Sala de recursos multifuncionais: um estudo de caso

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma intervenção colaborativa sobre os processos de ensino e aprendizagem do aluno com deficiência intelectual

As práticas pedagógicas e processo de ensino e aprendizagem do aluno com deficiência intelectual no ensino comum são o objeto de estudo desta tese. Esta teve por finalidade analisar as estratégias pedagógicas e os suportes educacionais oferecidos para alunos com deficiência intelectual, refletir e elaborar, de forma colaborativa com a equipe pedagógica, ações educativas para a organização do processo de ensino e aprendizagem desse aluno. Para responder à questão inicial do estudo, participamos sistematicamente como pesquisadora do cotidiano escolar do aluno em sala de aula e em outros contextos da rotina das professoras, como reuniões de planejamento, estudos de caso e conselhos de classe. As interfaces metodológicas qualitativas adotadas foram o estudo de caso etnográfico para a 1 etapa e a pesquisa-ação colaborativa para a 2 etapa. Na 1 etapa, fomos a campo para conhecer os processos estabelecidos para a escolarização de três alunos com deficiência intelectual, em anos de escolaridade diferentes, e envolveu 15 profissionais do 1 segmento do ensino fundamental. A partir da análise de conteúdo dos registros do diário de campo, da observação participante, das entrevistas semiestruturadas e filmagens em sala de aula, organizamos as reflexões e análises sobre como é compreendida a deficiência intelectual, as relações que se estabelecem com a aprendizagem e as práticas pedagógicas que envolveram os três alunos. Na segunda etapa, fomos a campo para colaborar com seus atores a partir da proposta do ensino colaborativo, respaldadas pelo referencial histórico-cultural. As ações colaborativas junto às professoras de sala de aula e da sala de recursos multifuncionais (SRM) foram desenvolvidas tendo o aluno Ian como sujeito das reflexões e análises sobre o processo de ensino e aprendizagem. Como resultados do estudo observamos que a presença do aluno com deficiência intelectual na escola comum ainda é motivo de estranhamento. O formato da estrutura curricular indica o quanto é difícil garantir processos de ensino e aprendizagem para o aluno com deficiência intelectual. Apesar do perfil diferenciado na formação das professoras, dúvidas sobre como organizar o ensino para esse aluno eram comuns em seus relatos. A partir da colaboração estabelecida, na 2 etapa do estudo, entre as professoras especialistas (da SRM e pesquisadora) e as professoras de sala de aula, observamos essas ampliarem a iniciativa na organização/adequação de atividades, em suas áreas de conhecimento específicas, considerando a participação e forma pela qual o aluno poderia adquirir o conhecimento trabalhado. Nesse contexto, percebemos a relevância da complementaridade entre estratégias pedagógicas para garantir o ensino, a participação e a aprendizagem do aluno, tanto em sala de aula quanto na SRM. As práticas favoreceram o aluno na medida em que as condições de ensino, para sua aprendizagem, passaram a ser conhecidas e consideradas. A mediação planejada, intencional e desafiadora, em todos os ambientes da escola, foi fundamental para que compreendêssemos como organizar o ensino para a aprendizagem de Ian. Sob essas condições observamos Ian demonstrar sua capacidade para elaborar conceitos cotidianos e complexos, em diferentes áreas do currículo escolar.

O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossoró/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community

