Revista Educação Especial

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/60

A Revista Educação Especial (Journal of Special Education) da Universidade Federal de Santa Maria, publica apenas artigos originais, sendo relatos de pesquisa ou revisão de literatura, que contribuam para o campo da Educação Especial. Destina-se a estudantes, professores e pesquisadores em Educação. Os artigos devem atender a qualidade e contexto que o Conselho Editorial considera que seriam de interesse para um público nacional e internacional.

Descrição

Mantenedor: UFSM

Tipo: IESE

Região: Sul

Cidade: Santa Maria/RS

ISSN: 1984-686X

Qualis: A2

Periodicidade: Publicação contínua

Tít. abrev.:Rev. Educ. Esp.

E-mail: educacaoespecial@smail.ufsm.br

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Agora exibindo 1 - 20 de 124

A atenção ao aluno que se destaca por um potencial superior
(2006) ALENCAR, Eunice M. L. Soriano de; FLEITH, Deninse de Souza
It has been noticed, in different countries, including Brazil, an increasing interest regarding the provision for the educational and psychological needs of students who have high potential. However, several obstacles have intervened in the implementation of programs and services for this group. Therefore, this article discusses the importance of investing in the education of the gifted and presents the main barriers to the development of educational practices for students with high potential. Furthermore, this paper analyzes the scenario of the gifted education in Brazil and examines the international trends concerning the provision for this group of students.
A centralidade do currículo na construção das identidades surdas
(2009) MORGENSTERN, Juliane Marschall; COSTAS, Fabiane Adela Tonetto
The study intended to trouble a common school curriculum as an including education place to deaf. The research was undertaken in a common school from the state teaching web in Santa Maria municipality, where a deaf girl is attended at the first grade from fundamental school. The investigation was conducted from direct observation, from a query to the class's teacher. For such, I took the Curriculum Critical Theory, the Deaf Studies and the Cultural Studies on Education as starting point to verify the connections between identity and power in the common school curricular territory. It is starting from the discontinuity and inversion that I propose to verify the representations entangled in the investigated school curricular discourse from the propositions that took visibility in the enunciation, which constituted the empirical corpus of this research. This study brings the knowledge that inclusiondoes not regard only to including practices, but to a knowledge web that institutes itself from the power relations representing and positioning the subjects, thus forgingtheir identities. In this context, I do not wish to define a favorable or contrary position to school inclusion, rather, I want to consider the viewpoints through the deaf subjects are looked in this process.
A constituição do corpus de pesquisa
(2009) MARQUEZAN, Reinoldo
This study will reflect on the construction of an object of research: the discursive corpus of analysis from the file constituted by the Special Education law. It is anchored in the theoretical device of the french discourse analysis inaugurated by Michel Pêcheux. The construction of a research object requires the consideration of some factors: object, question and research problem. It requires a broad preliminary exploration of the subject to insert the research in a theoretical chart setting out the fundamental concepts that the researcher mobilize. It is necessary to do some cuttings that imply in discourses' reading, description and interpretation. Based on this interpretation, it produces new senses, because it promotes new information about the formulated questions.
A formação continuada de educadores e as TIC na profissionalização de pessoas com deficiência visual
(2005) BENISTERRO, Renata Hermandes; SCHLÜNZEN JUNIOR, Klaus
In face of the challenge of educating in diversity, we observe a scenario where schools are still far from becoming inclusive educational institutions. Making the situation still more serious, it is known that there's a shortage of educators with professional competence to educate Visually Impaired People - VIP, in a way that they can have a profession and work on it. This paper approaches some alternatives for the continued training of educators that work on the professionalization of VIP, using information and communication technologies as tools for the construction of a new teaching practice. Distance Education can offer this opportunity of contextualized training, facilitating a dialogue between the trainer and the educator/trainee in a way that the inclusion of VIP can be understood and accomplished.
A formação do indivíduo com deficiência pela educação e pelo trabalho
(2006) COSTA, Valdelúcia Alves da
