Navegando por Palavras-chave "Expectations"

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    Crianças negras com deficiência: representações de sucesso e fracasso para as personagens do cotidiano institucional de alunas(os) da escola pública
    (Universidade Federal de São Paulo (UNIFESP), 2020-02-04) Santos, Larissa Xavier Dos [UNIFESP]; Freitas, Marcos Cezar De [UNIFESP]; Universidade Federal de São Paulo
    This research aims to analyze the representation of teachers and adults who live institutionally with black children with disabilities. The main objective is to raise how the narratives resulting from interviews allow us to analyze the theme of disabilities in intersection with racial, gender and social class issues. An inventory of expectations about the success and failure of previously identified black children with disabilities enrolled in a public school will be produced.
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    Expectativa de escolarização de crianças cegas após a aquisição do Braille
    (Universidade Federal de São Paulo (UNIFESP), 2020-11-09) Cavalcanti, Karina Da Silva [UNIFESP]; Freitas, Marcos Cezar De [UNIFESP]; Universidade Federal de São Paulo
    This research aimed to investigate the schooling expectations of those who live with blind children and research the meaning and resignification of Braille, whose presence is considered an indispensable condition for living with the universe of reading and writing. Supported by the theories of Vygotski and Goffman, the importance of looking at the possibilities of the visually impaired person and knowing the prejudices that still permeate the lives of these people was discussed and investigated. To achieve the purpose, the research had as a resource to collect information: interviews, conversation circles, observations and records in text and audio. The analysis of the collected material allowed to identify the expectations of those who live with blind children. It was possible to recognize the expectations often take the place of the child himself, who now has a virtual identity. It was also possible to rescue experiences of schooling / school trajectories (their facilities and difficulties); the intersectionality between disabilities, gender, race and social class and, in the end, produce an inventory of consensus and dissent among teachers, family members, the school community and institutional actors regarding the schooling of blind children who have already learned braille. This was analyzed based on representations of efficiency and application that are directed to those who learn braille.
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    A presença de crianças diagnosticadas com autismo na Rede Pública de Ensino: expectativas e opiniões de pais, professores e profissionais da saúde
    (Universidade Federal de São Paulo (UNIFESP), 2019-03-29) Goncalves, Raelen Brandino [UNIFESP]; Freitas, Marcos Cezar De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The objective of this research was to analyze the expectations of teachers, parents and health professionals regarding the school education of children diagnosed with autism. The relevance is to be able to recognize, based on the work of Erving Goffman, that the expectations become configurators of the subjects and this is fundamental for the relationship of the school with the child that carries in itself the stigma of the diagnosis. The research was carried out in a Municipality of Greater São Paulo from previous identification of municipal public school in a peripheral area with a greater number of diagnoses that mentioned Autism Spectrum Disorder, TEA. After the identification of five children and their families, teachers and health professionals who worked with the selected children were mobilized. Among health professionals, a neurologist, a physiotherapist, a speech therapist and a psychologist were approached. The methodology used consisted of interviews with the parents in a semi-structured way, strategically in three moments adding a fourth meeting to a conversation wheel. With the teachers, the child and the fundamental and also with the health professionals the interviews were held in two moments. The results pointed out expectations for schooling, as reported by elementary school teachers, but not only for them, as emphasized by nursery school teachers. The talk of the specialists brought another look from what the situation could be like if different opportunities were offered. In this process, from Goffman (2015), it was possible to look at the microscopic, also showing how much the microcosm of the school floor leads us to complex situations that, from there, extrapolate the school wall.