Navegando por Palavras-chave "cultural historical psychology"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Deficiência intelectual e avaliação no encaminhamento de estudantes ao atendimento educacional especializado: concepções de professoras responsáveis pela avaliação inicial
    (Universidade Federal de São Paulo (UNIFESP), 2016-04-11) Almeida, Ester Furquim de [UNIFESP]; Carvalho, Maria de Fatima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This work is placed in the field of studies about intellectual disability and students school education in intellectual disability. It addresses changes that are demanded by ?Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva? (BRASIL, 2008) regards the definition of the children that should attend educational especial support (Atendimento Educacional Especializado). This study aims to analyze the evaluation done by specialist teachers to select children to attend this program and this study also looks at conditions and ways this evaluation takes place, describing and analyzing it, questioning if and how guides offer by town educational department are applied into the evaluation, and also which conceptions about evaluation and intellectual disability are shown. The present work is methodological and theoretically base in Cultural Historical Psychology (and Vigotski?s ideas) about human social development and especial education. The field work and analysis applied here highlight the work of Freitas in view of qualitative research under Vigotski and Bakhtin theories, emphasizing dialogical and enunciative approach of language. Brazilians researchers? contribution to educational evaluation field and especial education are also considered, specifically the history of disabilities persons educational in relation within ways to see disabilities. This research was development using group interviews, each group being compose of six specialist teachers in charge of evaluating children and select them to attend or not especial educational support, also municipal documents / guides were studied. The analysis was built from teachers? speeches in relation with documents and allows us to see that existent guides are not enough to change the definitions used to choose the participant children and that to do so many difficulties are faced. Those difficulties are connected to the way guides and official documents are elaborated; and to the relationship between standard education programs and especial education; also to conceptions of evaluation and intellectual disabilities, problems that interfere in forming good relations with those students and restrict possibilities of transformation by school practices.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Percurso Escolar de Pessoas com Distrofia Muscular de Duchenne: Contingências Sociais e Constituição dos Sujeitos
    (Universidade Federal de São Paulo (UNIFESP), 2016-09-20) Rozante, Gessica Torres [UNIFESP]; Carvalho, Maria de Fatima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research is inserted in the field of studies about inclusion of people with disabilities in the scholar education. Its objective is to comprehend the schooling path of people with Duchenne Muscular Dystrophy (DMD) through the investigation of the roles of the subjective, historic, social and educational-political aspects, as well as those related to their organic conditions, which are contingencies in such paths. This research evinces in the diversity that can feature those paths, how it is the intertwining of social and personal histories of the subjects in their relation with the school. It has as theoretical-methodological framework the cultural-historical psychology, highlighting the contributions of Vygotsky and the studies about language in a dialogic and enunciative perspective, based on studies of the Bakhtin Circle (BAKHTIN/VOLOCHINOV), in a way that the look is directed to the social constitution of the educational paths and subjects. It has as references other theorists as Ecléa Bosi, in order to expand the discussion about the social constitution of the memory; Norberto Bobbio, in order to enable the reflection on the relation between the rights and their practical realization; Erwing Goffman from the sociology field, whose work allows to base arguments about the stigmatization process. The empiric work consists on the bibliographic review about the topic, in particular the Neuropsychology researches about intellectual disability and DMD; on the contextualization of the Inclusive Education policies; finally, on the realization of open interviews with people with DMD and their relatives. The analysis has two areas of thought: conditions of possibilities for access and staying in the school, and the constitution of the subjects in relation with the school, from which we increase the discussion about the impacts of the meaning of the diagnosis by the mothers, as well as the conditions of volitional possibilities of learning and confrontation of stigma. The investigation undertaken points the difficulties of access and staying faced by the subjects with DMD in their paths, despite the political-pedagogical context of School Inclusion. It highlights the role of the mothers efforts on seeking guarantees of conditions of educational possibilities for their children and, in conclusion, it clarifies how these schooling paths are constitutives of the subjectives of the research