Caminhos da educação pela Transamazônica: ressignificando o saber cotidiano e as práticas educativas de educadores(as) do campo

Este trabajo recupera los caminos de la educación por la Transamazonica y analiza las prácticas educativas de educadores(as)-educandos(as) del campo, desarrolladas en los espacios educativos de los asentamientos, con el foco en la relación teoríapráctica y acción-reflexión-acción que involucran el tiempo-escuela y el tiempocomunidad del Curso de Magisterio de la Tierra en al Transamazonica (2005/2008), con el objetivo de preparar y cualificar educadores(as) para actuar en la Educación Infantil, Enseñanza Básica/ primaria y Educación de jóvenes y adultos y diseminar los principios y presupuesto de la Educación del y en el Campo. En la misma perspectiva de garantizar un perfil profesional, anclado en la autonomía y en la emancipación, capaz de transformar la realidad, los actores desencadenan una formación profesional Continua, articulada a la organización social, con el objetivo de proporcionar las condiciones para el desarrollo de una docencia dinámica, fondada en la interdisciplinaridad, en la praxis, en la relación democrática entre educador(a) y educando(a) y en la afirmación de la triade Campo, Educación del-en el Campo y Políticas Públicas, de manera a contribuir para la construcción del proyecto de desarrollo del Campo, según la visión de los actores sociales de la Región. El análisis de las prácticas educativas es producto de la reflexión realizada por los/ las educadores(as)-educando(as) y de la observación traducida por la participación en reuniones, talleres, encuentros y en el tiempo-escuela, en los cuales se destacan los procesos vividos en el Curso por el grupo, la transformación de la cultura de la aula en los asentamientos, la participación activa, por medio del compromiso social que se concreta por la dinámica desarrollada en el tiempo-comunidad. Ese compromiso genera experiencias y aprendizajes diferenciados, que se refleja en las prácticas educativas desarrolladas por los/ las educadores(as)-educando(as). El estudio lleva en cuenta las tensiones, los conflictos y los aprendizajes con respecto al aspecto teoría-práctica, a los desafíos, al diálogo y a la docencia

Da representação social do ser professor da EJA à descoberta de seu aluno como referente

Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching

Os currículos praticados no cotidiano da EJA: regulações e emancipações na Escola Centro Educacional Dr. Pedro Amorim

This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Assú/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults

Formação de professores, saberes, reflexividade e apropriação da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas

On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educação de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective

O PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência

This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caicó. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caicó Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children

PROEJA FIC/Fundamental no IFRN-Campus Mossoró: das intenções declaradas ao funcionamento de um curso em espaço prisional

This research aims to analyze the FIC Course of Assistant Technician in Service Management and Quality, integrated to elementary education / EJA form developed by IFRN MO Campus between 2011 and 2013 in the form of a PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL. We seek to understand the adhesion between the national guidelines postulated for the Program, established in PPC and mediations with the process conceived in the run of the course. Guiding by the socio-critical approach and the dialogical paradigm, the theoretical-epistemological mark is especially buoyed by the theoretical contributions of Ciavatta (2005) , Rock (2011) , Haddad and Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012), and also on education in prisons by Onofre (2007, 2011), Bueno (2007), Julião (2011) and Foucault (2001). We assume that an action that enables professional qualification as FIC courses articulated to the EJA in the context of education in prisons have conceptual, methodological, political and pedagogical implications for it focuses challenges, weaknesses and opportunities on the same area of education., We have developed four techniques of data collection based on procedures and tools of qualitative research, such as document analysis, a student survey, the conduction of focus groups with teachers and administrators of the course and on-site observation. Mediated by the investigated context, results showed that the consolidation of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL goes beyond the intentions officially declared. It is inferred that after seven years of its creation, even though it keeps some potential, this program is not being satisfactorily developed and it shows weaknesses national and locally, it is set at low capillarity, it has a limited scope, and dissolved essential public commitments to the course development. The effectiveness of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL as part of an emancipatory inclusion social policy, according to official statement, entails approximating the legal logic with social logic, so as not only to propagate discourses and enforce worship to specific and successful experiences that reach only a minority, but to provide actual and necessary conditions to promote the breadth and social quality of the offered deals in this program format

Administração experimental de esteróide anabólico androgênico e álcool causa alterações histológicas e morfométricas nos ovários e útero de ratas adultas

