Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Silva, Lia Spadini da
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| Orientador(a): |
Gomes, Luciana Szymanski Ribeiro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| 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: |
https://tede2.pucsp.br/handle/handle/19968
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Resumo: |
According to data from the “Technical Summary of the Basic Education Census (BRASIL, MEC / INEP, 2013)”, between 2007 and 2013, there was an increase of 22% in the number of enrollments of students with disabilities in schools in Brazil. This increase seems to be related to the rights of these people and their families of being in school. Simultaneously, there was an increase of numbers of diagnosis and also a controversy about its use and meaning. However, it is clear that the agents involved in the process of school inclusion of disabled students - such as families, pedagogical team and the students themselves – need support to deal with the difficulties and potentialities found during their trajectory. The aim of the present study is to understand the meaning of the diagnosis of students to their families and teachers, based on the “phenomenological-existential” method. The research was conducted in the “Elementary Municipal School I” “(EMEF)” located in the peripheral area of Sao Paulo, where two teachers and two mothers were interviewed according to the “reflective interview instrument” (SZYMANSKI, 2004). The interviews were recorded, transcribed and the content of speeches was organized in four groups: (1) relationship between teachers and disabled students; (2) relationship between mothers and teachers with the diagnosis of their children and students; (3) mother’s relationship with school; and (4) relationship between teachers and mothers with experts. In general, the diagnosis seems to have an important role to help teachers in their work with disabled students and according to one of the mothers interviewed which her child was not diagnosed, the definition of diagnosis will help her to deal with the child situation and guide the doctors to prescribe a suitable medicine. Other aspect was observed, when the diagnosis is defined, teachers attend better to present their students and on the other hand, when there is no diagnosis the child is presented in a more descriptive way. It is concluded that the diagnosis can play different roles in the participants’ life and must be aware of not overlapping the diagnosis through the vision which has about the child |
