"Contributions and implications of the Social-Historical-Cultural theory to Teacher's Education in an Inclusive Education Perspective”

Doctoral Program - UNIFESP Brazil Education and Health during Infancy and Adolescence Program Advisor: Profª Drª Sueli Salles Fidalgo Pupil: Eliane Pereira Domingues Do que se trata o projeto? Defina a meta deste projeto É semelhante a projetos anteriores ou se trata de um novo esforço? Defina o escopo deste projeto É um projeto independente ou está relacionado a outros projetos? * Observe que este slide não é necessário para reuniões de status semanais

Research Question Concerning the complexity of teacher education nowadays and the challenges of the subject area: Inclusion, how can the educational practice be given new meanings in order to enable inclusive education? * Se qualquer um desses essas questões causaram um atraso de cronograma ou apontaram a necessidade de discussão adicional. Detalhes no próximo slide.

Objective Analyze and understand the importance of Vygotsky's social-historical-cultural concepts (especially the Defectology studies) and their contribution to teacher education, in an Inclusive Education perspective.

Teacher education is a pertinent and relevant issue in the context of inclusion. Knowledge about teaching students with disabilities Change the Educational Practice Respond to diversity

According to Carvalho (2004), the objective of inclusive education is: Remove barriers; Seek all possible accessibility means to ensure what is provided by law; What should be carried out in class, in order to implement actions concerning access, enrollment and successful continuance in school.

Theoretical Background Social-Historical-Cultural Theory Defectology Studies (Vygotsky 1924-1934): Duplique este slide, conforme o necessário, se houver mais de uma questão. Este slide e slides relacionados pode ser movido para o anexo ou oculto, se necessário.

DEFECTOLOGY The fundamental thesis of Defectology, which supports its existence as a Science, states that: “The child whose development is complicated because of a defect is not less developed than its normal peers, but developed in a different manner”.

In this context, Vygostky said that: Children’s learning leads to development; Development cannot be separated from social context; Language plays a key role in the development of the mind.

The Critical-Collaborative Research (PCCol), as a theoretical-methodological choice, may enable, in an educational context, a space for reflection, criticism and negotiation about the discursive practices in the classroom and their relations with the purposes expressed by the agents. (MAGALHÃES E FIDALGO, 2007)

Research Context Dona Idalina Macedo Sodré State School, located in the city of São Caetano do Sul, in the state of São Paulo, Brazil.

Data Production The data obtained so far were produced during the second semester of 2016 and the first semester of 2017, with the following procedures: Interviewing teachers; Teacher and Pedagogical Coordinator education; Class observation; Reflexive Sessions.

Data Analysis The critical reflection theory debated by Smyth (1992) emphasizes the description of four actions that support self-criticism and reconstruction. Each of the actions is related to questions that lead to critical thinking: Describe – what do I do? Inform – what does it mean? How does my action allow me to achieve my educational goal wicth my class? (Fidalgo, 2017). Confront – how did I come to act this way? Rebuild – how can I act differently?

Data Analysis 08/08/2016 20/03/2017

Data analysis 08/08/2016 Subject Meaning Example Understanding the exclusion-inclusion dichotomy  There is more exclusion than inclusion in school; The teacher is unable to include E3: Exclusion... It is a moment of people who need a different situation and we are unable to do it, or we don’t have the time to look for it, we don’t have any encouragement. As a result? The child stays there alone, doing nothing, just waiting to go home.

Data Analysis 20/03/2017 Subject Meaning Example Understanding the exclusion-inclusion dichotomy Inclusion is a one-sided movement (some have nothing to give and yet they learn from others) Inclusion demands changing the way (or the manner) of teaching. E3:  It’s a moment when the students with special needs learn from the other students in regular education. A moment to welcome and respect differences, as well as to teach in several ways so that this student can learn.

Critical Reflection Theory (Smyth, 1992) Before training Describe: The describing movement is related to the description of the action that provides an overview of the process, so that it can be analyzed later. The purpose of the question in the teacher’s speech is giving room for reflection upon the actions in the classroom. E3: Exclusion... It is a moment of people who need a different situation and we are unable to do it, or, we don’t have the time to look for it, or any encouragement. As a result? The child stays there alone, doing nothing, just waiting to go home.

Critical Reflection Theory (Smyth, 1992) After 6 months training Rebuild: It is possible to identify a reconstruction in their actions, in order to create new ways to teach, enabling the construction of knowledge and the organization of their pedagogical practices in the classroom. E3: It’s a moment when the students with special needs learn from the other students in regular education. A moment to welcome and respect differences, as well as to teach in several ways so that this student can learn.  

Partial Outcome Stage 1 08/08/2016 Stage 2 20/03/2017 Stage 3 Date Os seguintes slides mostrar vários exemplos de linhas do tempo usando gráficos SmartArt. Inclua uma linha do tempo para o projeto, marcando claramente as etapas, datas importantes, e destaque em ponto o projeto se encontra agora.

Better understanding of the concept of inclusive education; 08/08/2016 20/03/2017 Date 3 Date 4 Better understanding of the concept of inclusive education; The knowledge of disability and its characteristics was clear; Changes and reflections on the actions taken in the classroom when preparing adaptation activities.

We hope that when the present research is concluded... Teachers can think about and understand their realities, so that they can problematize and transform their pedagogical practices in a critical manner, concerning students with special educational needs, therefore enabling an inclusion proposal focused on a successful teaching-learning process based on Vygotsky's social-historical-cultural theory.

References CARVALHO, Rosita Edler. Escola Inclusiva: a reorganização do trabalho pedagógico. Porto Alegre: Mediação, 2008. FIDALGO, S. S. e SHIMOURA, A. da S. (Orgs.) Pesquisa crítica de colaboração: um percurso da formação docente. São Paulo: Doctor, 2006. FIDALGO, S. S.; MAGALHÃES, M. C. C. Critical Collaborative Research: Focus on the Meaning of collaboration and on Mediational Tools. Revista Brasileira de Linguística Aplicada. Vol. 3. Pontifícia Universidade Católica de São Paulo, 2010. LIBERALI, F. C. ; MAGALHÃES, M. C. C. ; FIDALGO, S. S. ; LESSA, A. B. C T. Educando para a Cidadania em Contextos de Transformação. The Especialist (PUCSP), v. 27, p.169-188, 2006. MAGALHÃES, M. C. C.; FIDALGO, S. S. “The role of methodological choices in investigations conducted in school contexts: critical research of collaboration in teacher continuing education”. Revista Brasileira de Linguística Aplicada, 2007. VYGOTSKY, L. S. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6. ed. São Paulo: Martins Fontes, 1991. VYGOTSKY, L. S. Obras Escogidas V – Fundamentos da Defectologia. Madrid: VISOR DIS. 1997.

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