Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Miranda, Elba Neri Moreira de
 |
| Orientador(a): |
Berberian, Ana Paula |
| Banca de defesa: |
Guarinello, Ana Cristina,
Silva, Daniel Vieira da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
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| Programa de Pós-Graduação: |
Mestrado em Distúrbios da Comunicação
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| Departamento: |
Distúrbios da Comunicação
|
| 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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| Resumo em Inglês: |
The aim of this work is to analyse the view of a group of teachers, that work in the public school system in the state of Paraná, in multifunction resources rooms and common rooms, concerning the formation, knowledgment, conception, purpose and practices of educational processes related to multifunctional resources. The study methodology for the construction of this discussion was to content analysis with qualitative and quantitative approach. Initially, it was conducted field research using a questionnaire as an instrument with open answers applied to two groups of teachers 30 of 30 common room and resource room multifunctional both teaching fundamental, highlighting that everyone worked with students in need special education. Based on the responses we obtained results that revealed predominantly the following: - restricted knowledge about special educational services, especially related to objectives and purposes of the multifunctional room and resource documents legislate about this feature; - about the theoretical and practical contents special educational services to the students with special educational needs, it was found that the educational institutions of higher education not address. Regarding the relationship between the common classroom teachers and multifunctional resource room can be seen that the same is restricted primarily guided in a helping relationship and not a collaborative work. Finally, the data point to the fact that although the teachers relate generally restricted knowledge about the specificity the feature multifunctional hall, reported having a positive view about the advances learning it causes the pupils with NEE. The official discourse in favor of inclusive education does not presuppose that educators run the same principle. Historically the teacher has adherence to official discourse, however it is unclear if the teacher agrees or not with the system, in relation to which it is some issues and further research that provide elements to understand such contradiction and contribute in overcoming it. In conclusion, we have shown the need for improvement in education that links theory and practice and be conducted so that the teachers of common room and multifunctional resource room establish collaborative relationships, from which both undergoes to be active and responsible professional. |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1461
|
Resumo: |
The aim of this work is to analyse the view of a group of teachers, that work in the public school system in the state of Paraná, in multifunction resources rooms and common rooms, concerning the formation, knowledgment, conception, purpose and practices of educational processes related to multifunctional resources. The study methodology for the construction of this discussion was to content analysis with qualitative and quantitative approach. Initially, it was conducted field research using a questionnaire as an instrument with open answers applied to two groups of teachers 30 of 30 common room and resource room multifunctional both teaching fundamental, highlighting that everyone worked with students in need special education. Based on the responses we obtained results that revealed predominantly the following: - restricted knowledge about special educational services, especially related to objectives and purposes of the multifunctional room and resource documents legislate about this feature; - about the theoretical and practical contents special educational services to the students with special educational needs, it was found that the educational institutions of higher education not address. Regarding the relationship between the common classroom teachers and multifunctional resource room can be seen that the same is restricted primarily guided in a helping relationship and not a collaborative work. Finally, the data point to the fact that although the teachers relate generally restricted knowledge about the specificity the feature multifunctional hall, reported having a positive view about the advances learning it causes the pupils with NEE. The official discourse in favor of inclusive education does not presuppose that educators run the same principle. Historically the teacher has adherence to official discourse, however it is unclear if the teacher agrees or not with the system, in relation to which it is some issues and further research that provide elements to understand such contradiction and contribute in overcoming it. In conclusion, we have shown the need for improvement in education that links theory and practice and be conducted so that the teachers of common room and multifunctional resource room establish collaborative relationships, from which both undergoes to be active and responsible professional. |
