Concepção de professores de sala regular sobre ensino para alunos com deficiência
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Data
2019-03-20
Autores
Mello, Graziele Perpétua Fernandes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo analisar as concepções subjacentes de professores de ensino regular sobre os caminhos escolhidos para o ensino de alunos com deficiência. Participaram da pesquisa cinco professores da Rede Municipal de Ensino, de uma cidade do interior paulista, alocados em uma escola que possui sala de recursos. Como critério de inclusão, os professores deviam ministrar aulas em salas com alunos com laudo e caracterizados no sistema de alunos como deficientes, que recebem atendimento pedagógico especializado na Sala de Recursos Multifuncional. Para a coleta de dados foi utilizada a entrevista semiestruturada e o caderno de conteúdo para melhor organização dos dados e coletas nas próximas sessões. O caderno de conteúdo é composto por toda a entrevista transcrita, com o conteúdo organizado em colunas, de forma que na primeira coluna estejam as informações mais relevantes para a pesquisa, e nas próximas colunas, a ordem de relevância vá decrescendo. A análise de conteúdo foi o referencial teórico para tratamentos dos dados. Prosseguimos com a leitura prévia de uma entrevista, para nos apropriarmos das primeiras informações. A partir desse ponto, fizemos uma leitura pormenorizada de cada resposta, e havendo concordância entre a pesquisadora e outros dois juízes de que identificaram uma concepção, a nomearam e continuaram a leitura do próximo trecho. Ao término da leitura, identificamos 20 categorias nas falas dos professores: 1) Concepção de Atenuar a deficiência; 2) Concepção de Incapacidade; 3) Concepção de Ensino único; 4) Concepção do Papel do cuidador; 5) Concepção de Capacidade; 6) Concepção de Dificuldade para lidar com todos os alunos; 7) Concepção de Formação continuada; 8) Concepção de Práticas diferenciadas; 9) Concepção de Ganho secundário da deficiência; 10) Concepção de Transferência de responsabilidade; 11) Concepção de Ritmo; 12) Concepção de Falta de formação para trabalhar com aluno com deficiência; 13) Concepção de Adequação postural, mobiliário e Arranjo ambiental; 14) Concepção do Aluno com deficiência enquanto sujeito; 15) Concepção de Necessidade de registro; 16) Concepção de Preparo de materiais de ensino por outros; 17) Concepção de Planejamento; 18) Concepção de Nível de dificuldade; 19) Concepção sobre o Quadro clínico da deficiência do aluno; 20) Concepção de Interação em sala de aula. Concluímos que o professor e a escola ainda precisam trilhar um longo caminho, como o objetivo de conhecer seu aluno e aprimorar sua prática.
This research aims to analyze the underlying conceptions of regular teaching teachers about the paths chosen for the teaching of students with disabilities. Five teachers from the Municipal Teaching Network of a city in the interior of São Paulo participated in the study, allocated to a school that has a resource room. As an inclusion criterion, teachers should teach classes in classrooms with students with a report and characterized in the system of students as disabled, who receive specialized pedagogical attention in the Multifunctional Resource Room. For the data collection, the semi-structured interview and the content book were used to better organize the data and collections in the next sessions. The content book is composed of the whole transcribed interview, with the content organized in columns, so that in the first column are the most relevant information for the research, and in the next columns, the relevance order decreases. Content analysis was the theoretical reference for data processing. We continue with the previous reading of an interview, to take the first information. From that point on, we made a detailed reading of each answer, and there being agreement between the researcher and two other judges that they identified a conception, they named it and continued the reading of the next section. At the end of the reading, we identified 20 categories in the teachers' statements: 1) Conception of Attenuate the deficiency; 2) Conception of Disability; 3) Single Teaching Design; 4) Conception of the role of the caregiver; 5) Capacity Design; 6) Conception of Difficulty to deal with all students; 7) Conception of Continuing Education; 8) Design of Differentiated Practices; 9) Design of Secondary Gain of Disability; 10) Design of Transfer of Liability; 11) Rhythm design; 12) Conception of lack of training to work with students with disabilities; 13) Design of Postural Suitability, Furniture and Environmental Arrangement; 14) Conception of the student with disabilities as subject; 15) Conception of Need for registration; 16) Conception of Preparation of teaching materials by others; 17) Design of Planning; 18) Conception of Difficulty Level; 19) Conception about the clinical picture of the student's disability; 20) Conception of Interaction in the classroom. We conclude that the teacher and the school still need to go a long way, as the goal of getting to know their student and improving their practice.
This research aims to analyze the underlying conceptions of regular teaching teachers about the paths chosen for the teaching of students with disabilities. Five teachers from the Municipal Teaching Network of a city in the interior of São Paulo participated in the study, allocated to a school that has a resource room. As an inclusion criterion, teachers should teach classes in classrooms with students with a report and characterized in the system of students as disabled, who receive specialized pedagogical attention in the Multifunctional Resource Room. For the data collection, the semi-structured interview and the content book were used to better organize the data and collections in the next sessions. The content book is composed of the whole transcribed interview, with the content organized in columns, so that in the first column are the most relevant information for the research, and in the next columns, the relevance order decreases. Content analysis was the theoretical reference for data processing. We continue with the previous reading of an interview, to take the first information. From that point on, we made a detailed reading of each answer, and there being agreement between the researcher and two other judges that they identified a conception, they named it and continued the reading of the next section. At the end of the reading, we identified 20 categories in the teachers' statements: 1) Conception of Attenuate the deficiency; 2) Conception of Disability; 3) Single Teaching Design; 4) Conception of the role of the caregiver; 5) Capacity Design; 6) Conception of Difficulty to deal with all students; 7) Conception of Continuing Education; 8) Design of Differentiated Practices; 9) Design of Secondary Gain of Disability; 10) Design of Transfer of Liability; 11) Rhythm design; 12) Conception of lack of training to work with students with disabilities; 13) Design of Postural Suitability, Furniture and Environmental Arrangement; 14) Conception of the student with disabilities as subject; 15) Conception of Need for registration; 16) Conception of Preparation of teaching materials by others; 17) Design of Planning; 18) Conception of Difficulty Level; 19) Conception about the clinical picture of the student's disability; 20) Conception of Interaction in the classroom. We conclude that the teacher and the school still need to go a long way, as the goal of getting to know their student and improving their practice.
Descrição
Palavras-chave
Ensino, Metodologia, Deficiência, Concepção, Teaching, Methodology, Deficiency, Conception