibilidades de redimensionamento das praticas pedagogicas assumidas por professores de escolas publicas brasileiras, diante de alunos com deficiencia, no contexto da educacao inclusiva. Tomamos como referencia os trabalhos de Vigotski sobre a natureza social do desenvolvimento humano e sobre o papel dos instrumentos tecnico-semioticos, constituidos na e pela cultura. Fizemos um levantamento junto aos professores sobre quais dificuldades e possibilidades poderiam apontar em relacao ao ensino de seus alunos com deficiencia. A partir dos dados, realizamos encontros quinzenais de formacao, na perspectiva colaborativa, audiogravados e registrados em diario de campo. O processo de interacao estabelecido entre os professores e as pesquisadoras tem possibilitado a reflexao dos docentes sobre suas praticas pedagogicas diante do aluno com deficiencia na escola comum, e tem contribuido para que eles busquem caminhos mais significativos de aprendizagem, a fim de que os alunos possam ter acesso aos conteudos escolares.

Lenguaje y discapacidad: posibilidades y restricciones de la práctica fonoaudiológica

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Language and mental deficiency: speech therapy possibilities and restrictions

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Interações dialógicas na deficiência mental: contexto familiar e escolar

The study was based on the historical-cultural approach of human development an on the enunciative-discursive language theory.