Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Constantino, Elaine
 |
| Orientador(a): |
Moraes, Maria Silvia de
|
| Banca de defesa: |
Nagamine, Kazuo Kawano,
Santos, Tiago Vinicius André dos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Faculdade de Medicina de São José do Rio Preto
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia::2588426296948062698::500
|
| Departamento: |
Faculdade 2::Departamento 3::2806819863218485658::500
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bdtd.famerp.br/handle/tede/458
|
Resumo: |
The present study aims to verify the stressors of teachers in the classroom with students of inclusion in public schools, in the face of constant complaints of physical and psychological problems presented by these professionals, in addition to the increase in dismissal and difficulties in dealing with inclusion. The research sample was effective teachers of the public education network that were actives for more than three years, graduated in pedagogy and postgraduate in the area of education, with at least one inclusion per class. The research also seeks to raise teachers' absenteeism motives as to how they deal with varied diagnoses in the absence of a multifunctional support team, noting satisfactory teaching / learning outcomes. All the professors participated of their own free will and signed the consent form as requested by the Ethics Committee of “Faculdade de Medicina de São José do Rio Preto” / SP. |
