Nilza Sanches Tessaro Leonardo

Inclusão escolar: um estudo acerca da implantação da proposta em escolas de ensino básico

Este estudo teve por objetivo verificar como estao sendo implantados os projetos de Educacao Inclusiva no ensino basico, em escolas publicas e privadas, do interior do Parana. A amostra da pesquisa foi constituida por dois grupos de professores que possuem em sala de aula alunos com deficiencia incluidos: (G1- professores de duas escolas publicas) e (G2- professores de duas escolas privadas), totalizando 26 participantes. Foram aplicados questionarios, cujos dados foram examinados mediante analise de conteudo e organizados em categoria. Os resultados obtidos revelaram que, tanto as escolas publicas como as privadas, ainda nao possuem infraestrutura adequada para desenvolver projetos inclusivos, principalmente no que diz respeito a recursos humanos. Os profissionais, em sua maioria, mostraram-se sem conhecimento e preparo para lidar com a diversidade dentro da sala de aula. Ademais, em nenhuma das quatro escolas da pesquisa estao sendo aplicadas metodologias ou desenvolvidos recursos didatico-pedagogicos adequados as necessidades dos alunos especiais. Assim, as praticas de inclusao escolar apresentam-se de modo restrito e, consequentemente, com poucas condicoes de realizar um ensino inclusivo de qualidade, negligenciando, desta forma, os direitos dos alunos com deficiencia a aprendizagem, ao desenvolvimento e a participacao efetiva na sociedade.

As queixas escolares na compreensão de educadoras de escolas públicas e privadas

In this work we study educators understanding (at public and private schools) of difficulties faced in school process, those seen as school complaints. We interviewed 24 educators divided into two groups (1G- two private schools educators) and (2G- two public schools educators). The interviews were examined according to content analysis and they were organized in categories. We achieved Marxist exercise of analysis, for searching consonance with the theoretical referential used - the Historical- Cultural Psychology, having as Methodology bases, the HistoricalDialectical Materialism. The results revealed that in both groups (1G and 2G) the educators start assuming that the school complaints are directly related to students only. This way, the participants disregard that complaints/failure school achieved in schools even when those are directly involved with the organization and the social structure.In this work we study educators understanding (at public and private schools) of difficulties faced in school process, those seen as school complaints. We interviewed 24 educators divided into two groups (1Gtwo private schools educators) and (2Gtwo public schools educators). The interviews were examined according to content analysis and they were organized in categories. We achieved Marxist exercise of analysis, for searching consonance with the theoretical referential used the HistoricalCultural Psychology, having as Methodology bases, the HistoricalDialectical Materialism. The results revealed that in both groups (1G and 2G) the educators start assuming that the school complaints are directly related to students only. This way, the participants disregard that complaints/failure school achieved in schools even when those are directly involved with the organization and the social structure.

A deficiência intelectual na concepção de educadores da Educação Especial: contribuições da psicologia histórico cultural

Com este estudo objetivamos compreender e refletir acerca da educacao escolar oferecida aos alunos com deficiencia intelectual, de maneira a conhecer as expectativas de aprendizagem e a concepcao dos educadores acerca de deficiencia intelectual, imbricadas no ensino com tais alunos. Foram entrevistados 21 educadores os quais pertencem a tres escolas especiais (APAEs) localizadas no Estado do Parana. Os resultados indicam expectativas positivas em relacao ao aprendizado escolar dos seus alunos, e contraditoriamente, um processo de naturalizacao do nao aprender, numa concepcao de incapacidade para o aprendizado dos conhecimentos cientificos, centradas numa irreversibilidade orgânica. Assim, tem-se como obvio que a capacidade de aprender depende simplesmente do aluno, concepcao que nega todas as relacoes existentes no processo de aprendizagem, negligencia o papel do professor, da escola, da familia, do Estado e suas politicas e fortalece os ideais neoliberais, na medida em que compreende questoes sociais como se individuais fossem, interrompendo qualquer ligacao com sua construcao historica.With this study we aim to understand and to reflect on educational provisions in schools for students with intellectual disabilities, in order to understand the underlying learning expectations and conceptions of educators concerning intellectual disability. Twenty-one educators from three special schools (APFEs - Association of Parents and Friends of the Exceptional) located in the State of Parana were interviewed. The results indicate positive expectations concerning their students school learning; in contradiction, there was a naturalized process of not-learning, based on a conception of incapacity regarding the ability to learn scientific knowledge, centered on organic irreversibility. Thus, it seems clear that the ability to learn depends basically on the student. Such a conception denies existing relations in the learning process, neglects the roles of the teacher, the school, the family, the State and its policies. It enhances neoliberal ideologies, as such ideologies understand social issues individually, neglecting the interplay between disability and its historical construction.

Inclusão escolar: um estudo acerca da implantação da proposta em escolas públicas

Esse estudo teve por objetivo verificar como esta ocorrendo o processo de implantacao de projetos inclusivos em escolas publicas de ensino basico. Participaram da pesquisa treze professores que tinham alunos com necessidades educativas especiais em sua classe. Foi utilizado um questionario composto por quatro questoes abertas. Os dados foram examinados mediante analise de conteudo. Os principais resultados revelaram que as alteracoes ocorridas nas escolas relacionam-se quase exclusivamente a infra-estrutura fisica; em contrapartida, mostraram tambem haver escolas nas quais nem mesmo as adaptacoes neste aspecto foram realizadas. Os profissionais nao receberam preparo/capacitacao para desenvolver projetos inclusivos e a maioria deles pouco ou nada conhece sobre as deficiencias e sobre a inclusao escolar. Concluiu-se que a inclusao escolar vem se efetivando sem a infra-estrutura adequada, seja em termos de recursos materiais seja de recursos humanos, podendo trazer mais prejuizos do que beneficios a quem dela faz parte.