Abusive and indiscriminate use of androgenic anabolic steroid is an usual practice among youth and adults of both sex. Usually these substances were utilized simultaneously with others drugs, licit or not, that causes damage to health. The purpose of study was to evaluate the influence of experimental administration of nandrolone decanoate steroid (ND), associated or not to alcohol, in the ovaries and uterus of adult rats. Females with regular estrous cycle (n = 20), were distributed in the groups: a) control (physiological solution); b) ND (7.5 mg/kg BW; intraperitoneal); c) alcohol (0.2 mL/100g BW; oral); d) ND + AL. The teatments were realized by single dose per week, during twelve consecutive weeks. The ovaries of rats in the groups ND, AL and ND + AL presented intense follicular atresia and decrease in the number of antral follicles and corpora lutea. None treatment did affect ovarian weight, but uterine weight was increase (p<0.05) in the ND + AL group. There were alterations in the uterine histology and morphometry at function of each treatment. Isolated or simultaneous use of anabolic steroid and alcohol promotes ovarian and uterine toxicity in adult female rats.

A Compreensão da idéia do número racional e suas operações na EJA: uma forma de inclusão em sala de aula

The awareness of the difficulty which pupils, in general have in understanding the concept and operations with Rational numbers, it made to develop this study which searches to collaborate for such understanding. Our intuition was to do with that the pupils of the Education of Young and Adults, with difficulty in understanding the Rational numbers, feel included in the learning-teaching process of mathematics. It deals with a classroom research in a qualitative approach with analysis of the activities resolved for a group of pupils in classroom of a municipal school of Natal. For us elaborate such activities we accomplished the survey difficulties and obstacles that the pupils experience, when inserted in the learning-teaching process of the Rational numbers. The results indicate that the sequence of activities applied in classroom collaborated so that the pupils to overcome some impediments in the learning of this numbers

Estratégias argumentativas na construção do discurso ideológico: um estudo da produção didático-pedagógica do meb

This research studies the argumentative process developed by the Basis Educational Movement (MEB), using as corpus the booklet Viver é lutar , and other lesson plans of the Educational Rural Radio from Natal. It has as objectives reveal the argumentative strategies in the discursive production of MEB, exploring the meaning effects suggested by its production conditions, and the ideological positions defended, in addition to this, verify how the booklet and the radio classes dialogued in the argumentation of their theses. So, the study is guided by the Discourse Analysis presuppositions, by the Argumentation Theory, by the conceptions of Popular Education, as well as the conception language dialogical language conception, recurring to Bakhtin (1995). The research adopts the documental characteristic of qualitative nature with an interpretative basis. The analysis of the data permitted us to confirm that the pedagogical didactic material discourse of MEB was produced in a social-historical-ideological context in what the education was seen as a social liberation instrument, being able to transform the Brazilian people and the Brazilian unequal structure. The results reveal that the booklet and the classes assume a position remarkably in favor of the popular classes, structured by the argumentative techniques that intended to convince, and to persuade the auditorium. Thus, the argument was based initially on the convincing of youths and of adults for, afterwards, to construct a persuasion to the learners, in terms of referring to act on the reality to transform it, according to their desires of social justice

Argumentações discentes e docente envolvendo aspectos ambientais em sala de aula: uma análise

Este trabalho trata da interação entre professor e alunos mediante a utilização do texto paradidático intitulado Nosso Universo em aulas de Física, em uma sala de Educação de Jovens e Adultos. Neste artigo é analisado um episódio que articula Ciência, Tecnologia e Sociedade aos aspectos ambientais. Esse episódio aborda o problema do efeito estufa, do buraco na camada de ozônio e da escassez da água. Para a análise, foram elaboradas categorias referentes às argumentações discentes e docente. Os resultados envolvendo o tripé professor/aluno/texto apontam que tais interações propiciaram a motivação e a formação do aluno enquanto indivíduo crítico e reflexivo, em condições de argumentar e atuar criticamente em seu meio social.