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

Inclusão social do deficiente visual: experiência e resultados de Assis

OBJETIVOS: Traçar o perfil do usuário da Sala de Recursos para Deficiente Visual na cidade de Assis - SP, avaliar a porcentagem de deficientes visuais empregados e comparar o emprego com idade, gênero, tipo de deficiência e doença causadora da deficiência, entre dois períodos: de 1984 a 1996 e de 1997 a 2009. MÉTODOS: Foi realizado estudo retrospectivo dos prontuários médicos e da ficha escolar dos portadores de deficiência visual que frequentaram a Sala de Recursos para Deficiente Visual, no período de 1984 a 2009 na cidade de Assis - SP, divididos em dois períodos de 1984 a 1996 (G1) e de 1997 a 2009 (G2). Analisaram-se dados demográficos, a doença que provocou a baixa visão, o tipo de deficiência visual (cegueira ou baixa visão), escolaridade, recursos ópticos, frequência à Sala de Recursos para Deficiente Visual e taxa de emprego. Foi feita associação da taxa de emprego com: idade, gênero, raça/cor, tipo de deficiência e doença nos dois diferentes períodos. RESULTADOS: Foram encontrados 149 deficientes visuais sendo: 61,07% homens, 38,9% mulheres, 82,5% brancos e 17,4% não brancos e a mediana da idade foi de 18 anos. Dos 149 deficientes visuais, 63,75% eram portadores de baixa visão e 36,24% portadores de cegueira. As principais doenças que levaram à deficiência visual dos 149 pacientes foram em ordem decrescente: retinocoroidite por toxoplasmose (17,40%), atrofia óptica congênita (12,10%), alta hipermetropia (8,72%), retinose pigmentar e alta miopia (6,71% cada uma) e glaucoma congênito e catarata congênita (6,04% cada uma). A frequência à Sala de Recursos para Deficiente Visual foi boa em mais de 50% dos pacientes. Estavam trabalhando regularmente 44,7% e 12,3% dos maiores de 14 anos respectivamente nos períodos de 1984 - 1996 e de 1997 - 2009. Não houve diferença entre os dois períodos quanto às características demográficas, tipo de deficiência e doenças, havendo correlação da taxa de emprego apenas com a idade (pacientes com média de idade maior apresentavam maior porcentagem de emprego). CONCLUSÕES: Os deficientes visuais eram na maioria homens, brancos, portadores de baixa visão e portadores de toxoplasmose ocular. Quase metade (44,7%) dos pacientes com mais de 14 anos encontrava-se trabalhando regularmente até 1996 sugerindo que esforços conjuntos de oftalmologistas e educadores auxilia na inclusão social destes pacientes. A taxa de emprego caiu no período de 1997 a 2009 e a de aposentados aumentou.

Prática pedagógica com alunos surdos: sala de recursos e classe comum

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação do professor para o uso de tecnologia assistiva

The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.

Salas de recursos multifuncionais: contexto de Inclusão Escolar para os alunos público-alvo da Educação Especial ?

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Teachers and the emotional dimensions of class in resource-affected rural Australia

In recent years, a 'cultural turn' in the study of class has resulted in a rich body of work detailing the ways in which class advantage and disadvantage are emotionally inscribed and embodied in educational settings. To date, however, much of this literature has focused on the urban sphere. In order to address this gap in the literature, this paper focuses on the affective evaluations made by teachers employed in rural and remote Australian schools of students' families, bodies, expectations and practices. The central argument is that moral ascriptions of class by the teachers are powerfully shaped by dominant socio-cultural constructions of rurality that equate 'the rural' with agriculture.

Class contestations and Australia’s resource boom : the emergence of the ‘cashed-up bogan’

This article examines the figure of the ‘Cashed-up Bogan’ or ‘Cub’ in Australian media from 2006 to 2009. It explains that ‘Bogan’, like that of ‘Chav’ in Britain, is a widely engaged negative descriptor for the white working-class poor. In contrast, ‘Cubs’ have economic capital. This capital, and the Cub’s emergence, is linked to Australia’s resource boom of recent decades when the need for skilled labour allowed for a highly demarcated segment of the working class to earn relatively high incomes in the mining sector and to participate in consumption. We argue that access to economic capital has provided the Cub with mobility to enter the everyday spaces of the middle class, but this has caused disruption and anxiety to middle-class hegemony. As a result, the middle class has redrawn and reinforced class-infused symbolic and cultural boundaries, whereby, despite their wealth, pernicious media representations mark Cubs as ‘other’ to the middle-class deservingness, taste and morality.