Education and Work are analyzed in this text as part of handicapped individual formation, considering the cultural industry, the culture of pseudo-formation, and the fact of, education in contemporary society has been reproducing itself based in models that predominantly aims to adaptation and not-use of critical self-reflection to emancipation of handicapped and not handicapped individuals.
A formação do professor e a inclusão educativa: uma reflexão centrada no aluno surdo
(2005) DUNOC, Maria José de Oliveira
Based on the foundations of the educational inclusion, the present article aims at detaching the importance of the teacher's formation in the deaf students' education. The theme is part of some discussions about the new dimension given to the special education and it comes to reinforce the debate on the importance that the school is a place where the deaf students are understood in their specificity, in their singular condition and their own way of assimilating and expressing the world.
A identidade em construção no ensino médio: uma necessidade e uma possibilidade para o ensino da arte
(2004) BENETTI, Téoura
This article presents a reflection about the Art Teaching with means of the identity built. The discussion is centralized in the identity build, analyzed in two focuses: the identity build necessity through a critical process, and the identitary possibilities opportunized though the Art Teaching.
A identificação das altas habilidades sob uma perspectiva multidimensional
(2009) BARRERA PÉREZ, Susana Graciela Pérez
In order to meet the growing demand and need to identify highly able/gifted persons, an increasingly frequent practice within Brazilian schools, this paper presents five instruments to identify indicators of High Ability/Giftedness in 10-18 year students and adults and one screening instrument for 6-9 year students, which may be used in elementary, junior and high schools. The instruments were developed based upon Gardner's Multiple Intelligences (1983; 2000), and * Professora Doutora do COnBraSD Conselho Brasileiro para Superdotação. Renzulli's Giftedness (1978; 1986) theories, using general characteristics and indicators usually assessed in worldwide and Brazilian literature. For validation purposes, pilot tests were applied to 38 already-identified HA/GT students (11 girls and 26 boys), whose ages range from 8 years and 2 months and 18 years old, who attend different grades at public and private elementary, junior schools and technological courses, and are served in educational extracurricular programs atthe Brazilian cities of Santa Maria (Rio Grande do Sul state) and Curitiba (Paraná state), as well as 5 adults (4 women and 1 man) previously identified, proving to beefficient for their purposes. The underlying theoretical grounds, construction, application and interpretation of the instruments are explained to allow the identificationof HA/GT indicators in persons from different ages, in a conscious, contextualized way, consistent with most modern multidimensional theoretical references whichshould be adopted by Education professionals.
A identificação e o encaminhamento dos alunos com altas habilidades /superdotação em Campo Grande - MS
(2006) OLIVEIRA, Cynthia Garcia; ANACHE, Alexandra Ayach
The present article elapses in a research on the process-diagnosis of identification and guidance of the pupils with high abilities/giftedness, carried out by the State Education network in the city of Campo Grande-MS. Aiming at this, we chose for an exploratory study on the proposals of identification and guidance of these pupils who participated in the Nucleus of Inclusion. Beyond the documentary research, interviews were made with two professionals responsible for the program, two students and their respective parents. Lighted by the socio-historical referential it was evidenced that there are difficulties to choose criteria of identification of the gifted person, however it is perceived that the psychometric approach is still one strong theoretical base for the diagnosis of the students subjects of the research.
A importância dos limites no desenvolvimento de crianças com necessidades especiais
(2008) PEDROSO, Jussara Iensen; MARTINS, Carlos Décimo
The current work of research has as proposal to reflect on the importance of the establishment, on the part of parents and professors, of norms and rules of behavior in the development of the children, its educative process and its constitution as subjects. Discuss the limits on formation in the children, of children specifically special, is of extreme importance mainly at the moment where if it looks for to accomplish its inclusion in social environments. From the analysis of data, it can be perceived that as many parents as professors believe the importance of that these children have limits in its formation. Many times, however, find difficulties in establishing them, as well as in the form more adjusted to supply these teachings, in virtue of the limitations that present. The parents demonstrate, many times, these difficulties (in the establishment of the limits), for being excessively worried in superprotecting the children, even so they understand that it is necessary the same ones to have norms that regulate its behaviors, attitudes or impulses and, thus, facilitate its social coexistence. The professors stand out despite the absence of the limits influences in pertaining to school overhead, and that the action accomplishes between parents and professors, in the establishment of these, it will result in satisfactory learning.
