La Educacion Artistica del siglo XXI se esta adaptando a profundos cambios sociales, culturales y educativos, en los que la ensenanza de las artes visuales y la educacion mediatica se integran dentro de un ambito interdisciplinar en el contexto de la cultura digital y la pantalla global. En este trabajo se exponen, desde una base ensayistica y como propuesta para el debate, algunas ideas esenciales que describen, ademas de plantear interrogantes, diversas lineas de trabajo en torno al presente y al futuro de la ensenanza del arte. Destacan, como aspectos fundamentales, la convivencia de la imagen y la palabra en la sociedad red; la superacion de lo tecnologico como novedad en la era post-digital y la hibridacion de lo artistico y lo mediatico desde el punto de vista del analisis y la didactica de la imagen. The post-digital era in visual arts education. Educational transformation and proposals for discussion Abstract The Arts Education of the 21st century is adapting to profound social, cultural and educational changes, in which the teaching of the visual arts and media education are integrated within an interdisciplinary field in the context of digital culture and the global screen. This paper presents, on an essay basis and as a proposal for debate, some essential ideas that describe, in addition to raising questions, various lines of work on the present and future of arts education. These are the most important aspects: the coexistence of image and word in the network society; the arrival of the post-digital era, in which the technological is no longer new; the hybridization of the artistic and the media from the point of view of image analysis and didactics. Keywords Arts Education, Visual Arts, Media Education, Postdigital, Digital Culture.
21世纪的艺术教育正在适应深刻的社会、文化和教育变化，在数字文化和全球屏幕的背景下，视觉艺术教学和媒体教育被整合到跨学科的环境中。本文从散文式的基础上，提出了一些基本的观点，描述了围绕艺术教育的现在和未来的各种工作路线，并提出了问题。强调，作为基本方面，图像和文字在网络社会中的共存;在后数字时代，技术作为一种新奇事物的克服，以及从图像分析和说教的角度看艺术和媒体的混合。后数字时代的视觉艺术教育。教育转换和提案讨论Abstract》第教育21世纪is to迅速能跟上社会、文化和教育changes in which The visual中等艺术教育教学是within an跨学科综合数字field in The context of culture and The global之上。这篇论文提出了一些基本的想法，除了提出问题外，还描述了关于艺术教育的现在和未来的各种工作路线。这些是最重要的方面:网络社会中形象与文字的共存;后数字时代的到来，技术不再是新的;= =地理= =根据美国人口普查，这个县的面积为。关键词艺术教育，视觉艺术，媒体教育，后数字，数字文化。
{"title":"La era postdigital en la enseñanza de las artes visuales. Transformación educativa y propuestas para el debate/The post-digital era in visual arts education. Educational transformation and proposals for discussion","authors":"Rafael Marfil-Carmona","doi":"10.17346/SE.VOL24.326","DOIUrl":"https://doi.org/10.17346/SE.VOL24.326","url":null,"abstract":"La Educacion Artistica del siglo XXI se esta adaptando a profundos cambios sociales, culturales y educativos, en los que la ensenanza de las artes visuales y la educacion mediatica se integran dentro de un ambito interdisciplinar en el contexto de la cultura digital y la pantalla global. En este trabajo se exponen, desde una base ensayistica y como propuesta para el debate, algunas ideas esenciales que describen, ademas de plantear interrogantes, diversas lineas de trabajo en torno al presente y al futuro de la ensenanza del arte. Destacan, como aspectos fundamentales, la convivencia de la imagen y la palabra en la sociedad red; la superacion de lo tecnologico como novedad en la era post-digital y la hibridacion de lo artistico y lo mediatico desde el punto de vista del analisis y la didactica de la imagen. The post-digital era in visual arts education. Educational transformation and proposals for discussion Abstract The Arts Education of the 21st century is adapting to profound social, cultural and educational changes, in which the teaching of the visual arts and media education are integrated within an interdisciplinary field in the context of digital culture and the global screen. This paper presents, on an essay basis and as a proposal for debate, some essential ideas that describe, in addition to raising questions, various lines of work on the present and future of arts education. These are the most important aspects: the coexistence of image and word in the network society; the arrival of the post-digital era, in which the technological is no longer new; the hybridization of the artistic and the media from the point of view of image analysis and didactics. Keywords Arts Education, Visual Arts, Media Education, Postdigital, Digital Culture.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68120403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neste artigo sao abordadas questoes relacionadas com o ensino do conceito de cidadania na Escola Superior de Educacao, do Instituto Politecnico de Viana do Castelo, Portugal. Atraves da analise de praticas artisticas, propomo-nos determinar como conceitos de cultura, patrimonio, educacao para o desenvolvimento, aprendizagem de servico e direitos humanos na sociedade sao abordados em atividades curriculares e como as perspetivas interdisciplinares sao consideradas a via adequada para tais abordagens em termos de Educacao Artistica na Escola do seculo XXI Teaching Citizenship with Art! Look At What I Do ... Do not Look At What I Say! Abstract This article will approach issues related to the teaching of the concept of citizenship according to Higher School of Education of the Polytechnic Institute of Viana do Castelo, Portugal. Through the analysis of artistic practices, we propose to determine how concepts of culture, heritage, education for development, service learning and human rights in society are addressed in curricular activities and how interdisciplinary perspectives are considered the appropriate way to such approaches in terms of Art Education in the 21st Century School. Keywords: Citizenship; Education for Development; Service - Learning; Artistic Education.
