O falar errado da criança na educação infantil: concepções e práticas dos orientadores educacionais

• Ano de defesa: 2015
• Autor(a) principal: Oliveira, Simone Carvalho de [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Disorders oral communication; School counseling; Educational practices; Child; Speech therapy; Distúrbios da comunicação oral; Orientação educacional; Práticas educativas; Criança; Fonoaudiologia
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3195083; https://www2.unifesp.br/centros/cedess/mestrado/baixada_santista_teses/029_bx_dissertacao_simoneoliveira.pdf; https://repositorio.unifesp.br/handle/11600/46658

Language and speech development is an individual process insert in a social historic context of each child. The objective of this research was to investigate the conceptions and behaviors about the ?speaking problems? of the child, between educational counselors of the municipal units of child education in Santos. Methods: Descriptive and analytical character with a qualitative approach, using as a data collection tool semi-structured individual interviews. The study was approved by the Secretaria de Saúde de Santos and by the Comitê de Ética da Universidade Federal of São Paulo through Plataforma Brazil, under number 933 151.The research took place in the municipal units of teaching that has Section Centre for Exploitation of child-Zone Orla / Intermediate (SVC / ZOI) as a reference. The research took place in the municipal units of teaching that has Section Centre for Exploitation of child-Zone Orla / Intermediate (SVC / ZOI) as a reference. Ten educational guiding were interviewed. The interviews were transcribed and the data subjected to content analysis, thematic analysis mode. The data on the core drivers suggest: as the conceptions of "speaking problems" educational guiding consider as part of child development, problems arising from the lack of stimulation, exchange of letters, "not to mention" difficulty in articulating a problem arising Chew, regional or socio-cultural problems and stuttering. As for the pipelines the results reveal that the teachers perform a wide child stimulation of work "speaks wrong," is stimulating the child through various practices in everyday school life, guiding parents and teachers, welcoming the child and family, observing and investigating source of the problem and referring to health services. Finally in the third core suggest to improve oral communication of children in schools the expansion and intensification of guidance to teachers and family, the improvement of observation of children practices, training with experts from SVC and resumption of speech therapy in schools. Also suggest the adequacy of educational spaces to stimulate the child's oral communication. This knowledge of the results arising becomes important to formulate educational practices related to child health.