A inclusão na perspectiva do novo paradigma da ciência
(2005) MARQUEZAN, Reinoldo
The study approaches the process of paradigmatic transition of modern science to after-modern science. It emphasizes the features of the current paradigm, this paradigm crisis and it also points the emerging paradigm borders in the viewpoint of the sociologist Boaventura Sousa Santos. It refers the Inclusive Education as a new process of knowledge production and improvement, and as a new way of being in the relation.
A inclusão na universidade: limites e possibilidades da construção de uma universidade inclusiva
(2004) RODRIGUES, David
Most of the efforts developed to build an Inclusive School happen in the basic edication. Nevertheless, some factors influence the agreement that Inclusive Education has to reach Universities. In fact, Higher education is becoming more and more common, is a condition to get some professional qualifications and find a job and, last but not least, Universities are part of the sistem of education payed by the State. We discuss in this paper que problem of access and success in Universities specially concerning youngsters with disabilities. As it happens in other levels of scholling, the changes in the universitary structure seem essential in order that quality doesn't mean exclusion.
A influência da comunicação que envolve fampilia-filho-escola no processo de desenvolvimento e aprendizagem do sujeito surdo
(2006) MAROSTEGA, Vera Lúcia; SANTOS, Angela Nediane dos Santos
The present research work approaches the communication theme among the listening family, the deaf child and the school for deaf, and its influence in the development and the learning of the deaf subject. The study has as theoretical base and social-anthological focus of deafness, with some contributions of the Cultural Studies. The work was carried out in the context of the school for deaf, from Santa Maria, RS, and it reaches listening families of deaf students who study at this school, as well as teachers and sign language instructors. The deaf people who study in a school for the deaf with a social-anthropological character, communication happens through he sign language, the characteristic language of the deaf culture, which is suitable to their necessities, since it happens in the space-visual modality. Most parents of deaf people are listeners, and their language is of another modality, the oral listening. From that, we aim at learning how the communication among the listening family, the deaf child and the school for the deaf influence in the development and in the learning of the deaf subject. The understanding is the one of how this communication happens manifests diversified influences in the development and in the learning of the deaf subject.
A instituição família e sua relação com a deficiência
(2006) REGEN, Mina
After some words about the evolution of families in the world and in Brazil throughout times, the author presents different concepts of family, the basic functions in our society and the importance of families in building up our personality, as first social group of our existence. The article describes the impact that the family suffers when a child with disability is born, the most frequent reactions and the phases that parents go through in their accepting process of this different child, as well as the difficulties they pass in his/her education. Professionals have great responsibility in preparing themselves to deal with these families, in order to offer them support, so they can better carry out their role as parents, and to work with groups of families.
A invenção da educação especial
(2004) RAMPELOTO, Elisane Maria
This article is an attempt to draw a panorama of the institutionalization of especial education [in Brazil and at the Federal University of Santa Maria] from a wide educational context to a specific pedagogy in Brazil...Especial Education begins to take form as mandatory public education for all emerges in the country. Difficulty in school accomplishments on the part of the different student leads to the necessity to develop know ledge and create places where the different can be controlled, disciplined, orthopedically corrected and normalized.
A linguagem visual na educação especial
(2006) ORMEZZANO, Graciela
This paper presents some interesting contributions from visual language to special education, searching in authors who bring a base to this study. The characteristics of this research are to look for a comprehension of the artistic making, to speak about the best way of organizing the space and materials, to descript the workshop as a pedagogic methodology and to comment some cases with the many possibilities that special educators can find in their professional work.
