O atendimento educacional especializado de alunos com dificuldade intelectual e desenvolvimental nas salas de recursos multifuncionais da rede municipal de São Luís/MA : na perspectiva de Vygotsky
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2015
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No presente estudo buscou-se compreender como o Atendimento Educacional Especializado é
realizado com os alunos com dificuldade intelectual e desenvolvimental e a sua relação com as contribuições de Vygotsky no que diz respeito à zona de desenvolvimento proximal.
Utilizou-se como base para a escolha dos pressupostos de Vygotsky a importância do
processo de mediação para a aprendizagem de alunos com dificuldade intelectual e
desenvolvimental segundo a perspectiva de Zona de Desenvolvimento e a conceitualização de Vygotsky em relação à defectologia e interferência mediada. A pesquisa teve natureza
qualitativa e caráter exploratório descritivo, contou com a participação de 09 professoras que realizam o Atendimento Educacional Especializado de alunos com dificuldade intelectual e
desenvolvimental da Rede Municipal de Educação de São Luís/MA do Núcleo Centro. Como instrumento de coleta de dados, optou-se por entrevistas semiestruturadas, que visa não
padronizar as respostas, mas oferecer um ambiente de pesquisa flexível e que possibilita
demonstrar as motivações e anseios sobre os dados coletados. Os resultados demonstram que
as contribuições de Vygotsky são válidas para o Atendimento Educacional Especializado dos
alunos com dificuldade intelectual e desenvolvimental realizado nas Salas de Recursos Multifuncionais da Rede Municipal de Educação de São Luís/MA, porém ainda há falta de maiores conhecimentos sobre a Defectologia e a Teoria da Zona de Desenvolvimento, pela maioria dos profissionais que atuam no referido serviço.
In the present study we sought to investigate how Vygotsky's contributions provide the learning of students with intellectual and developmental difficulty performed during the specialized educational services in Salas Resources Multifunction the Municipal Education Network of Sao Luis / MA. It was used as a basis for the choice of Vygotsky's assumptions the importance of the mediation process for the learning of students with intellectual and developmental difficulty from the perspective of Development Zone and the conceptualization of Vygotsky regarding defectology and mediated interference. The research was qualitative and descriptive exploratory character, with the participation of 09 teachers who perform the Educational Specialized care of students with intellectual and developmental difficulty of the Education Municipal Network of São Luis / MA Center Core. As data collection instrument, we opted for the systematic observation and semi-structured interviews, which is not intended to standardize the answers, but provide a flexible research environment and allows demonstrate the motivations and desires of the collected data. The results show that the contributions of Vygotsky are valid for the Specialized Educational Services of students with intellectual and developmental difficulties conducted in Salas Resources Multifunction the Municipal Education Network of Sao Luis / MA, but there is still lack of greater knowledge of and Defectology Theory Development Zone, by most professionals working in the service.
In the present study we sought to investigate how Vygotsky's contributions provide the learning of students with intellectual and developmental difficulty performed during the specialized educational services in Salas Resources Multifunction the Municipal Education Network of Sao Luis / MA. It was used as a basis for the choice of Vygotsky's assumptions the importance of the mediation process for the learning of students with intellectual and developmental difficulty from the perspective of Development Zone and the conceptualization of Vygotsky regarding defectology and mediated interference. The research was qualitative and descriptive exploratory character, with the participation of 09 teachers who perform the Educational Specialized care of students with intellectual and developmental difficulty of the Education Municipal Network of São Luis / MA Center Core. As data collection instrument, we opted for the systematic observation and semi-structured interviews, which is not intended to standardize the answers, but provide a flexible research environment and allows demonstrate the motivations and desires of the collected data. The results show that the contributions of Vygotsky are valid for the Specialized Educational Services of students with intellectual and developmental difficulties conducted in Salas Resources Multifunction the Municipal Education Network of Sao Luis / MA, but there is still lack of greater knowledge of and Defectology Theory Development Zone, by most professionals working in the service.
Descrição
Orientação: Thelma Helena Costa Chahini ; co-orientação: Maria Odete Pereira da Silva Emygdio da Silva
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, DIFICULDADES DE APRENDIZAGEM, LEARNING DISABILITIES, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, VYGOTSKY, LEV SEMENOVITCH