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Authors
Advisor(s)
Abstract(s)
“Da reflexão à otimização na EPE e no 1.º CEB. Um Estudo de caso: A Dislexia
no 1.º CEB” materializa o Relatório Final de Estágio, resultante da frequência do
Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico
(E1.ºCEB) durante o ano letivo de 2011/2012. Este documento sintetiza e evidencia
todo o percurso que se situa entre de reflexão, acerca do contexto escolarizado como
espaço privilegiado de problemas de investigação-ação, e a otimização, ao nível da
intervenção educativa, da Educação Especial.
Considerámos estes níveis de ensino (EPE;E1.ºCEB) como palcos de
observação e desempenho de práticas educativas supervisionadas (PES II e III), neste
relatório consideradas na Parte I. Descrevemo-los como espaço de formulação de
uma questão de investigação, consubstanciada pelo projeto “Como otimizar, ao nível
do 1.ºCEB, o trabalho com um aluno disléxico?”, estudo descrito na Parte II.
“Da reflexão à otimização” responde àquela questão, ao revelar representações
e conceções de duas docentes do 1.ºCEB (DT e DEE) que trabalham com um aluno
disléxico, sobre como otimizar a sua intervenção com este aluno. Um enquadramento
teórico sustentado nas fórmulas legislativas portuguesas ancoradas nas práticas
internacionais na Educação Especial desenha o modelo de Escola inclusiva que se
alvitra. Este modelo, apesar de todas as investigações das neurociências, caracteriza
desde 2008, a Dislexia como uma necessidade educativa especial menor.
From “reflection to optimization in the Nursery School (NS) and in the Primary School (PS)”. A case study: the Dyslexia in the Primary School embodies the traineeship’s final report, an outcome of the attendance in a master’s degree on Education in Nursery and Primary School, during the 2011/2012 school year. This document summarizes and highlights the entire course performed between the reflection (about the academic context as a privileged place of research-action’s problems) and the optimization at the level of the Nursery School’s educative action. We considered these levels of childhood education (NS; PS) as observation and performance stages of monitored educational practices (MEP II and III) referred in the part I of this report. We described them as a place where on investigation question is formulated, embodied by the project “How to optimize the work with a dyslexic student at the level of the Primary School?” developed in part II. “From “reflection to optimization” answers that question, once it reveals two teacher’s depictions and conceptions (Titular Teacher and Special Education Teacher) that deal with a dyslexic student, in order to optimize their way of leading with this student. A theoretical framework based on the Portuguese legislative formulas anchored in the international practices about Special Education draws a model of inclusive school that is suggested. This model, in spite of all neurosciences’ researches, features the Dyslexia, since 2008, as a minor special educative need.
From “reflection to optimization in the Nursery School (NS) and in the Primary School (PS)”. A case study: the Dyslexia in the Primary School embodies the traineeship’s final report, an outcome of the attendance in a master’s degree on Education in Nursery and Primary School, during the 2011/2012 school year. This document summarizes and highlights the entire course performed between the reflection (about the academic context as a privileged place of research-action’s problems) and the optimization at the level of the Nursery School’s educative action. We considered these levels of childhood education (NS; PS) as observation and performance stages of monitored educational practices (MEP II and III) referred in the part I of this report. We described them as a place where on investigation question is formulated, embodied by the project “How to optimize the work with a dyslexic student at the level of the Primary School?” developed in part II. “From “reflection to optimization” answers that question, once it reveals two teacher’s depictions and conceptions (Titular Teacher and Special Education Teacher) that deal with a dyslexic student, in order to optimize their way of leading with this student. A theoretical framework based on the Portuguese legislative formulas anchored in the international practices about Special Education draws a model of inclusive school that is suggested. This model, in spite of all neurosciences’ researches, features the Dyslexia, since 2008, as a minor special educative need.
Description
Keywords
Dislexia Reflexão Otimização Educação Pré-Escolar Ensino do 1.º Ciclo do Ensino Básico Dificuldades de Aprendizagem
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu