Professores de alunos com deficiência visual: saberes, competências e capacitação

• Ano de defesa: 2010
• Autor(a) principal: Silveira, Cíntia Murussi
• Orientador(a): Carvalho, Isabel Cristina de Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO ESPECIAL; PROFESSORES - FORMAÇÃO PROFISSIONAL; PESSOAS COM DEFICIÊNCIA VISUAL - EDUCAÇÃO; INCLUSÃO ESCOLAR
• Link de acesso: http://hdl.handle.net/10923/2898

This dissertation researched the skills, knowledge and the impact of teacher training Resource Room for students with Visual Impairments. This need arises from the importance of deepening the knowledge of the field of Visual Impairment, that is, knowledge and skills necessary for the performance of teachers in accordance to these students. From the dialogue we have with authors such as Jacques Delors, Maurice Tardif, Maria Teresa Eglér Mantoan, Perrenoud, Deborah Deutsch Smith and others, we believe that the teacher, one of the agents of the educational process, is a key part in driving the process of teaching and learning. We conducted a qualitative research, using semi-structured interview, and from this instrument we heard 17 teachers working with visually impaired people in the following cities: Porto Alegre, Viamão, Canoas, São Leopoldo, Cruz Alta, Santana do Livramento, Santo Antônio da Patrulha, Santo Ângelo, Gravataí, Alvorada. The interviews were conducted mostly in schools, with great cooperation from the participating teachers. The main results emerging from this research were:a) the three disciplines: Computing, Orientation and Mobility and Soroban that make up the specialized care of students with visual impairments, are still not seen as priority in the education of students by the participating teachers; b) in the perception of participating teachers, the process of teaching and learning of students with visual impairment does not happen in isolation, but also with the interaction between colleagues seers; c) the power valued in the interviews was the technical competence/ Get to know / Know, followed by the Learning to Do/ Know-How / Methodological Skills, Learning to Live/ Learn Be / Participatory Competence and Learning to Be Competence / Know how to be / Personal Skills; d) most professionals surveyed demonstrated clarity in the importance of their work for the blind students, while indicating the need for more training in specific disciplines of specialized educational services for the visually impaired, particularly in the subjects “orientation and mobility", “computing” and “soroban "; e) the educational inclusion of students with low vision or blindness is reported as successful in schools where the Resource Room fulfill their role. By analyzing these results, we obtained a better understanding of the teacher’s work of the Resource Room and the operation of this space as a fundamental resource to support learning for students with Visual Impairment.