Priscila Benitez

Capacitação de agentes educacionais: proposta de desenvolvimento de estratégias inclusivas

A inclusao escolar tem demonstrado a importância de criar condicoes para favorecer o envolvimento dos agentes educacionais (professor da sala de aula regular, professor de educacao especial e os pais dos aprendizes), visando maximizar a aprendizagem academica dos alunos. O presente estudo teve como objetivo operacionalizar e avaliar uma capacitacao destinada aos professores da sala de aula regular, da educacao especial e pais, de modo a criar condicoes que vislumbrassem o ensino compartilhado de leitura e escrita para alunos com deficiencia intelectual e autismo, incluidos na escola regular. Participaram cinco maes, quatro professores da sala de aula e dois professores da Educacao Especial. Todos os agentes educacionais participaram de uma capacitacao geral baseada na orientacao sobre a intervencao a ser aplicada em cada contexto de atuacao (residencia, sala de aula e sala de educacao especial) e incluiu um topico sobre as habilidades sociais educativas. Apos a capacitacao geral foram empregadas supervisoes individualizadas, com cada agente, durante a qual era utilizado um protocolo de registros do comportamento de cada agente. A analise dos comportamentos previu tres medidas: aplicacao conforme planejamento, dicas fornecidas ao aprendiz e encaminhamentos. Ainda que principiante, a capacitacao criou condicoes para desenvolver estrategias inclusivas, de modo a operacionalizar as orientacoes descritas nos documentos vigentes em relacao a inclusao escolar, a partir do envolvimento de agentes educacionais.

Inclusão Escolar: o Papel dos Agentes Educacionais Brasileiros

El proceso de inclusion escolar envolvio distintos agentes educativos. La actuacion conjunta entre ellos mostro buenos resultados, con relacion al aprendizaje social y academico. El trabajo tuvo como objetivo identificar los estudios brasilenos, publicados en periodicos brasilenos evaluados con Qualis A1 y A2, en las areas de Psicologia y Educacion, que investigaron la actuacion de los agentes educativos con relacion al proceso de inclusion escolar y discutir las principales contribuciones de los resultados. Fueran anadidos cuatro criterios para la realizacion de la revision sistematizada. De 733 periodicos, fueron elegidos 95 nacionales. De estos periodicos, 102 articulos nacionales fueron buscados con las palabras-clave. Un total de 33 fueron considerados como resultados y clasificados en estudios con objetivos experimentales aplicados que tenian alguna intervencion de algun agente con relacion al proceso de la inclusion escolar (n = 7), y descriptivos que no tenian como objetivo la elaboracion, implementacion y/o evaluacion de intervenciones relacionadas a la inclusion escolar (n = 26). Ocho estudios consideraron, de alguna forma, la participacion de los distintos agentes en conjunto. Son presentadas las limitaciones y sugerencias para trabajos futuros. Los datos reflejan el papel de los diferentes agentes, para asegurar el proceso de la ensenanza y aprendizaje de los alumnosSchool inclusion involves different educational agents. The joint work of these agents has positive results in social and academic learning. The present study aimed to depict Brazilian studies published in national journals evaluated by Qualis A1 and A2 in the Psychology and Education areas. This investigated the performance of education agents in school inclusion and discussed the main contributions of these findings. Four criteria were established for systematic review. In sum, 95 journals were selected out of a total of 733 journals. In these journals, 102 national articles were found by keyword search. A total of 33 articles were considered as results and were classified in studies that contemplated an applied experimental goal involving intervention by any agent in school inclusion (n = 7), and descriptive studies that did not aim at interventions for school inclusion (n = 26). Eight studies contemplated some involvement of these agents together. Limitations and suggestions are provided for future work. The data reflects the role of different agents in order to influence students’ processes of teaching and learning.

Discriminação de quantidades por macacos-prego: o papel da área ocupada pelo alimento e da distância numérica

Numerical abilities are documented in the literature in different species. The variables that contribute to this kind of discrimination have been pointed as continuous (area, density, etc.) or numerical. The 1 Endereco para correspondencia: Universidade Federal de Sao Carlos, Departamento de Psicologia, Rodovia Washington Luis, Km 235, Jardim Guanabara, Sao Carlos, SP, Brasil 13565-905. Fone: (16) 260-8361; Fax (016) 260-8362. E-mail: mariaclarafreitas@gmail.com Freitas, M. C., Benitez, P., Domeniconi, C., Barros, R. 112 present study evaluated the capability of capuchin monkeys (Sapajus spp) for numerical discriminations in discrete trials without explicit training, having as control the variables related to the area occupied by the stimulus: area versus amount of elements. Besides that, the ratio between the number of elements in each set was kept unchanged and the numerical distance varied. Six male capuchin monkeys, with experimental history of discrimination training with two-dimensional stimuli presented on computer screen, participated of the study. Experimental sessions consisted of presentation of discrete trials presenting two stimuli (sets of pieces of food) for the animal to choose without any previous explicit training. Responses were analyzed by mean of the subjects’ choice of the container with bigger or smaller amount of stimuli (pieces of food). Responses showed a tendency to the selection of the pair with bigger amount of pieces of food, especially when the subjects had as cue continuous (area) and numerical variables. When the variable “area” was controlled (Condition B), the subjects showed responses close to indifference, with tendency to the choice of the stimulus with smaller amount, suggesting that the area had an important role in the discrimination of amounts. We discuss the importance of investigating the continuous cues that the organisms use for discrimination between amounts.

ENSINO INFORMATIZADO DE LEITURA EM CONTEXTO DE EDUCAÇÃO INFORMAL

The present study investigated the effectiveness of a computerized procedure in teaching reading and written skills to three children with learning difficulties in the context of informal education. The procedure was applied by caregivers of the educational institution, which made possible a close analysis of the behavior of the monitors. Participants were three children (6 to 8 years old) and three adults (monitors). Among the dependent variables of the monitors’ behavior were selected for analysis: (1) participation in the sessions, (2) vocal interactions between the monitor and learner. The children’s behavior was assessed based on the proportion of correct answers in tasks implemented by monitors. The task consisted in naming words and figures, and the selection of words and figures in matching-to-sample trials. As a training effect, there was an increase in accuracy of naming single words. Monitors carried out sessions as scheduled, at least three times a week. There was a decrease in the number of cues provided by monitors to students as learning criteria were met, suggesting that the children’s behavior became progressively under control of the stimuli provided by the software and less under control of the cues provided by the monitor. Key-words: conditional discrimination, matching-to-sample, informal education, computerized teaching, reading, monitors, children.