Neste artigo sao abordadas questoes relacionadas com o ensino do consideo de cidania na Escola Superior de Educacao，do Instituto Politecnico de Viana do Castelo，Portugal。在对艺术实践的分析中，提出了文化、爱国主义、教育的决定因素，为人类社会提供服务和指导，这是一门跨学科的课程，也是一门艺术教育的课程！看看我做什么。。。不要看我说的！摘要本文将探讨葡萄牙维亚纳-卡斯特洛理工学院高等教育学院公民概念教学的相关问题。通过对艺术实践的分析，我们建议确定如何在课程活动中处理文化、遗产、教育促进发展、服务学习和社会人权的概念，以及如何在21世纪学校的艺术教育中，将跨学科视角视为这些方法的适当方式。关键词：公民身份；教育促进发展；服务-学习；艺术教育。
{"title":"Ensinar Cidadania com Arte! Olha Para O Que Eu Faço … Não Olhes Para O Que Eu Digo!/ Teaching Citizenship with Art! Look At What I Do ...Do not Look At What I Say!","authors":"Anabela Moura, G. Barbosa","doi":"10.17346/SE.VOL24.325","DOIUrl":"https://doi.org/10.17346/SE.VOL24.325","url":null,"abstract":"Neste artigo sao abordadas questoes relacionadas com o ensino do conceito de cidadania na Escola Superior de Educacao, do Instituto Politecnico de Viana do Castelo, Portugal. Atraves da analise de praticas artisticas, propomo-nos determinar como conceitos de cultura, patrimonio, educacao para o desenvolvimento, aprendizagem de servico e direitos humanos na sociedade sao abordados em atividades curriculares e como as perspetivas interdisciplinares sao consideradas a via adequada para tais abordagens em termos de Educacao Artistica na Escola do seculo XXI Teaching Citizenship with Art! Look At What I Do ... Do not Look At What I Say! Abstract This article will approach issues related to the teaching of the concept of citizenship according to Higher School of Education of the Polytechnic Institute of Viana do Castelo, Portugal. Through the analysis of artistic practices, we propose to determine how concepts of culture, heritage, education for development, service learning and human rights in society are addressed in curricular activities and how interdisciplinary perspectives are considered the appropriate way to such approaches in terms of Art Education in the 21st Century School. Keywords: Citizenship; Education for Development; Service - Learning; Artistic Education.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47583699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perante a atual sociedade da informacao e impossivel manter a escola distante das novas tecnologias, ja que estas podem oferecer-lhe um vasto leque de possibilidades quer para os professores, quer para os alunos. Os novos instrumentos tecnologicos proporcionam uma aprendizagem mais interativa, criativa e uma construcao coletiva do conhecimento. O interesse por este tema surgiu depois de se ter constatado que apesar dos professores fazerem formacao no âmbito das Tecnologias de Informacao e de Comunicacao – TIC- (Lopes, 2015), muitos ainda nao as deixam entrar nas suas salas de aula. O objetivo central deste artigo e, portanto refletir sobre o novo papel da escola, do professor e do aluno diante do uso das novas tecnologias, em prol de um melhor ensino e aprendizagem. Palavras-chave: Novas Tecnologias – Professor – Aluno- Pratica Pedagogica Given the current information society, it is impossible to keep the school away from new technologies, since they can offer a wide range of possibilities for both teachers and students. The new technological tools provide a more interactive and creative learning and a collective construction of knowledge. The interest in this topic arose after it was found that although teachers do training in ICT, many still do not let them enter in their classrooms. The main aim of this article is, therefore, to reflect on the new role of the school, of the teacher and of the student towards new technologies for better teaching and learning. Keywords: New Technologies - Teacher - Student - Pedagogical Practice
{"title":"A Sociedade Digital: a redefinição da escola, do papel do professor e do alunoThe Digital Society: the redefinition of the school, the role of the teacher and the student","authors":"N. M. Lopes","doi":"10.17346/se.vol25.320","DOIUrl":"https://doi.org/10.17346/se.vol25.320","url":null,"abstract":"Perante a atual sociedade da informacao e impossivel manter a escola distante das novas tecnologias, ja que estas podem oferecer-lhe um vasto leque de possibilidades quer para os professores, quer para os alunos. Os novos instrumentos tecnologicos proporcionam uma aprendizagem mais interativa, criativa e uma construcao coletiva do conhecimento. O interesse por este tema surgiu depois de se ter constatado que apesar dos professores fazerem formacao