Aplicabilidade do Rorshach na avaliação psicológica do autismo

This study investigates the applicability of the Rorschach Method for evaluating the personality of people with Autism Spectrum Disorder (ASD).The relevance of this study is justified by the limited number of investigations published in the research literature concerning the use of psychological tests used for evaluating the personality of individuals with ASD. The Rorschach Method was chosen as an appropriate instrument considering it reveals the personality s basic structure, including characteristics of the affectivity, sensuality, inner life, mental resources, psychic energy and general characteristics and intellectual state of the individual. The general objective of this investigation consisted of verifying the applicability of the use the Rorschach Method in the evaluation of the characteristics of people's personality with autism spectrum disorder (ASD).The study also sought to identify perceptive factors of the personality structure of individuals with ASD, provide contributions of the understanding of this syndrome, seeking the establishment of possible therapeutic interventions starting from diagnostic by Rorschach Method. In addition, this investigation aims at verifying the adequacy of using the Rorschach Method as an instrument for evaluating the personality characteristics of individuals with ASD and its possible use in Brazil, starting from preliminary normative results. Participants consisted of 44 youngsters and adults, both genders with age range 14 - 39 years-old (average: 23.5 years-old) distributed in 2 groups. Group 1: composed with 22 youngsters and adults with clinical diagnosis of autism spectrum disorder (communication impairments, social interaction deficits, restricted and repetitive interests and activities); Group 2: composed with 22 youngsters and adults with typical behavior. The participants were paired to gender and age, individually. The Mann-Whitney and Wilcoxon tests were applied to evaluate statistical differences between the groups, considering demographic and social data. The results indicate the presence of restricted interest or difficulty in the expression of the social and affective interaction of people with ASD. However, the need of broader normative studies concerning the use of personality evaluation instruments for people with ASD is warranted. These investigations could help understand the psychic dynamism of this population, offering subsidies that can be added to the current techniques of diagnosis. The Rorschach Method is susceptible to application but it is necessary to respect the individual limitations of these people and to establish more criterions about the spectrum

O contato em um click: ser-com em um mundo supervirtualizado

O presente estudo tem como objetivo compreender os sentidos da experiência de jovens e adultos com a interação social virtual, partindo de suas narrativas. Inspiradas nas ideias de Martin Heidegger, especialmente em seu seminário A Questão da Técnica , refletiremos sobre os modos de ser-com, em tempos de tecnologia, internet, consumo e hipermodernidade, contexto deste estudo, onde as coisas são vivenciadas em seu extremo (hiperconsumo, hipercorpo, hipermercado, hipercartões). Neste cenário, a Internet e as Tecnologias de Informação e Comunicação estão mediando, cada vez mais o contato do homem com o mundo, reconfigurando a vida em sociedade. Diante disso, apresentamos A Era do Click , em que são possibilitados novos meios de estar com os outros. Este é um estudo qualitativo, baseado na fenomenologia de Heidegger, por ser favorecedora da compreensão dos sentidos da experiência em relação à questão problematizada. Como estratégias de pesquisa foram utilizadas sondagem de campo e entrevistas individuais, inspiradas nas narrativas de Walter Benjamin. Cinco colaboradores relataram suas experiências de ser-com no mundo virtual. A partir de seus relatos foi possível compreender que o espaço virtual se revela como mais um lócus, dentre tantos, no cotidiano do ser do homem, em que emergem diferentes modos de ser-com. Dependendo de sua abertura, a proximidade ou o distanciamento tornam-se relativos, do mesmo modo que o pessoal e o impessoal, o próprio e o impróprio. Além disso, tornou-se claro que, a virtualidade pode ajudar a lidar com a solidão e a angústia temporariamente, da mesma forma que pode tornar-se uma barreira para um contato mais aprofundado e autêntico com os outros. Os colaboradores demonstraram uma atitude de serenidade, um poder dizer sim e não simultaneamente à técnica moderna, além de uma postura de meditar sobre os modos como se conectam. Questionamos as implicações em longo prazo da virtualização do contato, estimulando novos estudos, sob a luz da fenomenologia heideggeriana

Por uma pedagogia do oprimido midiático: meios de comunicação e suas intervenções na escola

En este trabajo nos ocupamos de la convergencia de la fotografía, el vídeo y la música, intermediado por una estación de radio en la escuela, instalada en la escuela Municipal de Djalma Maranhão, Natal, Rio Grande do Norte, en una clase de 5º año de jóvenes y adultos en el año escolar 2007. Se analizan las intervenciones causados los que participan en la vida escolar, a partir de las actividades realizadas por ellos, en la producción de programas de radio. Los procedimientos metodológicos sobre la base de la etnometodologia (COULON, 1995a, 1995b), en la investigación cualitativa (BOGDAN, BIKLEN, 1999, DENZIN y LINCOLN, 2006), participante como observador (MAY, 2004) y la investigación-acción (THIOLLENT, 1992). La comprensión de Paulo Freire en la comunicación e la educación es nuestro principal referente teórico. Los experimentos citados en los medios de comunicación revelaron varias posibilidades de mejora en la enseñanza y el aprendizaje, como el aumento de la autoestima de los estudiantes, social y de inclusión educativa de personas con discapacidad, disminución de la timidez y facilitar la comunicación entre los sujetos, lo que permite el diálogo entre ellos, intervino en sus relaciones sociales, más allá de los límites de la escuela. La investigación confirma, entonces, que la comunicación y la educación son parte de la misma naturaleza