<b>Professoras do atendimento educacional especializado: intervenção clínica ou pedagógica?

Renata Porcher Scherer; Maria Cláudia Dal'Igna

doi:10.4025/actascieduc.v37i4.24642

<b>Special educational assistance teachers: a clinical or pedagogical intervention?

Renata Porcher Scherer Universidade do Vale do Rio dos Sinos
Maria Cláudia Dal'Igna Universidade do Vale do Rio dos Sinos

DOI: https://doi.org/10.4025/actascieduc.v37i4.24642

Keywords: school inclusion, specialized educational assistance, resource room.

Abstract

Current paper provides partial results of a research that aimed at investigating how discourses from different fields of knowledge have been articulated to produce the pedagogical practices of teachers working with Specialized Educational Assistance (SEA) in multifunctional resource rooms in a city in Rio Grande do Sul. The material produced from semi-structured interviews with five SEA teachers was taken as the empirical object. The research was grounded on the post-structuralist perspective, particularly on Michel Foucault’s ideas. Thus, the concept of discourse has been employed as a theoretical-methodological tool to address, organize and analyze the volume of information produced by the examination of the empirical material. Research results comprise the following: (1) some discourses, particularly legal and psychological ones, have supported the academic and professional education of SEA teachers and have ended up participating in the production of practices performed in the multifunctional resource room; (2) the practices performed in the multifunctional room have mostly emphasized the clinical-therapeutical assistance and more recently on specialized pedagogical assistance.

Downloads

Download data is not yet available.

Author Biographies

Renata Porcher Scherer, Universidade do Vale do Rio dos Sinos

Mestranda em Educação, especialista em Educação Especial e graduada em Educação Física pela Universidade do Vale do Rio dos Sinos (Unisinos). Professora nas redes municipais de Novo Hamburgo e Portão, RS/Brasil. Integra o Grupo de Estudo e Pesquisa em Inclusão (GEPI/Unisinos/CNPq). A pesquisa de mestrado que desenvolve no Programa de Pós-Graduação em Educação da Unisinos tem como foco as adaptações curriculares e é apoiada pelo CNPq.

Maria Cláudia Dal'Igna, Universidade do Vale do Rio dos Sinos

Doutora em Educação.

Professora do Curso de Pedagogia e do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos.

Membro do Grupo de Estudos de Educação e Relações de Gênero (GEERGE/UFRGS/CNPq) e do Grupo de Estudo e Pesquisa em Inclusão (GEPI/UNISINOS/CNPq).

PDF (Português (Brasil))

Published

2015-10-01

How to Cite

Scherer, R. P., & Dal’Igna, M. C. (2015). <b>Special educational assistance teachers: a clinical or pedagogical intervention?. Acta Scientiarum. Education, 37(4), 415-425. https://doi.org/10.4025/actascieduc.v37i4.24642

Download Citation

Issue

Vol 37 No 4 (2015): Oct.-Dec.

Section

Teachers' Formation and Public Policy

This work is licensed under a Creative Commons Attribution 4.0 International License.

DECLARATION OF ORIGINALITY AND COPYRIGHTS

I declare that this article is original and has not been submitted for publication in any other national or international journal, either in part or in its entirety.

The copyright belongs exclusively to the authors. The licensing rights used by the journal are the Creative Commons Attribution 4.0 (CC BY 4.0) license: sharing (copying and distributing the material in any medium or format) and adaptation (remixing, transforming, and building upon the material thus licensed for any purpose, including commercial purposes) are permitted.

It is recommended that you read this link for more information on the subject: providing credits and references correctly, among other crucial details for the proper use of the licensed material.