no âmbito das Tecnologias de Informacao e de Comunicacao – TIC- (Lopes, 2015), muitos ainda nao as deixam entrar nas suas salas de aula. O objetivo central deste artigo e, portanto refletir sobre o novo papel da escola, do professor e do aluno diante do uso das novas tecnologias, em prol de um melhor ensino e aprendizagem. Palavras-chave: Novas Tecnologias – Professor – Aluno- Pratica Pedagogica Given the current information society, it is impossible to keep the school away from new technologies, since they can offer a wide range of possibilities for both teachers and students. The new technological tools provide a more interactive and creative learning and a collective construction of knowledge. The interest in this topic arose after it was found that although teachers do training in ICT, many still do not let them enter in their classrooms. The main aim of this article is, therefore, to reflect on the new role of the school, of the teacher and of the student towards new technologies for better teaching and learning. Keywords: New Technologies - Teacher - Student - Pedagogical Practice","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47268723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial Revista Saber & Educar Número temático – Educação Especial","authors":"J. L. Gonçalves","doi":"10.17346/SE.VOL23.300","DOIUrl":"https://doi.org/10.17346/SE.VOL23.300","url":null,"abstract":"","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"6-7"},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41909090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raquel Batista de Oliveira, M. G. Bidarra, Maria Piedade Vaz-Rebelo
Data de submissao: 30-10-2017 Data de Aceitacao: 22-12-2017 Este estudo insere-se na tematica da inclusao de alunos com Necessidades Educativas Especiais (NEE) nas escolas da Regiao Centro em Portugal Continental, tendo como objetivo conhecer as percecoes dos diferentes atores sobre as praticas inclusivas de alunos com Necessidades Educativas Especiais nas escolas portuguesas com base no Decreto-Lei 3/2008. Neste sentido, procedeu-se a entrevista semiestruturada direcionada para professores da Educacao Especial, professores do Ensino Regular, equipa tecnico pedagogica, utilizando a tecnica analise de conteudo para as analises dos dados onde pode-se obter alguns resultados. Os resultados desta investigacao revelam que no que se refere as percecoes dos diferentes atores educativos face a praticas de colaboracao, que ha alguma convergencia nas respostas destes atores, no entanto, emergem algumas divergencias nas respostas destes no que se refere a presenca dos recursos humanos e materiais, bem como o seu reconhecimento face utilizacao destes recursos no espaco escolar. Os resultados tambem revelam que ha diferentes respostas dos participantes face a percecao sobre as praticas de colaboracao o que remete a necessidade de um maior fortalecimento entre as culturas de escola que visem o desenvolvimento coeso entre todos os agentes educativos no tocante as praticas de colaboracao desenvolvidas neste espaco. Collaboration practices for inclusion of students with special educational needs in Portuguese schools: Teacher perceptions and pedagogical technical team This study expands upon the theme of inclusion of students with special needs educational (ENE) in schools of the Regiao Centro in Portugal Continental. It aims to know different practitioners’ perceptions of inclusion practices of pupils with special needs educational in Portuguese schools based on the Decree-Law 3/2008. In this respect, semi-structured interviews were conducted amongst special education teachers, regular education teachers, and the technicalpedagogical team. Content analysis was performed to examine data. Results show that different educational agents share a few similar views on collaborative practices. Nevertheless, they disagree in terms of their perceptions of human and material resources as well as the value and use of these resources at school. Findings also reveal that participants hold different perceptions of collaborative practices. This points to the need of strengthening the school culture, particularly the development of consensus between all the educational agents on collaborative practices developed in this space. Keywords Special Needs Educational, Inclusion Practices, Differentiation and Support, External evaluation of schools, Educational Measures.
