Ivone Martins de Oliveira

A criança com autismo na brinquedoteca: percursos de interação e linguagem

This paper aims at presenting the results of the study case analyses about interaction modes established between a child with autism and adults in a playroom. It supported by the studies of Lev Semenovitch Vygotsky and Mikhail Bakhtin, who discuss the role of the language in the conscience constitution and emphasize the significance processes that underlie the interactive processes. The field research was carried out inside a university playroom that assisted disabled and non-disabled children once a week, for four months. To do so, it counted with the participation of Physical Education Course graduates, university students and a Psychologist. Data was registered through shootings, audio recordings and field diary records. Taking the study goal into consideration, it was focused on the interactive processes established between a two-year and eight months old autistic boy who does not present an articulated language, and two Researchers. The analyses indicated that the child interacts with adults, using non-verbal resources, subtle at times, and occurring at a short period of time, which are meant by them, allowing keeping the interaction and enriching the interlocution possibilities. The work concludes that, even without an articulated speech, that child is constituted as a subject who is able to be positioned in an active and responsive way in the interactive processes established with the Researchers. In this process, the adult role is fundamental in order to create favorable conditions to the child participation in the dialogic game.

A BRINCADEIRA DE FAZ DE CONTA COM CRIANÇAS AUTISTAS

This work aims at understanding how make-believe play is expressed with autistic children. It was a case study and its methodological procedures involved educational interventions during play activities, observation and video recording, and support for micro genetic analysis to interpret make-believe play episodes. Subjects were 17 children aged 3-7, of whom six were autistic, one had Down syndrome, and ten had no disability. The children were seen at the university playroom by 13 student-teachers from the Physical Education School in their practicum, one hour a week, for nine months. The analyses indicate that autistic children are able to develop more elaborate imaginary play as long as they are provided with conditions to do so. Teachers’ mediating role is crucial in the process.

CIGANOS NA ESCOLA: DESAFIOS E POTENCIALIDADES

Esse texto tem como objetivo suscitar reflexoes sobre as relacoes estabelecidas entre os ciganos e a escola. A partir dos pressupostos teoricos que norteiam a pesquisa do tipo etnografica, pretende analisar as praticas pedagogicas no encontro cultural entre ciganos e nao-ciganos no contexto escolar. Os dados aqui apresentados sao oriundos de uma observacao participante realizada em uma Escola Municipal de Ensino Fundamental, do municipio de Fundao, no estado do Espirito Santo, Brasil, que nos anos de 2008 e 2009, tinha quatro alunos ciganos matriculados. Para este trabalho, vamos enfocar dados relacionados ao aluno cigano Vagner, de 7 anos, matriculado no segundo ano do ensino fundamental. As observacoes foram desenvolvidas tanto no espaco escolar quanto fora da escola, abarcando o acampamento onde Vagner residida naquele momento, locais de festas tipicas onde os grupos ciganos capixabas se encontravam em eventos relativos a cultura, como casamentos, batizados, aniversarios e outros. Os eixos norteadores das analises foram: aspectos da cultura, praticas pedagogicas e processos educativos. As analises apontaram que, por nao conhecer as especificidades etnicas, a docente desconsiderou as peculiaridades do aluno, nao rompendo com os estigmas e rotulos que prevalecem no senso comum sobre este povo, sendo que em varios momentos, acabou por reforca-los. Tal postura implicou no desinteresse do aluno pela escolarizacao, pois nao sendo reconhecido e legitimado em suas aspiracoes, Vagner nao se envolvia nas propostas de estudo. Apontou que a educacao na diversidade implica a abrangencia de outras formas de ser, de viver, de pensar, de educar. Indicou que o desconhecimento, afasta, regride, limita e engessa. Assim, consideramos que um dos maiores desafios na escolarizacao dos alunos ciganos seja o de problematizar as praticas pedagogicas formatadas, homogenizantes, ou seja, desinstitucionalizar as palavras, os termos, as designacoes e aproximar os saberes e conhecimentos de forma que as paredes concretas nao continuem a reproduzir barreiras e muralhas subjetivas e simbolicas.

A AÇÃO MEDIADA NO PROCESSO DE FORMAÇÃO DOS CONCEITOS CIENTÍFICOS DE FOTOSSÍNTESE E RESPIRAÇÃO CELULAR EM AULAS DE BIOLOGIA

This research aims to analyze the pedagogical mediation carried out by a biology teacher alongside the High School freshmen students during the development of scientific concepts of photosynthesis and cell-breathing held at a state school in the city of Vitoria/ES. It is a qualitative and collaborative research and has used as data production instruments the observation of the work developed in the classroom and in the Science lab activities, with field diary record and footage of the lessons. The analyses are based on the historical-cultural matrix. In the analysis of the action taken, it was possible to highlight that the formation/elaboration process of the photosynthesis and cell-breathing scientific concepts, in that Biology classroom, followed an intentional and organized mediated action that took into consideration the interaction agents (Teacher and students) and the use of cultural or mediational tools which led to the development of such concepts within a system, that is, inside a net of other concepts associated to them covering differentiated degrees of generality.

O Trabalho do Intérprete de Libras na Escola: um estudo de caso

This paper analyzes the work of an educational Libras (Brazilian Sign Language) interpreter in a 7th grade classroom, in an inclusive school belonging to the Municipal School System from Vitoria, Espirito Santo. Some results can be highlighted from the discussion carried out: first of all, it is emphasized that, although the Libras interpreter is not the teacher, it is necessary to be somehow involved with the educative work regarding interpretative acting; the work must be collaboratively planned with the sponsor teacher; the training for the interpreters who choose to work in the education field must deal with, besides being fluent sign language communicators, aspects concerning the school function, as well as the pedagogical mediation role in the knowledge appropriation process of the deaf student. Finally, the research indicates the need to enhance the discussion on the interpretation work specific features in the educational space.

Nas fronteiras entre o biológico e o cultural, o afeto

Este artigo tem como objetivo apontar algumas contribuicoes dos estudos de Angel Pino para a compreensao da afetividade numa perspectiva historico-cultural. As elaboracoes do autor sobre os modos de articulacao entre os planos biologico e cultural no desenvolvimento humano sao tomadas como eixo para abordar a tematica. Na discussao desenvolvida, sao retomadas passagens da construcao teorica de Pino em que a relacao entre o biologico e o cultural e tematizada, para, a partir dela, apontar algumas reflexoes feitas acerca do plano afetivo, elaboradas em diferentes momentos de sua trajetoria academica. Pino nos aponta que um veio de reflexao frutifero e aquele em que o afetivo e abordado no contexto das relacoes humanas, producao social e historica inscrita na materialidade que nos constitui como humanos e transpassada pela significacao.