Estratégias de ensino-aprendizagem dos docentes do ensino regular e educação especial de alunos com paralisia cerebral
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2018
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Esta tese tem por objetivo o trabalho dos docentes do Ensino Regular e Educação Especial com alunos com Paralisia Cerebral. A comparação entre os dois ramos de ensino permitiu conhecer as dificuldades dos alunos, das suas famílias e dos docentes. Permitiu explicitar a forma como os docentes pensam, sentem e concebem o seu trabalho com este tipo de deficiência. Sendo a investigadora, docente e portadora de Paralisia Cerebral, como o objeto de estudo, há uma componente auto etnográfica, contribuindo para uma análise e visão mais próximas da realidade.
Metodologicamente, recorreu-se às várias formas de Grounded Theory para organizar e dar coerência a uma investigação que começou pelo trabalho de campo, para assegurar o acesso às instituições. Os elementos da investigação foram construídos ao longo do trabalho de campo e foram adaptados às características da investigadora e do terreno.
Independentemente do grupo, todos os participantes são docentes, daí que conceptualmente não pensem de modo muito diferente. No Ensino Regular trabalha-se o ensino coletivo e na Educação Especial a individualização do ensino. Estes alunos apresentam diversas limitações que podem dificultar quer a aprendizagem quer a integração escolar. Tanto o investimento como as estratégias dos docentes dão primazia à autonomia destes alunos.
This PhD Thesis has the aim of working Regular Classroom Teacher and Special Education Teacher with Cerebral Palsy students. The comparison between the two teaching fields, allows knowing the difficulties of these students, their families and teachers. It allows to explicit the way how the teachers think, feel and conceive their work with this disability. The researcher as the object of study, has Cerebral Palsy and is also a teacher, therefore in this research there are an auto ethnographic character that contributes to an analysis and vision nearer the reality. Methodologically, it was used different forms of Grounded Theory to organize and provide coherence to a research that started by the field to ensure access to institutions. All research was built on the research field and adapted to the researcher and the field. The participants are teachers from two groups, with the same background, revealing that they aren’t too different in terms of conceptual thought. The main difference is that Regular Teaching is collective and Special Education is individualized. Cerebral Palsy students present several limitations that difficult learning and scholar inclusion. The main investment and strategies of teachers are the search for the autonomy of these students.
This PhD Thesis has the aim of working Regular Classroom Teacher and Special Education Teacher with Cerebral Palsy students. The comparison between the two teaching fields, allows knowing the difficulties of these students, their families and teachers. It allows to explicit the way how the teachers think, feel and conceive their work with this disability. The researcher as the object of study, has Cerebral Palsy and is also a teacher, therefore in this research there are an auto ethnographic character that contributes to an analysis and vision nearer the reality. Methodologically, it was used different forms of Grounded Theory to organize and provide coherence to a research that started by the field to ensure access to institutions. All research was built on the research field and adapted to the researcher and the field. The participants are teachers from two groups, with the same background, revealing that they aren’t too different in terms of conceptual thought. The main difference is that Regular Teaching is collective and Special Education is individualized. Cerebral Palsy students present several limitations that difficult learning and scholar inclusion. The main investment and strategies of teachers are the search for the autonomy of these students.
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Orientação : Augusto Deodato Guerreiro
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, PROCESSO DE ENSINO-APRENDIZAGEM, ESTRATÉGIAS DE ENSINO, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO ESPECIAL, PARALISIA CEREBRAL, DOCÊNCIA, CIDADÃOS COM DEFICIÊNCIA, ENSINO, EDUCATION, TEACHING-LEARNING PROCESS, TEACHING STRATEGIES, SPECIAL EDUCATIONAL NEEDS, SPECIAL EDUCATION, CEREBRAL PALSY, TEACHING, CITIZENS WITH DISABILITIES