Currículo escolar e deficiência: contribuições a partir da pesquisa-ação colaborativo-crítica

Magalhães, Rita de Cássia Barbosa Paiva; Soares, Márcia Torres Neri

doi:10.1590/198053143717

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…In order to promote the inclusion of students with defi cits in structural functions, it is important to consider the specifi c learning needs of each one. This would imply considering the characteristics and interests of these students in the development of tools and resources to promote their development (Brandão & Ferreira, 2013;Magalhães & Soares, 2016;Santos & Batista, 2015), making the curriculum more fl exible (Cruz & Glat, 2014). However, it can be observed that schools often fail to adapt their educational actions due to limitations related to the curriculum and the physical structure (Rosin-Pinola & Del Prette, 2014;Santos & Martins, 2015).…”

Section: Competência Emocional Estilos De Coping Y Relación Profesormentioning

confidence: 99%

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Silva¹,

Marin²

2019

Temas Psicol.

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Signed since 1990, school inclusion has brought challenges to the teaching practice not only due to the demands of teaching-learning, but also of the relation with the included student. Therefore, the present study aimed to characterize teachers about emotional competence and coping styles, as well as evaluate the quality of the included student-teacher relationship and the association between these variables. An analytical, quantitative and cross-sectional, observational study was carried out, involving 63 teachers from schools that attend students with defi cits in the performance of mental/intellectual functions in São Leopoldo-RS. They responded to the Sociodemographic and Labor Questionnaire, the Inventory of Emotional Competencies, the Brief Scale COPE and the Teacher-Student Relationship Scale. Descriptive and inferential statistical analyzes (Pearson's correlation and Multiple Linear Regression) revealed that although teachers have emotional skills and adaptive coping strategies, the confl ict factor was highlighted in the evaluation of the teacher-student relationship, with self-blame, positive reinterpretation and humor being the strategies that best explain it. Thus, the importance of investing in training actions in the area of inclusion is confi rmed, since the demands involved in this work tend to overwhelm teachers, refl ecting on the quality of their relationship with the included student.

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Section: Competência Emocional Estilos De Coping Y Relación Profesormentioning

confidence: 99%

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Silva¹,

Marin²

2019

Temas Psicol.

View full text Add to dashboard Cite

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Processos de escolarização na/para inclusão de um estudante com deficiência: intersecções na perspectiva curricular

Dantas

Macêdo

Fonseca

et al. 2017

RSD

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The proposal for school inclusion has led to many discussions, debates, studies and research and has raised a number of questions about how to include students with disabilities in the common classroom. Thinking about pedagogical practice and respect for student heterogeneity leads us to reflect on the curricular organization, a relevant aspect in the viability of the teaching and learning process. The purpose of this paper is to present proposals about the curriculum and its contributions to the training of different students, especially the student with Down Syndrome in the regular classroom. As for the methodological aspects, the research was carried out through a case study, through direct observations in school and non-school contexts. The study was carried in a public school in a peripheral district of the city of Natal / RN, and had as its guiding axis the curricular practices of this school in relation to school inclusion. The results point to the curricular propositions regarding the need for curricular flexibility in order to enable the participation and learning of all students. We hope with the problematization of the shared case and its relations with the theoretical framework used, contribute to the debates about the processes of schooling of students with disabilities and their intersections with / in the inclusive curricular perspective.

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Educação inclusiva na formação inicial de professores:

Oliveira

Pilatti

2023

Even. Pedagóg.

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O presente estudo tem como objetivo identificar as limitações existentes na formação de licenciados para vivenciarem experiências práticas de docência com estudantes com deficiência. Trata-se de um estudo de natureza qualitativa caracterizado como uma revisão sistemática de literatura. Para o levantamento das publicações existentes, realizou-se busca na base SciELO. Utilizou-se na busca os descritores primários “inclusão”, “currículo”, “prática de ensino” e “formação”, e suas variações. O corpo de pesquisa foi constituído seguindo as recomendações do modelo PRISMA 2020. Foi constatado que os currículos possuem pouca ênfase na educação inclusiva, as cargas horárias são reduzidas e as discussões acerca da diversidade humana existente, sobretudo ao tratar das diversas comorbidades, transtornos e doenças que a educação inclusiva abrange, são escassas. Conclui-se que a formação dos licenciados encontra-se aquém do esperado para que se faça cumprir plenamente as normativas apresentadas pelo Estado.

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Currículo escolar e deficiência: contribuições a partir da pesquisa-ação colaborativo-crítica

Cited by 3 publications

References 2 publications

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Emotional Competence, Coping Styles and the Included Student-Teacher Relationship

Processos de escolarização na/para inclusão de um estudante com deficiência: intersecções na perspectiva curricular

Educação inclusiva na formação inicial de professores:

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