{"title":"Práticas de colaboração para inclusão de alunos com Necessidades Educativas Especiais nas escolas portuguesas : Perceções de professores e Equipa técnico pedagógica Collaboration practices for inclusion of students with special educational needs","authors":"Raquel Batista de Oliveira, M. G. Bidarra, Maria Piedade Vaz-Rebelo","doi":"10.17346/SE.VOL23.288","DOIUrl":"https://doi.org/10.17346/SE.VOL23.288","url":null,"abstract":"Data de submissao: 30-10-2017 Data de Aceitacao: 22-12-2017 Este estudo insere-se na tematica da inclusao de alunos com Necessidades Educativas Especiais (NEE) nas escolas da Regiao Centro em Portugal Continental, tendo como objetivo conhecer as percecoes dos diferentes atores sobre as praticas inclusivas de alunos com Necessidades Educativas Especiais nas escolas portuguesas com base no Decreto-Lei 3/2008. Neste sentido, procedeu-se a entrevista semiestruturada direcionada para professores da Educacao Especial, professores do Ensino Regular, equipa tecnico pedagogica, utilizando a tecnica analise de conteudo para as analises dos dados onde pode-se obter alguns resultados. Os resultados desta investigacao revelam que no que se refere as percecoes dos diferentes atores educativos face a praticas de colaboracao, que ha alguma convergencia nas respostas destes atores, no entanto, emergem algumas divergencias nas respostas destes no que se refere a presenca dos recursos humanos e materiais, bem como o seu reconhecimento face utilizacao destes recursos no espaco escolar. Os resultados tambem revelam que ha diferentes respostas dos participantes face a percecao sobre as praticas de colaboracao o que remete a necessidade de um maior fortalecimento entre as culturas de escola que visem o desenvolvimento coeso entre todos os agentes educativos no tocante as praticas de colaboracao desenvolvidas neste espaco. Collaboration practices for inclusion of students with special educational needs in Portuguese schools: Teacher perceptions and pedagogical technical team This study expands upon the theme of inclusion of students with special needs educational (ENE) in schools of the Regiao Centro in Portugal Continental. It aims to know different practitioners’ perceptions of inclusion practices of pupils with special needs educational in Portuguese schools based on the Decree-Law 3/2008. In this respect, semi-structured interviews were conducted amongst special education teachers, regular education teachers, and the technicalpedagogical team. Content analysis was performed to examine data. Results show that different educational agents share a few similar views on collaborative practices. Nevertheless, they disagree in terms of their perceptions of human and material resources as well as the value and use of these resources at school. Findings also reveal that participants hold different perceptions of collaborative practices. This points to the need of strengthening the school culture, particularly the development of consensus between all the educational agents on collaborative practices developed in this space. Keywords Special Needs Educational, Inclusion Practices, Differentiation and Support, External evaluation of schools, Educational Measures.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"70-79"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data de Submissao: 12-10-2017 Data de Aceitacao: 22-12-2017 A influencia que a familia exerce sobre o desenvolvimento da crianca conduz a importância da adocao de praticas que promovam o envolvimento participativo da familia. Dai a dimensao participativa, caracterizadora de inclusao, se relevar como componente diferenciadora no processo de apoio em Intervencao Precoce na Infância. Assim, este estudo exploratorio utilizou o triângulo das praticas de ajuda eficaz, com enfoque no vetor envolvimento participativo, como quadro teorico, para obter uma melhor compreensao acerca as oportunidades proporcionadas a participacao das familias apoiadas; e as suas expectativas quanto as praticas participativas. Encontramos evidencias congruentes com os principios da abordagem centrada na familia, emergindo passiveis implicacoes, essencialmente, sobre redes de suporte. The child’s development process occurs in the context of her/his involvement in meaningful relationships with "reference persons" - those who, by responding in a contingent, regular and consistent manner to the child's basic needs, become "special", unique to her/him; in most cases, they’re the child's family, and their involvement and participation in the Early Childhood Intervention (ECI) process is an essential component for its success, and a key in the path towards the child’s educational and social inclusion. This exploratory study, based on the framework of the “ECI effective help-giving practices” advocated in the literature, aims to obtain a better understanding of (i) families’ perception about the opportunities they are offered to participate in the process of supporting their children, and (ii) about their expectations regarding the professional practices providing this participation. The generated data indicate that the inquired families (represented by three mothers) experience a family centred approach that they recognize as a way for the social and educational inclusion of their children, and stress the importance of identifying support networks - formal and informal - in their lives and their children’s. Keywords: Early Childhood Intervention; Help-giving practices; Family centred practices; Participatory involvement; Social and Educational Inclusion
