As concepções das práticas da terapia ocupacional na educação regular do município de Araras
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Data
2018-12-07
Autores
Silva, Valesca de Lima da [UNIFESP]
Orientadores
Silva, Carla Cilene Baptista da [UNIFESP]
Tipo
Dissertação de mestrado
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O movimento de inclusão social defende uma sociedade na qual é possível a participação efetiva de todos os indivíduos respeitando todas as particularidades. Neste cenário, a escola necessita repensar sua organização, de modo a atender a diversidades de todos os seus estudantes. Além do professor, o processo de inclusão escolar, pode ser composto por diversos profissionais, entre eles, o terapeuta ocupacional. No município de Araras, essa atuação tem se configurado com ações numa vertente médico/pedagógica, baseada em orientações, herança do paradigma da Integração e do modelo médico. Sendo assim, esse estudo teve por objetivo geral compreender as concepções de coordenadoras pedagógicas sobre a atuação da Terapia Ocupacional na Educação Regular no município de Araras/SP. Utilizou-se o método qualitativo com a realização de entrevista semiestruturada, delimitando-se oito questões norteadoras para a produção de dados. A pesquisa foi realizada em duas etapas: a primeira etapa envolveu um levantamento de todos os encaminhamentos realizados pelas escolas ao Serviço de Terapia Ocupacional, no ano letivo de 2016 e primeiro semestre de 2017, com o intuito de identificar e verificar os motivos das solicitações deste profissional nas escolas enquanto a segunda etapa se caracterizou pela realização de entrevistas semiestruturadas com 10 coordenadoras pedagógicas participantes. Os dados foram organizados para a análise primeiramente das fichas de encaminhamentos realizadas pelas escolas e posteriormente, das entrevistas transcritas na íntegra. Para a análise das fichas de encaminhamentos, iniciou-se com a organização das informações: data da triagem, escola, coordenador, data nascimento do aluno, gênero, série do aluno, queixa escolar da questão de múltipla escolha, como intuito de identificar o panorama geral dos sujeitos e das queixas e posteriormente análise de conteúdo temático para suas duas questões dissertativas, método também utilizado na análise das entrevistas. Para a análise de conteúdo temática, as respostas foram organizadas separadamente e então, agrupadas de acordo com núcleos temáticos. Foi identificado nas fichas de encaminhamento que a principal queixa indicada para a atuação do terapeuta ocupacional estavam relacionadas às dificuldades dos alunos relacionadas aos aspectos da coordenação motora fina. Nas entrevistas, além desse aspecto comum a ficha de encaminhamento, emergiram aspectos relacionados à dificuldade do estabelecimento de uma parceria entre professor/TO, as dificuldades do processo de inclusão escolar diante da formação e qualificação do professor, as ações realizadas pelo terapeuta ocupacional a partir das solicitações e a idealização dessas ações assim como da articulação Saúde/ Educação no contexto educacional. A partir dos resultados da pesquisa, verifica-se a necessidade de que o terapeuta ocupacional, na figura de suporte técnico, reinvente sua prática no acompanhamento dos profissionais da educação, principalmente os professores, com o objetivo de oferecer apoio para a promoção de atitudes inclusivas diante de seus alunos com deficiência ou dificuldades pedagógicas.
