prejudicar o processo da apre ndizagem escolar. A detec<;:ao e tratamento precoces destes disturbios sao imprescindiveis a inser<;:ao social da crian<;:a e neste sentido os professores das series in iciais desempenham papel fundamental. Dentre os disturbios da comunica<;:ao humana que afetam a socializa<;:ao da criant;:a e que podem implicar disturbios de aprendizagem, sobretudo de leitura e escrita, destaca-se a gagueira. A complexidade e relevancia dessa problematica para o processo da aprendizagem escolar ao lado da grande incidencia de criancas em fase de alfabetizat;:ao com gagueira impoem investiga-la na interface Educa<;:ao e Fonoaudiologia. Com este objetivo , atraves de questionario semi-estruturado, identificamos concept;:6es e atitudes de professores em forma<;:ao inicial (a lunos do 3° anode um curso de Pedagogia) , sabre gagueira (etiologia , sintomatologia e tratamento) e suas possiveis rela<;:6es com o ensino e a aprendizagem da leitura e escrita de criant;:as com o problema. Os resultados preliminares denotam a importancia deste estudo como um caminho para melhor compreender a prob lematica da 'gagueira' e favorecer a construgao de saberes pedag6gicos necessaries a socializa<;:ao e a aprendizagem de crian<;:as com o problema. PALAVRAS-CHAVE:Sensa Comum; Conhecimento Pedag6gico; Gagueira; Formagao de Professores ABSTRACT: WHAT DO THE TEACHERS IN BASIC EDUCATION THINK ABOUTThe formal education has as objective , among others , to improve the development of human communication through oral , gesture and written language. Studies have showed that disturbances in human communication might interfere in child's primary and secundary socialization and impair the process of learning. The precocious detection and handling these disturbances is essential to the social insertion of the child and in this direction professors of the initial series play a basic role . Amongst the disturbances of human communication that affect the socialization of the child and that can imply in learning impairments, over all in reading and writing , the stammering is distinguished. The complexity and relevancy of this problematic to the scholar learning process as well as the large incidence of children in lettering phase with stammering requires further investigation through Education and Phonoaudiology interface. With this in mind , through a semi-structured questionnaire , we identified teachers' conceptions and attitudes who work with basic education (students of 3o. year in a Pedagogy course) , about stammering (ethyologi , sintomatology and treatment) and their possible relations with teaching and learning process of reading and writing with children who show the problem. The preliminary results show the importance of this work as a way to better understand the stammering problematic to _ ease the construction of pedagogic knowledge necessary to the socialization and learning in children with the problem.
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