Tecnologia da Informação: computador e tablet no contexto da educação especial

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

O ensino da dan��a na escola na ��tica dos professores de Educação F��sica e de Arte

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Utiliza����o de recursos pedag��gicos por professores da educação infantil

O presente estudo teve como objetivo identificar e classificar os recursos pedag��gicos mais utilizados pelos professores da Educação Infantil de uma cidade do interior do estado de S��o Paulo. O instrumento utilizado para coleta de dados foi um question��rio aplicado para 145 professores que ministravam aula no Ensino Infantil de uma cidade do interior do estado de S��o Paulo. Os resultados mostraram que os professores de educação infantil utilizavam com maior frequ��ncia, nas salas de aula, os jogos de acoplagem e na escola, os jogos de exerc��cios. Portanto, �� imprescind��vel o conhecimento pelos professores no que se refere �� classifica����o dos brinquedos e jogos, uma vez que cada um possibilita o desenvolvimento de habilidades diferenciadas.

Professores e pesquisa: da formação ao trabalho docente, uma tessitura poss��vel

This paper is the result of a research called Pedagogic Research in Education Schools: Aspects of the Work Conducted by Teachers developed at the post-doctorate training level at Funda����o Carlos Chagas. It proposes a reflection on the concept of research that seeks to define and clarify their specific features, and brings about some of the differences that define the university, the school and the pedagogic researches, indicating the relevance of the last one in the teachers��� training process. The relationship between research and teachers��� training is highlighted as well as the need of a curricular restructuring in Education courses , in order to think research as a forming axis in teachers��� formation. Furthermore, the contributions of research in the teaching formation and practice is addressed, along with the study of school daily activities, focused on the necessary moment to put the assumptions underlying teachers��� practices into practice and also to experience socialization among students, teachers and other professionals in this field of knowledge.

As contribui����es da Educação Especial para promo����o da educação inclusiva nas normativas brasileiras

Este texto objetiva apresentar, de forma cr��tica, uma retrospectiva pontual das normativas brasileiras que orientam a escolariza����o de alunos da Educação Especial, na perspectiva da educação inclusiva. Em defesa da revis��o dos procedimentos de ensino na formula����o das pr��ticas educacionais inclusivas, as normativas sugerem mudan��as importantes quanto: ao l��cus de escolariza����o do p��blico da Educação Especial, a defini����o dos que dela se beneficiam e a revis��o do seu papel em prol da consolida����o da educação inclusiva. As normativas indicam ainda orienta����es espec��ficas no que diz respeito ��s provid��ncias instrumentais, infraestruturais, e de ajustes curriculares, entre outras. Tais recomenda����es intencionam assegurar condi����es mais favor��veis de progresso acad��mico aos alunos com defici��ncia, transtorno global do desenvolvimento, altas habilidades e/ou superdota����o no sistema p��blico de ensino. Pelo interm��dio de um julgamento criterioso dos textos normativos referentes aos documentos legais selecionados, espera-se contribuir para a compreens��o das formas de organiza����o da Educação Especial no atendimento ��s necessidades educacionais de uma parcela significativa do alunado. Recorda-se que esses alunos, que necessitam de com condi����es diferenciadas de ensino, por longas d��cadas ficaram afastados dos conhecimentos valorizados pela cultura escolar, entretanto, com a ado����o de pol��ticas p��blicas, que respeitam e valorizam a diferen��a, formas de escolariza����o e de participa����o direta no ensino comum tem sido uma pr��tica real no sistema educacional brasileiro.

Reflex��es sobre precoces, prod��gios, g��nios e as altas habilidades, com base na neuroci��ncia cognitiva. Revista Educação Especial

In special education, high skills designate people who demonstrate the capability, potential or performance in human activities, well above average. Our objective, using neuroscience to understand the early, prodigies, geniuses and high abilities as a result of a unique process of memory formation. It is a literature search, in which the works were identified, located, compiled, analyzed and blacklisted. The material was located from keywords in databases. For the compilation were used as inclusion criteria, adopted the intersection of the keywords as well as the work of researchers from education, psychology and neuroscience, published between 1966 and 2009; qualitatively analyzed 40 references, 18 articles and 22 other texts. The trajectory analysis was developed with the question: no need to explain differently the precocious prodigies, geniuses, and AH? We reached three logical propositions. We demonstrate through this exercise of course, that there would be no need to explain differently the precocious prodigies, geniuses, and AH, but conclude that there is need for such differentiation, even within the field of neuroscience, however, the statement above points to Renzulli���s theory as valid for geniuses and AH, with exceptions for early and wonders that deserve a closer look.

