Abstract
Knowledge construction is dialogically and socio-historically driven and guided. This article aims at identifying discourses used by school teachers around the inclusion of students with disabilities. Twelve school teachers with more than five years' worth of experience were interviewed through a semi-structured tape recorded interview that focused on: students' educational histories, their diagnosis and treatment, their follow-up by hospital teachers, their motor and locomotor abilities, and the teaching-learning processes they were involved in. The transcribed interviews were analyzed from a dialogical perspective. The analysis focused on these topics: a) diagnosis; b) treatment; c) development-learning processes. The classroom teachers built meanings out of a conflict between old and new views of the development of students with neuromotor disorders. As our results show, contact between hospital and school teachers contributed to the understanding of the learning process.
Highlights
A construção de conhecimentos se dá por meio de Knowledge construction is dialogically and sociotrocas dialógicas e é direcionada pelas condições historically driven and guided
Gravados e transcritos, foram analyzed from a dialogical perspective
Contact modelos antigos e novos sobre o desenvolvimento dos between hospital and school teachers contributed to alunos com distúrbios neuromotores
Summary
Palabras clave: Desenvolvimento humano; Construção Keywords: Teachers; Impairments; School; Discourse; de conhecimento; Inclusão; Reabilitação; Mediação. Enfocamos a construção de significados de professores sobre crianças e adolescentes com distúrbios neuromotores que não apresentam déficit cognitivo, matriculados em escolas inclusivas e acompanhados pelo Hospital Sarah da Unidade de São Luis, Maranhão (Brasil). Este estudo se desenvolveu em uma situação de formação continuada em serviço, mediada e negociada pela oralidade e por fazeres pedagógicos, com o apoio dos professores do Hospital Sarah de São LuisMaranhão, Brasil que fazem visitas periódicas às escolas em que haja alunos em processo de reabilitação. As entrevistas tinham como eixos temáticos suas percepções sobre o processo de inclusão escolar e seus alunos com distúrbios neuromotores: história de escolarização, diagnóstico e tratamento, acompanhamento do professor hospitalar, aspecto motor/locomotor e o processo de ensino-aprendizagem.
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