O ensino da leitura e da escrita para alunos da educação especial: interface com a psicopedagogia

• Ano de defesa: 2017
• Autor(a) principal: Hathenher, Mariana de Lima Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação Especial; Special Education; Ensino da Leitura e Escrita; Teaching Reading and Writing; Psicopedagogia; Psychopedagogy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/19910; http://dx.doi.org/10.14393/ufu.di.2017.36

The present work consists of an exploratory study of a qualitative nature in a school institution of the municipal public network, approaching the teaching of reading and writing for the children of the Special Education - EE, in order to observe what the school has done to promote this teaching, since EE has been going through many changes throughout its trajectory. For that we use the psychopedagogical approach, a branch that believes in learning and teaching EE people with an emphasis on possibilities, being our field of action. Participating in the research were teachers from the regular classroom, teachers of the Specialized Educational Assistance - SEA, pedagogical coordinator and teacher of the regular classroom. They were used as instruments of data collection, focus group, semi-structured interviews, documents and the psychopedagogical instrument of analysis of school material. From the organization and processing of data, three categories of analysis were outlined: the first category called "The knowledge and practices of educators / mediators in the process of teaching and learning to read and write EE students" in five subcategories: a) Special Education conceptions; b) the conception of teacher literacy; c) the teaching of reading and writing for the children of EE; d) the PPP of the school and the curriculum; e) evaluation. The second category, entitled "Participating Factors in Teaching Reading and Writing for EE Students", triggered three subcategories: a) initial and continuing teacher education; b) the conditions and working hours of teachers; c) lack of family support. The third: "The teaching of reading and writing for EE students: building possibilities". The research revealed theoretical and methodological difficulties on the part of educators. There is also a mismatch between the speakers' speeches and the PPP of the institution, showing a lack of knowledge about its content and all that the document can contribute to an efficient work. The analysis pointed out that psychopedagogy is related to difficulties in learning, but little is considered about the possibility of understanding how the learning processes happen. Before pointing out the difficulties in learning, it is necessary to understand how the teaching of reading and writing to the students of the EE. It is concluded that lack of knowledge refers to mistaken judgments and the issuance of labels to students. Initial and continuous training can be a strategy and in this sense it is necessary to reflect, because the teachers present an incapable student, blaming the absence of the parents and releasing the responsibility for the education of the same. Finally, one should consider and recognize the difference not in the sense of what the subject lacks, but in what he brings of knowledge, as possibilities, as a person of law, capable of learning.