Carla Cilene Baptista da Silva

Inventários das brincadeiras e do brincar: ativando uma memória dos afetos

O modulo Atividades e Recursos Terapeuticos: Ludico e Lazer tem proposto aos estudantes experimentarem a producao de inventarios, forma de narrativa que possibilita resgatar a memoria ludica atravessada pelos afetos e constitui-la no presente. Permite o contato com narrativas familiares, com a historia pessoal e o conhecimento das brincadeiras e brinquedos das diferentes geracoes. Deixar registrada essa vivencia por meio de imagens e escrita tem como objetivo contribuir para a reflexao sobre metodologias que podem ser utilizadas para sensibilizar o estudante na construcao do ser terapeuta, para a formacao dos terapeutas ocupacionais e para profissionais de outros campos que utilizam as brincadeiras e o brincar em seu cotidiano de trabalho. Podemos pensar nos inventarios como narrativas concretas que dao visibilidade as memorias e afetos, ativando um devir-crianca, essencial para a formacao ludica.

Educação da Criança de Zero a Três Anos e Educação Especial: uma Leitura Crítica dos Documentos que Norteiam a Educação Básica1

Nursery schools that offer quality education have an important role in promoting the development of 0-to-3year-old children. The nursery school, as part of preschool education, must incorporate special education, providing educational opportunities to children with disabilities, global developmental disorders and giftedness. After a critical analysis of official documents that guide preschool education, we aimed to answer to the following questions: how is the nursery school portrayed and treated in these documents? Have they secured special education services at this stage? What kind of contributions are still needed for education in nursery schools to be efficient to all children? We verify the absence of references to the 0-to-3 year-old group and special education service. There are several factors which contribute to the quality of early childhood education that promote education for all, such as conceptual factors, physical, human and material resources. There is a need to discuss the role of nursery schools and special education at this stage, ensuring presumptions aimed to provide integral development for all children.

La Interface entre Salud y Educación: percepciones de educadores sobre educación inclusiva

The National Policy on Special Education in Inclusive Education Perspective advocates the linkage between health and education services to attend the special educational needs. From this perspective, the purpose of this article is to reflect about the problems reported by educators who embody this policy, especially with regard to the interrelationships between health and education. For this, the results are presented from a survey in which they interviewed eight teachers from municipal public schools in Santos (SP) who taught students with disabilities and / or pervasive developmental disorder. The interviews cover a lack of coordination between the two areas, maintaining the health in the position of expertise supposedly able to cure the ills of education, which strengthens pathological processes and medicalized solutions, thus avoiding the questioning and rearrangement educational practices. The article points to the need for effective collaboration between health and education, where both retain their specificities and enrich each other.

The interface between health and education: teacher perceptions about inclusive education

The National Policy on Special Education in Inclusive Education Perspective advocates the linkage between health and education services to attend the special educational needs. From this perspective, the purpose of this article is to reflect about the problems reported by educators who embody this policy, especially with regard to the interrelationships between health and education. For this, the results are presented from a survey in which they interviewed eight teachers from municipal public schools in Santos (SP) who taught students with disabilities and / or pervasive developmental disorder. The interviews cover a lack of coordination between the two areas, maintaining the health in the position of expertise supposedly able to cure the ills of education, which strengthens pathological processes and medicalized solutions, thus avoiding the questioning and rearrangement educational practices. The article points to the need for effective collaboration between health and education, where both retain their specificities and enrich each other.

A Interface entre Saúde e Educação: percepções de educadores sobre educação inclusiva

The National Policy on Special Education in Inclusive Education Perspective advocates the linkage between health and education services to attend the special educational needs. From this perspective, the purpose of this article is to reflect about the problems reported by educators who embody this policy, especially with regard to the interrelationships between health and education. For this, the results are presented from a survey in which they interviewed eight teachers from municipal public schools in Santos (SP) who taught students with disabilities and / or pervasive developmental disorder. The interviews cover a lack of coordination between the two areas, maintaining the health in the position of expertise supposedly able to cure the ills of education, which strengthens pathological processes and medicalized solutions, thus avoiding the questioning and rearrangement educational practices. The article points to the need for effective collaboration between health and education, where both retain their specificities and enrich each other.