SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed
Thème:
2.2 Identity and professional learning in new and diverse ecologies
Quoi:
Symposium (Symp)
Quand:
9:30 AM, Vendredi 1 Sep 2017
(2 heures)
Où:
Convention Center
- 205 A
Comment:
In broad terms, the papers focus on the exclusion-inclusion dichotomy, discussing the extent to which schools have been promoting inclusive education, as prescribed by numerous national and international policies and treaties. More specifically, the papers debate (1) the education of the deaf in regular, mainstream schools; (2) the understanding that professionals have of a bilingual education for the deaf; (3) the relationships established among children and teachers when there is a disabled child in the classroom; and (4) teacher education within an interventionist approach for professionals working with a number of different specific educational needs. We also depart from the fact that data has continuously shown that teacher pre-service and in-service education in Brazil, especially for those professionals working with disabled children, is quite poor (Celani, 2003; Magalhães et all., 2006; Freire, 1992; Fidalgo, 2006). For this very reason, the investigations here proposed are all fully or partially realized in reflective sessions (Magalhães, 2002) that follow lesson observations and recordings, or in teacher education extramural courses. The idea is to find actions that may also be carried out by students with specific needs in the classroom so as to make sure that these students have a chance at being agents of their own learning development (Vygotsky, 1993).
Sous sessions
- Critical-collaborative research applied in an inclusive classroom
- Participant.e Ms. Márcia Honora (Universidade Federal de São Paulo (UNIFESP), Brazil)
- 27 minutes | 9:30 AM - 9:57 AM Partie de: SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed
- Paper in a Symposium (Symp)
- Sociocultural-historical theory and teacher education: Reflection for Inclusive practice
- Participant.e Mrs. Eliane da Silva (Federal University of São Paulo - UNIFESP)
- 27 minutes | 9:57 AM -10:24 AM Partie de: SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed
- Paper in a Symposium (Symp)
- Curriculum adaptation as a social instrument to compensate for differences experienced by deaf students
- Participant.e Mrs. Lucineide Pinheiro Machado (Universidade Federal de São Paulo - UNIFESP)
- 27 minutes | 10:24 AM -10:51 AM Partie de: SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed
- Paper in a Symposium (Symp)
- What the language used (in schools and public policies) tells us about inclusive practices for children with specific educational needs
- Participant.e Dr. Sueli Fidalgo (Federal University of São Paulo)
- 27 minutes | 10:51 AM -11:18 AM Partie de: SYMP 307 - Interventionist research used for professional teaching-learning in diverse and difficult ecologies where [dis]ability is socially [de]constructed
- Paper in a Symposium (Symp)