Síndrome de Gilles de la Tourette : intervenção educativa em interacção inclusiva
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Data
2010
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Resumo
Após uma análise do atendimento à diversidade, no sistema educacional, reportando para alguns fragmentos do passado, foi possível constatar a evolução positiva de mudança
paradigmática. As práticas de segregação são cada vez mais distantes, a escola da
discriminação deu lugar à escola da integração. Há quarenta anos atrás, vigorava o conceito
da homogeneização, actualmente, pretende-se o respeito pela diversidade, promovendo uma
educação inclusiva.
Da necessidade de procura de respostas adequadas, para a maximização do potencial
dos alunos, parte desta investigação incidiu em estudos teóricos de exploração das
características da síndrome de Gilles de la Tourette. Considerada de rara por diversos autores,
devido à pouca investigação existente neste domínio, era necessário desenvolver uma
intervenção adequada que respeitasse as necessidades de uma turma de oitavo ano de escolaridade. A dinâmica de investigação-acção, constituindo uma estratégia formativa,
permitiu o desenvolvimento de um trabalho rigoroso de avaliação, programação e
intervenção, em contexto educativo, através da criação de situações de aprendizagem, com
todos e para todos.
Considerou-se que na presença de um processo contínuo e em espiral, o enfoque deve
ser atribuído ao papel do aluno que, a partir de uma pedagogia activa, é munido com um rol
de competências que contribuirão para a sua autonomia e inserção futura na sociedade. Os
resultados indicam que há razões positivas para considerar abordagens variadas e adequadas no processo de ensino-aprendizagem. No entanto, realça-se que diferentes contextos devem
ser responsabilizados – escolar, familiar e comunitário -, visto que só uma sociedade desperta
pode pugnar pelos direitos dos alunos considerados com Necessidades Educativas Especiais.
After an analysis of the diversity in the educational system, and considering some fragments of the past, it was possible to observe the positive evolution of paradigmatic change. Nowadays segregation at school is rare and discrimination turned into integration. Forty years ago reigned the concept of homogenization, now it is aimed the respect for diversity, promoting the inclusive education. As there is the need of searching appropriate answers so that the potential of students can be maximized, this investigation was about studies which explore the Gilles de la Tourette syndrome and its features. Many authors consider it rare since there is not much investigation about this subject. So it was necessary to develop an appropriate intervention which takes into account the needs of a class from the eighth degree. The investigation-action dynamic which was a formative strategy allowed the development of an accurate work about evaluation, programming and intervention in the educational context by creating learning situations with all and for them all. Taking into account that the process was continuous and in spiral, it was considered that the students' role should be focused, who being helped by an active pedagogy are given several skills which will contribute to their autonomy and to their future insertion in society. The results indicate that there are good reasons to consider different and appropriate approaches in the teaching-learning process. However, it is important to be aware that different contexts should be responsible for this - school, family and community - since that only an attentive society can strive for the rights of students who have Special Education Needs.
After an analysis of the diversity in the educational system, and considering some fragments of the past, it was possible to observe the positive evolution of paradigmatic change. Nowadays segregation at school is rare and discrimination turned into integration. Forty years ago reigned the concept of homogenization, now it is aimed the respect for diversity, promoting the inclusive education. As there is the need of searching appropriate answers so that the potential of students can be maximized, this investigation was about studies which explore the Gilles de la Tourette syndrome and its features. Many authors consider it rare since there is not much investigation about this subject. So it was necessary to develop an appropriate intervention which takes into account the needs of a class from the eighth degree. The investigation-action dynamic which was a formative strategy allowed the development of an accurate work about evaluation, programming and intervention in the educational context by creating learning situations with all and for them all. Taking into account that the process was continuous and in spiral, it was considered that the students' role should be focused, who being helped by an active pedagogy are given several skills which will contribute to their autonomy and to their future insertion in society. The results indicate that there are good reasons to consider different and appropriate approaches in the teaching-learning process. However, it is important to be aware that different contexts should be responsible for this - school, family and community - since that only an attentive society can strive for the rights of students who have Special Education Needs.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, INCLUSÃO ESCOLAR, APRENDIZAGEM COOPERATIVA, EDUCATION, SCHOOL INCLUSION, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, APRENDIZAGEM, LEARNING, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, SÍNDROME DE TOURETTE, TOURETTE SYNDROME