Configurations of Gender, Class and Rurality in Resource Affected Rural Australia

Historically, class has been a key concern in studies of resource affected communities (e.g., Williamson 1982, Warwick and Littlejohn 1992). While work continues, particularly in Britain, today it reflects the rationalization of the British mining sector, and thus focuses largely on mining heritage (e.g., Strangleman et al. 1999, Dicks 2008). In contrast, this chapter examines class relations as manifest in a contemporary setting in rural Australia. This site, the Ravensthorpe Shire in the south west of Western Australia, relied largely on agriculture until 2004 when BHP Billiton commenced construction of a nickel mine in the area. This affected the entire Shire as well as the two rural communities of Ravensthorpe and Hopetoun. The mine, which was officially opened in June 2008, is one of a large number of new mineral and energy developments being established in non metropolitan areas of the country as high international demand for resources fuels significant growth in the sector. In a single six month period in 2009, for example, 15 major minerals and energy projects were completed across the nation and a further 74 projects were at advanced stages (Australian Bureau of Agricultural Economics 2009). A number of these were, as was the case in Ravensthorpe, in what had been traditionally agricultural communities.

A new class of isothiocyanate-based irreversible inhibitors of macrophage migration inhibitory factor.

Macrophage migration inhibitory factor (MIF) is a homotrimeric multifunctional proinflammatory cytokine that has been implicated in the pathogenesis of several inflammatory and autoimmune diseases. Current therapeutic strategies for targeting MIF focus on developing inhibitors of its tautomerase activity or modulating its biological activities using anti-MIF neutralizing antibodies. Herein we report a new class of isothiocyanate (ITC)-based irreversible inhibitors of MIF. Modification by benzyl isothiocyanate (BITC) and related analogues occurred at the N-terminal catalytic proline residue without any effect on the oligomerization state of MIF. Different alkyl and arylalkyl ITCs modified MIF with nearly the same efficiency as BITC. To elucidate the mechanism of action, we performed detailed biochemical, biophysical, and structural studies to determine the effect of BITC and its analogues on the conformational state, quaternary structure, catalytic activity, receptor binding, and biological activity of MIF. Light scattering, analytical ultracentrifugation, and NMR studies on unmodified and ITC-modified MIF demonstrated that modification of Pro1 alters the tertiary, but not the secondary or quaternary, structure of the trimer without affecting its thermodynamic stability. BITC induced drastic effects on the tertiary structure of MIF, in particular residues that cluster around Pro1 and constitute the tautomerase active site. These changes in tertiary structure and the loss of catalytic activity translated into a reduction in MIF receptor binding activity, MIF-mediated glucocorticoid overriding, and MIF-induced Akt phosphorylation. Together, these findings highlight the role of tertiary structure in modulating the biochemical and biological activities of MIF and present new opportunities for modulating MIF biological activities in vivo.

Multifunctional RNA silencing pathway polymerase QDE-1 of Neurospora crassa

Double-stranded RNA and associated proteins are known to regulate the gene expression of most eukaryotic organisms. These regulation pathways have different components, outcomes and distinct nomenclature depending on the model system, and often they are referred to collectively as RNA silencing. In many cases, RNA-dependent RNA polymerases (RdRPs) are found to be involved in the RNA silencing, but their targets, activities, interaction partners and reaction products remain enigmatic. In the filamentous fungus Neurospora crassa, the RdRP QDE-1 is critical for silencing of transgenes a phenomenon known as quelling. In this thesis the structure, biochemical activities and biological functions of QDE-1 were extensively studied. This dimeric RdRP was shown to possess five distinct catalytic in vitro activities that could be dissected by mutagenesis and by altering reaction conditions. The biochemical characterization implied that QDE-1 is actually an active DNA-dependent RNA polymerase that has additional RdRP activity. It also provided a structural explanation for the dimerization and suggested a biological framework for the functions of QDE-1 in vivo. (I) QDE-1 was also studied in a broader context along with the other components of the quelling pathway. It was shown that DNA damage in Neurospora causes a dramatic increase in the expression level of the Argonaute protein QDE-2 as well as the synthesis of a novel class of small RNAs known as qiRNAs. The accumulation of qiRNAs was shown to be dependent on several quelling components, and particularly to be derived from an aberrant ssRNA (aRNA) molecule that is synthesized by QDE-1 in the nucleus. The genomic distribution of qiRNA targets was analyzed and the possible biological significance of qiRNAs was studied. Importantly, qiRNAs are the first class of small RNAs that are induced by DNA damage. (II) After establishing that QDE-1 is a multifunctional RNA polymerase with several activities, template specificities and subcellular locations, the focus was turned onto its interaction partners. It had been previously known that QDE-1 associates with Replication Protein A (RPA), but the RecQ helicase QDE-3 was now shown to regulate this interaction. RPA was also observed to promote QDE-1 dependent dsRNA synthesis in vitro. By characterizing the interplay between QDE-1, QDE-3 and RPA, a working model of quelling and qiRNA pathways in Neurospora was presented. (III) This work sheds light on the complexity of the various RNA silencing pathways of a fungal model system. It shows how an RdRP can regulate gene expression on many levels, and suggests novel lines of research in other eukaryotic organisms.

