Estratégias de socialização do Professor do 1º Ciclo para alunos com perturbações de hiperatividade com défice de atenção
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2012
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Este trabalho teve como objetivo identificar as estratégias utilizadas pelos docentes do 1º Ciclo do ensino básico com os alunos com PHDA, no intuito de melhorar a capacidade de socialização destes alunos junto dos seus pares, professores e outros intervenientes no seu processo educativo.
Através da revisão da literatura, procurou-se compreender a PHDA, em alguns dos seus domínios, nomeadamente, a etiologia do transtorno, os primeiros sinais e sintomas. Recolheu-se informação relativo à inclusão, ao papel da escola, do agente educativo e do professor no processo de socialização.
Para a realização do estudo foi selecionada uma metodologia, qualitativa, onde foram efetuadas observações estruturadas, em contexto sala de aula, e entrevistas a cinco professores, dois deles a professores de educação especial. A partir destes instrumentos recolheram-se informações relativo à realidade escolar dos alunos com PHDA e dos seus professores.
As conclusões obtidas resultaram da apreciação de grelhas de análise de conteúdo das entrevistas e observações realizadas.
A partir da informação recolhida reuniu-se um conjunto de estratégias que podem ser utilizadas para intervir junto dos alunos com PHDA, de forma a ajudá-los a viver num meio escolar socialmente bem, assim como outras informações relativo aos objetivos específicos do estudo.
The aim of this study was to identify the strategies used by elementary school teachers in basic education with students with PHDA, in order to improve the ability of students to socialize with their peers, teachers and other people who are involved in their educational process. Through reviewing the literature, I tried to understand PHDA in some of its definitions, namely, the etiology of particular disorder, early signs and symptoms. Information was collected about inclusion, the role of the school, the educational agent and the teacher in the socialization process. For the study I selected a qualitative methodology, where structured observations were made in the classroom context and interviews were made to five teachers, three of them were teachers of special education. From these instruments information was collected from the reality of students with PHDA and their teachers. The conclusions resulted from the appreciation of the content analysis grids of interviews and observations. All the information collected from this study allowed me a set of strategies that can be used to intervene with students with PHDA in order to help them living socially good in a school environment, as well as other information on the specific aims of the study.
The aim of this study was to identify the strategies used by elementary school teachers in basic education with students with PHDA, in order to improve the ability of students to socialize with their peers, teachers and other people who are involved in their educational process. Through reviewing the literature, I tried to understand PHDA in some of its definitions, namely, the etiology of particular disorder, early signs and symptoms. Information was collected about inclusion, the role of the school, the educational agent and the teacher in the socialization process. For the study I selected a qualitative methodology, where structured observations were made in the classroom context and interviews were made to five teachers, three of them were teachers of special education. From these instruments information was collected from the reality of students with PHDA and their teachers. The conclusions resulted from the appreciation of the content analysis grids of interviews and observations. All the information collected from this study allowed me a set of strategies that can be used to intervene with students with PHDA in order to help them living socially good in a school environment, as well as other information on the specific aims of the study.
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Orientação: Ana Saldanha
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EDUCAÇÃO, HIPERATIVIDADE INFANTIL, DÉFICE DE ATENÇÃO, EDUCAÇÃO ESPECIAL, CHILD HYPERACTIVITY, EDUCATION, ATTENTION DEFICIT, SPECIAL EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, DISTÚRBIO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE, ATTENTION DEFICIT HYPERACTIVITY DISORDER