Medicalização dos problemas de comportamento na escola: perspectivas de professores

This study aims to investigate the effects of the process of medicalization of students who exhibit behaviors deemed inappropriate by school staff. Participants were ten teachers from three public schools in a city in the state of Parana. For data collection we used a semistructured interview guide. The data were processed using content analysis and the results showed that the participants understand that medicated student can focus more, do the activities in the classroom, and starting to produce satisfactorily. However, they also questions the consequences of the process of medicalization for childhood, since they students become listless and not relate to other colleagues as they did before. We conclude that the social practice of medicalization of behavior problems of students in the school becomes a social control practice, since it is sought ideological goals with this action.

Concepções de professores da educação especial (APAEs) sobre a aprendizagem e desenvolvimento do aluno com deficiência intelectual: um estudo a partir da teoria vigotskiana

The present study aimed to identify conceptions of teachers who work in special education about learning and development of students with intellectual disabilities, seeking to ascertain how they comprehend this process, as well as their perceptions about the role of mediation in learning. The study was carried out in two Basic Education Special Education modality schools for students with intellectual disability (APAEs - Association of Parents and Friends of the Exceptional) located in the interior of the State of Parana. The study involved the participation of eight teachers of the lower elementary grades, with four participants from each school. Data were collected using a semi-structured interview technique. The data were analyzed through content analysis. The main results showed that the research participants conceived that learning and development of students with disabilities occurs very slowly, which is to be expected because of their intellectual limitations. Furthermore, they considered that teacher mediation was not essentially significant to the students learning and development. These results point to the fact that these teachers have developed a practice that is anchored on a segregationist view of students with disabilities, with reductionist conceptions that emphasize limitations at the expense of potential. For this reason, it is critical to rethink disability and schooling that is being offered to students with intellectual disabilities.

A relação entre aprendizagem e desenvolvimento na compreensão de professores do Ensino Fundamental

This study aimed to investigate the understanding of elementary school teachers in public schools in a city of Paraná, on the relationship between learning and human development. Fourteen teachers participated in the survey. Data were collected through semi-structured interview, subjected to content analysis and discussed based on the historical-cultural approach. The data show that most educators do not relate learning to human development, and are unaware of how these processes occur. Also showed that most of these do not present a theoretical defined, using a blend of theory. With this it was possible to observe how fragile is the training of teachers participating in the research, as well as its value as a professional and a lack of theoretical and technical support they face daily in their function.This study aimed to investigate the understanding of elementary school teachers in public schools in a city of Parana, on the relationship between learning and human development. Fourteen teachers participated in the survey. Data were collected through semi-structured interview, subjected to content analysis and discussed based on the historical-cultural approach. The data show that most educators do not relate learning to human development, and are unaware of how these processes occur. Also showed that most of these do not present a theoretical defined, using a blend of theory. With this it was possible to observe how fragile is the training of teachers participating in the research, as well as its value as a professional and a lack of theoretical and technical support they face daily in their function.

A queixa escolar na perspectiva de educadores da Educação Especial

El presente estudio trata de la queja escolar en lo que se refiere a las concepciones de educadores sobre dificultades de aprendizaje de alumnos con deficiencia intelectual que frecuentan escuelas especiales (APAEs). La finalidad fue de verificar si existia queja escolar en estas escuelas, y caso existiera, que concepciones la atraviesan, cuales las posibles causas atribuidas a este hecho entrelazadas en la ensenanza de tales alumnos. Se entrevistaron 21 educadores pertenecientes a tres escuelas especiales localizadas en el Estado de Parana. Los resultados senalan un proceso de naturalizacion de la queja escolar, con el entendimiento de que los alumnos tienen discapacidades, y no dificultades de aprendizaje, como incapacidad para aprender conocimientos cientificos, desconsiderando la falta de adecuacion de mediaciones, la mala calidad de la ensenanza y la red de relaciones involucrada. Los educadores generalmente fundamentan sus visiones en un paradigma biologicista, reduciendo el desarrollo a un proceso natural e innato.

Concepciones de educadores infantiles sobre aprendizaje y desarrollo: análisis por la Psicología Histórico-Cultural

Abstract The purpose of this study was to investigate what kind of conceptions children ‘s educators have about learning and human development. Four children educators working in the city of Patrocinio-MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher’s formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. This points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators.The purpose of this study was to investigate what kind of conceptions children ‘s educators have about learning and human development. Four children educators working in the city of Patrocínio-MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher’s formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. This points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators.

Conceptions of children's educators on learning and development: analysis by Historical-Cultural Psychology

Abstract The purpose of this study was to investigate what kind of conceptions children ‘s educators have about learning and human development. Four children educators working in the city of Patrocinio-MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher’s formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. This points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators.The purpose of this study was to investigate what kind of conceptions children ‘s educators have about learning and human development. Four children educators working in the city of Patrocínio-MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher’s formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. This points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators.