Programa de formação continuada sobre processamento auditivo central para professores do ensino fundamental I
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Data
2023-03-10
Autores
Avanzi, Amanda Maião Franklin
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo do estudo foi desenvolver um programa de formação continuada para professores do ensino fundamental para capacitá-los sobre a temática Processamento Auditivo Central e seu transtorno. Trata-se de um estudo exploratório de corte transversal, que contou com a participação de 40 professores do Ensino Fundamental I (1º ao 5º ano) da rede pública de educação municipal do interior paulista. O programa de formação continuada ocorreu em cinco encontros, com duas horas de duração, realizado no Horário de Trabalho Pedagógico Coletivo. Neste programa foram abordadas as seguintes temáticas: sistema auditivo periférico e central, definição de processamento auditivo central e seu transtorno, avaliação e diagnóstico, tratamento e orientações aos profissionais. Para se verificar a eficácia do programa foi elaborado um questionário. Este instrumento era composto por 18 questões, sendo que as 7 primeiras eram de identificação e as 11 restantes investigavam o conhecimento específico sobre processamento auditivo central. Esse questionário foi aplicado, no primeiro e no último encontro, por meio da ferramenta digital Google Forms. Foram utilizados o teste de correlação de Spearman e o teste qui-quadrado. Resultados: A análise dos resultados demonstrou que a maioria dos professores eram do sexo feminino (87,5%), com média de idade de 45,1 anos. Verificou se a eficácia do programa de formação comparando o desempenho dos professores no primeiro e segundo questionários respondidos, pré e pós formação, e se observou que houve um aumento no conhecimento dos professores pós formação. De forma complementar, se realizou a análise qualitativa das respostas, de cada professor, e se correlacionou a pontuação de cada questão pré e pós formação, o percentual de acertos de cada questão e a pontuação final de cada professor, nas etapas pré e pós formação e as variáveis tempo de atuação e idade com a pontuação final pré e pós formação. Portanto, conclui-se que o curso de formação foi de suma importância para o aumento do conhecimento dos professores bem como contribuiu para que estes puder ter vivência com o tema e se sentirem mais habilitados para o trabalho com seus alunos.
The aim of the study was to develop a continuing education program for elementary school teachers to train them on Central Auditory Processing and its disorder. This is an exploratory cross-sectional study, with the participation of 40 elementary school teachers (1st to 5th grade) from the public municipal education network in the interior of São Paulo. The continuing education program took place in five meetings, lasting two hours, held during the Collective Pedagogical Work Schedule. In this program, the following topics were addressed: peripheral and central auditory system, definition of central auditory processing and its disorder, evaluation and diagnosis, treatment and guidance to professionals. To verify the effectiveness of the program, an experiment was designed. This instrument consisted of 18 questions, the first 7 of which were for identification and the remaining 11 investigated specific knowledge about central auditory processing. This thought was applied, in the first and last meeting, through the digital tool Google Forms. Spearman's autonomous test and the chi-square test were used. Results: An analysis of the results proved that the majority of teachers were female (87.5%), with a mean age of 45.1 years. The effectiveness of the training program was verified by comparing the performance of teachers in the first and second tests answered, pre and post training, and it was observed that there was an increase in the knowledge of teachers after training. Complementarily, a qualitative analysis of the responses of each teacher was carried out, and the score of each pre and post training question was correlated, the percentage of correct answers for each question and the final score of each teacher, in the pre and post training stages and the variables acting time and age with the final score pre and post training. Therefore, it is concluded that the training course was of paramount importance for increasing the knowledge of teachers, as well as contributing to them being able to experience the subject and feel more qualified to work with their students.
The aim of the study was to develop a continuing education program for elementary school teachers to train them on Central Auditory Processing and its disorder. This is an exploratory cross-sectional study, with the participation of 40 elementary school teachers (1st to 5th grade) from the public municipal education network in the interior of São Paulo. The continuing education program took place in five meetings, lasting two hours, held during the Collective Pedagogical Work Schedule. In this program, the following topics were addressed: peripheral and central auditory system, definition of central auditory processing and its disorder, evaluation and diagnosis, treatment and guidance to professionals. To verify the effectiveness of the program, an experiment was designed. This instrument consisted of 18 questions, the first 7 of which were for identification and the remaining 11 investigated specific knowledge about central auditory processing. This thought was applied, in the first and last meeting, through the digital tool Google Forms. Spearman's autonomous test and the chi-square test were used. Results: An analysis of the results proved that the majority of teachers were female (87.5%), with a mean age of 45.1 years. The effectiveness of the training program was verified by comparing the performance of teachers in the first and second tests answered, pre and post training, and it was observed that there was an increase in the knowledge of teachers after training. Complementarily, a qualitative analysis of the responses of each teacher was carried out, and the score of each pre and post training question was correlated, the percentage of correct answers for each question and the final score of each teacher, in the pre and post training stages and the variables acting time and age with the final score pre and post training. Therefore, it is concluded that the training course was of paramount importance for increasing the knowledge of teachers, as well as contributing to them being able to experience the subject and feel more qualified to work with their students.
Descrição
Palavras-chave
Percepção auditiva, Transtornos da percepção auditiva, Questionário, Professores, Auditory perception, Auditory perceptual disorders, Questionnaires, Professors
Como citar
AVANZI, Amanda Maião Franklin. Programa de formação continuada sobre processamento auditivo central para professores do ensino fundamental I. Universidade Estadual Paulista (Unesp), 2023.