Acessibilidade em eventos cient��ficos: contribui����es da educação especial

The accessibility concept has been incorporated by scientific and social environment. In this context, it is necessary to be concerned about issues of accessibility in scientific events, mainly those that approach the subject special education and that appreciate inclusion and social participation of people, regardless of the differences. This study presents text some information on accessibility in scientific congresses as well as a checklist to assist in planning events of this nature.

Avalia����o de peri��dicos cient��ficos: Revista Brasileira de Educação Especial

The Brazilian Journal of Special Education was first published in 1992 and has been continuously evaluated internally by scholars of the Brazilian Association of Researchers in Special Education, and externally, by Capes and ANPEd. The last evaluation made by Capes indicated a Qualis A2 for the Brazilian Journal of Special Education. The aim of this article is to discuss these evaluations in order to improve the quality of the journal. The proposed evaluation focused on qualitative parameters presented by the Anped assessment, and statistical parameters available by SciELO. The result of this analysis is that the Brazilian Journal of Special Education has similar parameters to journals qualified as A1, and sometimes even higher than those. Discussion of quality improvement of the journal indicated: 1) the need to receive articles via internet through its peer review system; 2) assignment of coeditors to ensure the evaluation flow of submitted manuscripts; 3) investment in infrastructure, such as purchase of computers and software to improve editing and publishing.

Desenvolvimento moral: atividades e reflex��es com alunos de educação especial

Pouco ou muito pouco se aborda sobre o julgamento moral nas escolas, sendo este tema, muitas vezes, ignorado ou transferido para os pais e para a sociedade, isentando a escola do compromisso de lidar com conflitos e discuss��es acerca do tema. No entanto, considera-se que a escola pode contribuir para o desenvolvimento moral dos alunos. O presente trabalho teve por objetivo elaborar, desenvolver e avaliar uma proposta visando observar e favorecer o desenvolvimento moral de alunos de uma escola especial. A proposta foi dividida em planejamento, desenvolvimento e an��lise das atividades. Para o planejamento foram realizadas observa����es, definidos os princ��pios e elaborado as atividades a serem realizadas. No desenvolvimento das atividades, visamos favorecer aspectos do desenvolvimento moral das crian��as. Na an��lise das atividades, identificamos indicativos de altera����es no comportamento de coopera����o com os amigos e atendimento de regras.

O professor da educação especial e o processo de ensino aprendizagem de alunos com autismo

Autism is the theme of this study and the occurrence of the teaching-learning process of students with autism was observed. The study took place in a special education school. Nowadays, infantile Autism is classified as one of the ���Development Global Disorders��� and it is characterized by serious and global impairments in several aspects of the development, as the reciprocal social interaction, communication abilities and presence of behavioral stereotypes, interests and activities. Notwithstanding, these subjects present a triad of impairments concerning the development areas, such as: communication incapacity for social interaction and imagination, which affect directly the learning process. Thus, the aim of this study was to identify the teaching methodology employed for children with autism concerning special education and to verify in which aspects this methodology can help the teachinglearning process of those students. For this reason, a specialist teacher and three students with autism, of a special Education School, located in the interior of S��o Paulo state, took part in this study. For data collection, a total of 19 activities realized by the students with autism were observed inside the classroom. The specialized teacher answered a semi structured interview. The results demonstrated that the specialized teacher does not employ any specific teaching methodology, in order to help the teaching-learning process for those students, although there are some specific methodologies for children with autism, which are employed in special education schools. Nevertheless, it can be observed a lacuna concerning the teaching process employed by the teacher, and some uncertainly referring to the leaning process of those students with autism who attend that school

A interdepend��ncia da pr��tica docente e a constru����o da h��xis corporal de professores de Educação F��sica e suas consequ��ncias na unidade escolar

This article aims to show the interdependence between teaching practice and the construction of body hexis of Physical Education teachers and its consequences at schools. It can be observed by the social workers that teach it in a elementary school in the city of Araraquara- -SP. It was established, as basic assumption of this issue, that the social construction of body hexis of Physical Education teachers is a process in constant evolution, because it is the result of the life story with interventions from the social context in which the learner lives. The hexis is the dimension that allows the internalization of the consequences of social practices, and also its body exteriorization, through the way of speaking, gesturing, looking, walking, head posture, faces, ways of sitting, to handle instruments, more and more associated with the voice sound of social workers. Children are particularly attentive, in all societies, to these gestures and postures in which they express themselves in their eyes, anything that features an adult. Finally, it understands the importance of the body hexis in the learning process specifically in school physical education. This practice will incite important behavioral changes in their residence within the school and possibly in a higher education.