The social inclusion movement defends a society in which the effective participation of all individuals is possible, respecting all the particularities. In this scenario, the school needs to rethink it9s organization in order to find the diversity of all it9s students. Besides the teacher, the process of school inclusion may be composed of several professionals, among them, the occupational therapist. In the city of Araras, this activity has been configured with actions medical / pedagogical aspect, based on orientations, inheritance of the Integration paradigm and the medical model. Therefore, this study had to objective to comprehend the conceptions of pedagogical coordinators about the performance of Occupational Therapy in Regular Education in the city of Araras / SP. The qualitative method was used with the interview questionnaires is schaedule, delimiting eight guiding questions for the production of data. The research was carried out in two stages: the first step involved a survey of all referrals made by the schools to the Occupational Therapy Service, in the academic year 2016 and the first half of 2017, with intent to identify and verify the reasons for the professional9s requests in schools, while the second stage was characterized by semi-structured interviews with 10 participating pedagogical coordinators. The data were organized for the analysis first of the records of referrals made by the schools and later of the transcribed interviews in the whole. For the analysis of the records of referrals, we started with the organization of the information: date of the screening, school, coordinator, date of birth of the student, gender, student series, school complaint of the multiple choice question, with intent to identify the prospect general of the subjects and of the complaints and later thematic analysis of content for its two dissertative questions, method also used in the analysis of the interviews. For the analysis of thematic content, the answers were organized separately and then, grouped according to thematic nuclei. It was identified in the routing sheets that the main complaint indicated for the work of the occupational therapist were related to the difficulties of the students associated to the aspects of fine motor coordination. In the interviews, in addition to this common aspect of the referral form, aspects related to the difficulty of establishing a partnership between teacher / OT, the difficulties of the school inclusion process in front of the teacher training and qualification, the actions carried out by the occupational therapist from of the requests and the idealization of these actions as well as of the Health / Education articulation in the educational context. From the results of the research, the need for the occupational therapist, in the figure of technical support, to reinvent his practice in the accompaniment of education professionals, especially the teachers, with the objective of offering support for the promotion of inclusive attitudes students with disabilities or pedagogical difficulties.
The social inclusion movement defends a society in which the effective participation of all individuals is possible, respecting all the particularities. In this scenario, the school needs to rethink it9s organization in order to find the diversity of all it9s students. Besides the teacher, the process of school inclusion may be composed of several professionals, among them, the occupational therapist. In the city of Araras, this activity has been configured with actions medical / pedagogical aspect, based on orientations, inheritance of the Integration paradigm and the medical model. Therefore, this study had to objective to comprehend the conceptions of pedagogical coordinators about the performance of Occupational Therapy in Regular Education in the city of Araras / SP. The qualitative method was used with the interview questionnaires is schaedule, delimiting eight guiding questions for the production of data. The research was carried out in two stages: the first step involved a survey of all referrals made by the schools to the Occupational Therapy Service, in the academic year 2016 and the first half of 2017, with intent to identify and verify the reasons for the professional9s requests in schools, while the second stage was characterized by semi-structured interviews with 10 participating pedagogical coordinators. The data were organized for the analysis first of the records of referrals made by the schools and later of the transcribed interviews in the whole. For the analysis of the records of referrals, we started with the organization of the information: date of the screening, school, coordinator, date of birth of the student, gender, student series, school complaint of the multiple choice question, with intent to identify the prospect general of the subjects and of the complaints and later thematic analysis of content for its two dissertative questions, method also used in the analysis of the interviews. For the analysis of thematic content, the answers were organized separately and then, grouped according to thematic nuclei. It was identified in the routing sheets that the main complaint indicated for the work of the occupational therapist were related to the difficulties of the students associated to the aspects of fine motor coordination. In the interviews, in addition to this common aspect of the referral form, aspects related to the difficulty of establishing a partnership between teacher / OT, the difficulties of the school inclusion process in front of the teacher training and qualification, the actions carried out by the occupational therapist from of the requests and the idealization of these actions as well as of the Health / Education articulation in the educational context. From the results of the research, the need for the occupational therapist, in the figure of technical support, to reinvent his practice in the accompaniment of education professionals, especially the teachers, with the objective of offering support for the promotion of inclusive attitudes students with disabilities or pedagogical difficulties.
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Citação
SILVA, Valesca de Lima da. As concepções das práticas da terapia ocupacional na educação regular do município de Araras. 2018. 105 f. Dissertação (Mestrado em Ensino em Ciências da Saúde) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2018.