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Publication
Comunicação: práticas de professores do 1º ao 9º ano numa perspectiva inclusiva em escolas públicas na cidade de Maceió
| Name: | Description: | Size: | Format: | |
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| 5.82 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A inclusão escolar de alunos com Necessidades Educativas Especiais (NEE) é uma realidade nas escolas brasileiras, cada vez mais lidamos com diversidades, culturais, sociais e educacionais. Ao professor cabe o papel de lidar com esses alunos e repensar sua prática pedagógica quanto ao uso e aplicação da comunicação em sala de aula, sua formação, seu currículo, indicando um amplo universo de questões sobre inclusão a serem observados e repensados em relação ao universo escolar. A educação inclusiva mostra possibilidades de complexas situações, dentro da escola, do aluno com NEE, que envolvem prioritariamente, a relação professor-aluno e o processo de ensino - aprendizagem.
Este estudo, com recurso a metodologia quantitativa, teve como objetivo analisar as práticas de professores, de três escolas públicas, de 1º ao 9º ano, acerca da Comunicação Aumentativa e Alternativa (CAA). Foi aplicado um questionário online a 21 professores, cujos resultados apontaram para a necessidade de conhecimento mais aprofundado, sobre os recursos de CAA tais como “softwares” disponíveis na internet para serem trabalhados com alunos em educação inclusiva.
The school inclusion of students with Special Educational Needs (SEN) is a reality in the Brazilian schools. We deal more and more with cultural, social and educational diversity. The teachers have the role of dealing with these students and rethinking their pedagogical practice regarding the use and application of communication in the classroom, their training, their curriculum, indicating a wide universe of questions about inclusion to be observed and rethought in relation to the school universe. Inclusive education shows possibilities for complex situations, within the school, of students with SEN, that primarily involve the teacher-student relationship and the teaching-learning process. This study aims at understand the practice of 1st to 9th grade teachers from three public schools about Alternative Augmentative Communication (AAC) using a quantitative methodology. It was applied a online questionnaire to 21 teachers, whose results point to the need of deeper knowledge about AAC resources, called “softwares”, available on the Internet to be used with inclusive education students.
The school inclusion of students with Special Educational Needs (SEN) is a reality in the Brazilian schools. We deal more and more with cultural, social and educational diversity. The teachers have the role of dealing with these students and rethinking their pedagogical practice regarding the use and application of communication in the classroom, their training, their curriculum, indicating a wide universe of questions about inclusion to be observed and rethought in relation to the school universe. Inclusive education shows possibilities for complex situations, within the school, of students with SEN, that primarily involve the teacher-student relationship and the teaching-learning process. This study aims at understand the practice of 1st to 9th grade teachers from three public schools about Alternative Augmentative Communication (AAC) using a quantitative methodology. It was applied a online questionnaire to 21 teachers, whose results point to the need of deeper knowledge about AAC resources, called “softwares”, available on the Internet to be used with inclusive education students.
Description
Keywords
Práticas de professores Comunicação aumentativa alternativa Educação inclusiva Teacher practice Alternative and augmentative communication Inclusive education