Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva
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Data
2005-12-01
Autores
Silva, Simone Cerqueira da
Aranha, Maria Salete Fábio [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
Resumo
Correntes teóricas presentes na literatura científica têm demonstrado a importância das relações interpessoais para o processo de construção do conhecimento. É no contexto da interação professor e aluno que se configura a relação entre as necessidades educacionais dos alunos e as respostas pedagógicas a elas disponibilizadas, o que envolve o domínio do conhecimento pelo professor, sua capacitação técnico-científica, a competência de ensinar pesquisando, as características sócio-culturais e o perfil psicológico dos atores sociais envolvidos- professor e aluno. Buscando melhor compreender este universo, elaborou-se este estudo que teve como objetivo descrever as interações ocorridas entre uma professora, e seus alunos, em classes em que se propunha adotar uma prática pedagógica inclusiva. Os dados foram coletados em 2 salas de aula, em escola estadual de Ensino Fundamental, no município de Bauru. O processo de coleta de dados se deu através do registro da realidade de sala de aula em vídeo tape. Optou-se por este método, por permitir a recuperação posterior dos dados. A coleta se deu no transcorrer do 1º semestre do ano letivo de 2001. A análise fundamentou-se em sistema prévio de categorias, e tratou os dados quantitativa e qualitativamente. Os resultados demonstraram peculiaridades e diferenças nas interações da professora com os seus alunos, em função da presença ou ausência da deficiência. Indicaram, também, que a interação vem demonstrando avanços na prática educacional, no que diz respeito à atenção pedagógica, da professora, ao aluno com deficiência.
Theoretical currents present in the scientific literature have demonstrated the importance of interpersonal relationships in the process of knowledge construction. The relationship between the students' educational needs and the available pedagogical responses occurs in the context of teacher-student interaction. Such a relationship involves the teacher's mastery of knowledge, his technic-scientifical capability and ability to teach through research, the socio-cultural characteristics and psychological profiles of the social actors involved - teacher and student. With the goal of searching for a better understanding of this universe, this study was developed and aimed at describing the interactions occurring between a teacher and her students in classrooms in which it was proposed to adopt an inclusive classroom. The data were collected in 2 classrooms in a public primary school in the city of Bauru. The data collecting process was carried out by videotaping the classroom allowing the data to be reviewed later. The taping took place during the first semester of the 2001 school year. The analysis of the data was based on a previously developed system of categories, and the data were dealt quantitative and qualitatively. The results showed peculiarities and differences in the interactions of the teacher with her students, due to the presence or absence of disability. The interaction also demonstrated advances in educational practice regarding the teacher´s attention to the student with disability.
Theoretical currents present in the scientific literature have demonstrated the importance of interpersonal relationships in the process of knowledge construction. The relationship between the students' educational needs and the available pedagogical responses occurs in the context of teacher-student interaction. Such a relationship involves the teacher's mastery of knowledge, his technic-scientifical capability and ability to teach through research, the socio-cultural characteristics and psychological profiles of the social actors involved - teacher and student. With the goal of searching for a better understanding of this universe, this study was developed and aimed at describing the interactions occurring between a teacher and her students in classrooms in which it was proposed to adopt an inclusive classroom. The data were collected in 2 classrooms in a public primary school in the city of Bauru. The data collecting process was carried out by videotaping the classroom allowing the data to be reviewed later. The taping took place during the first semester of the 2001 school year. The analysis of the data was based on a previously developed system of categories, and the data were dealt quantitative and qualitatively. The results showed peculiarities and differences in the interactions of the teacher with her students, due to the presence or absence of disability. The interaction also demonstrated advances in educational practice regarding the teacher´s attention to the student with disability.
Descrição
Palavras-chave
educação inclusiva, interação entre professor - aluno, necessidades educacionais especiais, inclusive education, student-teacher interaction, special educational needs
Como citar
Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 11, n. 3, p. 373-394, 2005.