A mediação lúdica no espectro autista: uma possibilidade comunicativa e de intervenção psicopedagógica
(2009) FREITAS, Ana Beatriz Machado de
This article reports a professional experience with three children with autistic specter. They were pupils in a institution that offers clinical and educational attendance for people with mental disabilities. However, there wasn't a program to attend special needs of pupils with autistic specter. It was planned to implement a systematic and directive attendance, but the author considerated another need like principal: to develop relationships. So, the author begun psychopedagogic attendances for each child using play resources according individual predilections and interests, trying to get a playful and interactive context. Her main purpose became to promote relations with people and the environment to improvement the perception and the interaction ablility. The author based this work in her professional experience and in theoretical supports from psychology and psychopedagogy. In accordance with resarches, the join attention, the communication and the learning can be developed during interactive and playful situations, in significant contexts and under mediation, when the subject produces affectivity sense about them.
A resiliência no indivíduo especial: uma visão logoterapêutica
(2008) GARCIA, Silvana Canalhe
Viktor Frank's logotherapy (1905-1990) offers a vision of humankind which can instrument, and provide tools to understand and foster resilience in persons with disabilities. This theoretical approach anticipates the human spirit's potential for resistance to face adversity, which includes being born with or acquiring a disability throughout life. Both logotherapy, as well as the concept of resilience have incommon the recognition of protective factors, and the transformation of difficulties into new opportunities, distancing itself from a pathological focus on deficits to prioritize potential mechanisms that every human being possesses when it comes to resistance and recovery. The perspective which encompasses a biological, psychological and spiritual view, and the logotherapy concepts of the meaning of suffering, the possibility of realization of values in any situation, the ability of human beings to distance themselves from problems, as well as the ability to self-transcend, offers the theoretical and practical reference for the pillars of resilience in persons with disabilities.
A satisfação profissional, as relações interpessoais e a auto-estima do professor
(2007) NASCIMENTO, Cláudia Terra do; BRANCHER, Vantoir Roberto; OLIVEIRA, Valieska Fortes de
This paper intends to bring reflections - from experience and theory - on the educational self-esteem, centering such reflection on its importance for the teacher's professional satisfaction, considering the logic of the contemporary society as one of the elements that can take the teacher to have problems in his/her self-esteem. The paper tries to show the relationship that exists between teacher educational self-esteem as well as the teacher's role in the healthy construction of their students' self-esteem. For such intent, it presents, firstly, an experience accomplished with a teacher of the state system of education of the town district of Júlio of Castilhos - RS, through a workshop accomplished by GEPEIS (Group of Study and Research on Social Imaginary), which looked for to work with the educational self-esteem. In a second moment, he/she brings the theoretical reflections that are based on the rendered practice. On that moment, it presents, in the first topic, an abbreviated rescue of the concept of self-esteem; in the second topic, reflections concerning the educational self-esteem are enlighten; and, finally, in the third topic, a parallel one between the educational self-esteem and the teaching self-esteem is made, analyzing the teacher's paper in the construction of both psychological and social construct.
Aceleração, ritmo de produção e trajetória escolar: desenvolvendo o talento acadêmico
(2009) GUENTHER, Zenita C.
The distribution of the scholl work into a serial sequence of interlocked years install negative conditions to learning, and everyday living, for students with intellectual ability and level of achievement higher than their peer group. Acceleration is a way to advance these students through school curriculum is less time than required, without submitting them to the minimum age limits established by school systems. The big conundrum is that although it is one of the most studied themes is both, Education and Gifted Education, the results of such research do not have an impact in the educational practice, still marked by strong resistance within the school milieu. This article discuss acceleration as ameasure to develop academic talent, also the expression of intelligence as an ability domain most and perhaps better studied, in the area of giftedness and talent.

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