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Efeitos dos recursos de baixa tecnologia assistiva nas atividades lúdicas para crianças com paralisia cerebral na educação infantil
(Universidade Federal de São Carlos, 2010-02-17) Zuttin, Fabiana da Silva; Martinez, Claudia Maria Simões; https://lattes.cnpq.br/5859720571706844
Playing is considered a natural and basic process for the development of some abilities in infancy. However, children with physical deficiency, such as children with cerebral palsy, for presenting a disorder on the muscular tonus and on the posture, may have difficulties in carrying through this playful experience in many contexts, especially in school environment. In the current time, for many of these children, it is possible to create a facilitator environment of this process of playing through the use of resources of assistive technology. In this perspective, the present study had the objective to elaborate and implement individualized programs of intervention based on playful activities, coming from the knowledge of the Occupational Therapy and to evaluate its effect. The related individualized programs had been supported in resources of low assistive technology for the participation of children with cerebral palsy in the school context of the kindergarten. Three children with the diagnosis of Cerebral Palsy, of the spastic type, enrolled in a private regular education of the kindergarten, in a medium size city of Sao Paulo state and its respective professors, participated in this study. The instruments used for the collection of data were: a script of interview for the professors on the participation of its pupils in the playful activities in Kindergarten (REPPAAL-EI) and the Canadian Occupational Performance Measure (COPM) used as indirect measurement. Both were applied for the professors and the Protocol of the Playful Model, as direct measurement in order to observe the child with cerebral palsy in the playful activities of the kindergarten. The results demonstrated that the intervention program promoted improvement in the performance of the children in relation of the participation on the playful activities in the school context, corroborating with the objective of the current research. Moreover, it promoted benefits that made it easier the process of inclusion of these children in school environments.
Avaliação da aprendizagem no ensino superior na área de saúde: unidade de produção de sentidos sob a perspectiva histórico-cultural
(Universidade Federal de São Carlos, 2010-02-17) Cavalcante, Leila Pacheco Ferreira; Mello, Maria Aparecida; https://lattes.cnpq.br/8338726751746542; https://lattes.cnpq.br/7862016301902937
The current research has the assessment in Health graduation teaching within a Higher Teaching Institution as its object of study. It is a qualitative investigation aiming at identifying and analyzing the discourses and the meanings of the learning assessment produced among the professors and students from the Nursing and Medicine graduation course. Such object of study assumes a specific dimension in the Historical-Cultural referent, focusing on Leontiev‟s proposed Activity Theory, as it conceives the relation among assessment, teaching and learning as a unit of producing meanings, when professors and students are formed and transformed into combined activity. Students and professors from both courses were the subjects of such investigation. The data were obtained through interviews, application of the focal groups‟ technique and the documental analysis of the Political-Pedagogical Plans. The analyzed statements reveal assessment conceptions that carry different epistemologies and some contradictions between the discourse and the praxis. Among them, there are the ones who see it as coercion and control tools, and others who direct it as an essential strategy to teaching quality, thus recognizing that the social conditions are determinant in producing knowledge. In spite of the fact that it is conceived as a process, most professors are concerned in providing answers to the academic system. Most of them accomplish it through a conservative perspective, placing the formation process as something of individual responsibility, when it should be understood as a collective activity mediated by the subjects who make part of the teaching activity. There is the prevalence of considering assessment as an activity aimed at providing marks that stand as passing signs so that students are allowed to carry on within the course. Therefore, the assessment carried out by the professors follows towards a direction that is opposite to the students‟ conception, because the latter are concerned about learning whereas the former ones prioritize the capacity of answering questions about the syllabus. The subjects qualify assessment as a necessary tool in teaching planning, in guiding the pedagogical management and in the institutional development, although they are still not able to make it an appropriate tool so as to diagnose the teaching deficiencies and their implications in learning. Thus, they question the pertinence of the assessment they carry out and the tools they have in order to identify whether the student has learned or not. They attribute the insufficient formation for the teaching carreer as the cause for the vague knowledge they have about this situation, as well as the defficiency of the ability to deal with assessment in an appropriate way and they confirm the lack of objective working conditions that provide them such learning in an equivalent proportion to the specificities of the area in which they work. The professors state various reasons so as to explain the need of assessing. Some of them are related to the mechanisms of management and the structure of the very working process and, consequently, the objective conditions that mediate their accomplishment. It can be highlighted among them: the need of meeting the expectations of the academic system; introducing qualified professionals within the working market; forcing students to study hard; conferring marks and providing with information about the professors‟ work; stimulating students to study and correct mistakes identified in the learning process; promoting learners‟ autonomy and raising their will to learn, the feeling of pertaining to and the responsibility for the choice they have made. It seems to us that the role of assessment is not still very clear for the professors, as its focus is aimed at the formal scheme in order to fulfill the bureaucratic requirements of the academic system, which stands as the manager of the teaching activities and, therefore, it is the prevalent sense of assessment within the Health graduation teaching.