Abstract
ABSTRACT Purpose: to analyze and characterize the speech-language-hearing publications that have Brazilian educational institutions as their field. Methods: all the national active and inactive speech-language-hearing journals were accessed to analyze the titles and abstracts of all articles that referred to research in educational institutions. Articles addressing speech-language-hearing issues, developed in educational institutions, and published in the journals analyzed were selected. The articles found were categorized and analyzed. The categories considered the journal of publication, year of publication, the speech-language-hearing field of knowledge they approached, research context/type of educational institution, target audience, and procedures conducted in the educational institutions. Then, a descriptive statistical analysis was carried out. Results: the largest amount of research made in Brazilian educational institutions was published in CEFAC, in 2015. Such studies were mainly related to the field of language, most of them conducted with elementary school students, to collect data on their assessment and/or diagnosis. Conclusion: national speech-language-hearing research conducted in educational institutions has privileged practices in the fields of language and voice, in elementary school, with students and teachers.
Highlights
From the very beginning, the speech-languagehearing (SLH) sciences have interacted with education, and the educational institutions have always been ground for working and researching in that field
The categories considered the journal of publication, year of publication, the speech-language-hearing field of knowledge they approached, research context/type of educational institution, target audience, and procedures conducted in the educational institutions
It is believed that when the Conselho Federal de Fonoaudiologia - CFFa (Federal Council of Speech Language Pathology and Audiology) through its resolution no. 387 from 20102 regulated educational SLH therapy as one of its specialized branches, the development of studies in the context of education received an additional impulse
Summary
The speech-languagehearing (SLH) sciences have interacted with education, and the educational institutions have always been ground for working and researching in that field. It must be considered that most of the professionals working in educational SLH therapy are not specialized in education, but other SLH specializations, despite the growing number and diversity of courses approaching an SLH therapist’s work. Such factors can certainly influence the goals and objects of research conducted in Brazilian educational institutions[3]
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