Professores de educação f��sica e suas consequ��ncias na unidade escolar

This article aims to show the interdependence between teaching practice and the construction of body hexis of Physical Education teachers and its consequences at schools. It can be observed by the social workers that teach it in a elementary school in the city of Araraquara- -SP. It was established, as basic assumption of this issue, that the social construction of body hexis of Physical Education teachers is a process in constant evolution, because it is the result of the life story with interventions from the social context in which the learner lives. The hexis is the dimension that allows the internalization of the consequences of social practices, and also its body exteriorization, through the way of speaking, gesturing, looking, walking, head posture, faces, ways of sitting, to handle instruments, more and more associated with the voice sound of social workers. Children are particularly attentive, in all societies, to these gestures and postures in which they express themselves in their eyes, anything that features an adult. Finally, it understands the importance of the body hexis in the learning process specifically in school physical education. This practice will incite important behavioral changes in their residence within the school and possibly in a higher education.

An��lise e reflex��o sobre a educação especial inclusiva em Maring��/BR e em Guadalajara /ES

The purpose of this study is to know the route of Special Education in different contexts, the city of Maringa/Brazil and Guadalajara/Spain and analyze the bases underlying the organization, structure and operation of this mode of education having as starting point the process inclusive school. This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Vygotsky. He argues that the existence of fundamental principles underlying the development of children with disabilities. If, on the one hand, the disability imposes limitations on the individual, hindering its development, on the other, just by causing difficulties, enables the movement to compensate, increasing the development of other capabilities. The deficit itself is less. Therefore, it is a field research carried out by means of observations, literature search and document analysis in early childhood education institutions visited in the cities mentioned above. The results showed that there are peculiarities of its path, organization and functioning of Special Education in each of the contexts analyzed. Referentemente the inclusive education movement, it is clear that Spain is a precursor of this process therefore has the right conditions in different ways to conduct the service children with special needs, and on the other hand, schools have the resources and specialized materials they need. While in Brazil the operationalization of these measures occurs more slowly. Thus, we can say that this process of inclusive education does not happen in a linear fashion within mainstream schools and so little action in the different forms of special education in two contexts analyzed.

A educação f��sica no ensino m��dio em escolas particulares: as perspectivas de alunos, diretores, coordenadores e professores de educação f��sica

Although physical education is regulated by law and recognized as a mandatory component of basic education class, which includes high school, there are many reports that these classes do not actually happen. Such evidence shows the situation experienced by the author of this study, which brought this research to the attention. Therefore, the objective was to investigate and understand the perspective of students, physical education teachers, principals and coordinators forward their ideas to this reality, about the high school physical education in private schools. The research made use of qualitative approach, guided by an exploratory study. The technique was undertaken to collect the questionnaire with open and closed questions, involving 263 students enrolled in high school of four schools in two cities in the state of Sao Paulo and also the director, coordinator and professor of physical education of each one of these institutions, resulting in 12 education professionals. The categories of analysis were defined as: 1. Regarding physical education in high school, 2. The occurrence of physical rducation in high school, 3. Content and dynamic strategies developed in class 4. Student participation in class. The results show that despite, although some schools have physical education classes, there are still many students who do not take them. This reveals a double challenge to the area, which is: although it is essential that such a curriculum component is included in the grades (respecting the regional law legal system) that is not enough students that actually participate in it. As teachers, coordinators and directors recognize the importance of effective physical education, there are numerous of factors that deserve consideration to better understand this reality. One relates to the content of sportivization, another contrast to the period of occurrence of classes in relation to other curriculum components. Additionally, some others are relat...

Reflex��es de professores de ingl��s em formação inicial sobre o uso de novas tecnologias

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)