Optimal Parameterized Policies for Resource Allocation in Communication Networks

The problem of finding optimal parameterized feedback policies for dynamic bandwidth allocation in communication networks is studied. We consider a queueing model with two queues to which traffic from different competing flows arrive. The queue length at the buffers is observed every T instants of time, on the basis of which a decision on the amount of bandwidth to be allocated to each buffer for the next T instants is made. We consider two different classes of multilevel closed-loop feedback policies for the system and use a two-timescale simultaneous perturbation stochastic approximation (SPSA) algorithm to find optimal policies within each prescribed class. We study the performance of the proposed algorithm on a numerical setting and show performance comparisons of the two optimal multilevel closedloop policies with optimal open loop policies. We observe that closed loop policies of Class B that tune parameters for both the queues and do not have the constraint that the entire bandwidth be used at each instant exhibit the best results overall as they offer greater flexibility in parameter tuning. Index Terms — Resource allocation, dynamic bandwidth allocation in communication networks, two-timescale SPSA algorithm, optimal parameterized policies. I.

The Southeast Bering Sea Ecosystem: implications for marine resource management (Final Report: Southeast Bering Sea Carrying Capacity).

Southeast Bering Sea Carrying Capacity (SEBSCC, 1996–2002) was a NOAA Coastal Ocean Program project that investigated the marine ecosystem of the southeastern Bering Sea. SEBSCC was co-managed by the University of Alaska Fairbanks, NOAA Alaska Fisheries Science Center, and NOAA Pacific Marine Environmental Laboratory. Project goals were to understand the changing physical environment and its relationship to the biota of the region, to relate that understanding to natural variations in year-class strength of walleye pollock (Theragra chalcogramma), and to improve the flow of ecosystem information to fishery managers. In addition to SEBSCC, the Inner Front study (1997–2000), supported by the National Science Foundation (Prolonged Production and Trophic Transfer to Predators: Processes at the Inner Front of the S.E. Bering Sea), was active in the southeastern Bering Sea from 1997 to 1999. The SEBSCC and Inner Front studies were complementary. SEBSCC focused on the middle and outer shelf. Inner Front worked the middle and inner shelf. Collaboration between investigators in the two programs was strong, and the joint results yielded a substantially increased understanding of the regional ecosystem. SEBSCC focused on four central scientific issues: (1) How does climate variability influence the marine ecosystem of the Bering Sea? (2) What determines the timing, amount, and fate of primary and secondary production? (3) How do oceanographic conditions on the shelf influence distributions of fish and other species? (4) What limits the growth of fish populations on the eastern Bering Sea shelf? Underlying these broad questions was a narrower focus on walleye pollock, particularly a desire to understand ecological factors that affect year-class strength and the ability to predict the potential of a year class at the earliest possible time. The Inner Front program focused on the role of the structural front between the well-mixed waters of the coastal domain and the two-layer system of the middle domain. Of special interest was the potential for prolonged post-spring-bloom production at the front and its role in supporting upper trophic level organisms such as juvenile pollock and seabirds. Of concern to both programs was the role of interannual and longer-term variability in marine climates and their effects on the function of sub-arctic marine ecosystems and their ability to support upper trophic level organisms.