提交数据：2017年12月12日Aceitacao数据：2017年12月22日一个家庭的影响力，它致力于促进家庭参与的实践。戴是一个参与度很高的人，他是一个包容性的人，这是一个不同的组成部分，没有信息干预的过程。Assim，estudo exploratorio utilizou o triângulo das praticas de ajuda eficaz，com enfoque no vetor envolvimento participationo，como quadro teorico，para obter uma melhor comprensao acerca as opportunity as propercionas as a participationas family apoiadas；e是一种期望，也是一种参与。证据的集中与家庭中心的工作原则相一致，紧急情况下，这是一个简单的过程，也是一个重要的过程。儿童的发展过程是在她/他与“参照人”建立有意义的关系的背景下发生的，这些参照人以偶然、定期和一致的方式对儿童的基本需求作出反应，成为她/他独有的“特殊”；在大多数情况下，他们是孩子的家人，他们对幼儿干预（ECI）过程的参与是其成功的重要组成部分，也是孩子实现教育和社会包容的关键。这项探索性研究基于文献中倡导的“ECI有效帮助实践”的框架，旨在更好地了解（i）家庭对他们参与支持子女过程的机会的看法，以及（ii）他们对提供这种参与的专业实践的期望。所产生的数据表明，被询问的家庭（以三位母亲为代表）采用了以家庭为中心的方法，他们认为这是让孩子融入社会和教育的一种方式，并强调了在他们的生活和孩子的生活中确定正式和非正式支持网络的重要性。关键词：儿童早期干预；提供帮助的做法；以家庭为中心的做法；参与式参与；社会和教育包容
{"title":"Envolvimento participativo de famílias no processo de apoio em Intervenção Precoce na Infância Participatory involvement in Early Childhood Intervention","authors":"M. Machado, P. Santos, Marilyn Espe-Sherwindt","doi":"10.17346/SE.VOL23.280","DOIUrl":"https://doi.org/10.17346/SE.VOL23.280","url":null,"abstract":"Data de Submissao: 12-10-2017 Data de Aceitacao: 22-12-2017 A influencia que a familia exerce sobre o desenvolvimento da crianca conduz a importância da adocao de praticas que promovam o envolvimento participativo da familia. Dai a dimensao participativa, caracterizadora de inclusao, se relevar como componente diferenciadora no processo de apoio em Intervencao Precoce na Infância. Assim, este estudo exploratorio utilizou o triângulo das praticas de ajuda eficaz, com enfoque no vetor envolvimento participativo, como quadro teorico, para obter uma melhor compreensao acerca as oportunidades proporcionadas a participacao das familias apoiadas; e as suas expectativas quanto as praticas participativas. Encontramos evidencias congruentes com os principios da abordagem centrada na familia, emergindo passiveis implicacoes, essencialmente, sobre redes de suporte. The child’s development process occurs in the context of her/his involvement in meaningful relationships with \"reference persons\" - those who, by responding in a contingent, regular and consistent manner to the child's basic needs, become \"special\", unique to her/him; in most cases, they’re the child's family, and their involvement and participation in the Early Childhood Intervention (ECI) process is an essential component for its success, and a key in the path towards the child’s educational and social inclusion. This exploratory study, based on the framework of the “ECI effective help-giving practices” advocated in the literature, aims to obtain a better understanding of (i) families’ perception about the opportunities they are offered to participate in the process of supporting their children, and (ii) about their expectations regarding the professional practices providing this participation. The generated data indicate that the inquired families (represented by three mothers) experience a family centred approach that they recognize as a way for the social and educational inclusion of their children, and stress the importance of identifying support networks - formal and informal - in their lives and their children’s. Keywords: Early Childhood Intervention; Help-giving practices; Family centred practices; Participatory involvement; Social and Educational Inclusion","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"122-137"},"PeriodicalIF":0.0,"publicationDate":"2017-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49255868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data de Submissao: 15-10-2017 Data de Aceitacao: 20-12-2017 Ha um seculo foi justificado que nem todos cabiam na escola que devia ser igual para todos. Surgiu a discussao entre uma educacao uniforme, igual para todos, mas nao universal, e uma Escola Nova, com educacao inclusiva, adaptada a cada um. O diretor do Bureau Internacional das Escolas Novas reconheceu que a obra Uma escola nova na Belgica de A. Faria de Vasconcellos - que considerou «pioneiro da educacao do futuro» - era o modelo de “escola nova”. No livro, traduzido para portugues no centenario da sua publicacao original, da-se a conhecer a “boa pratica” desta escola, baseada na diversidade e com a missao de desenvolver competencias para a cidadania autonoma, responsavel, produtiva, holistica, inclusiva e participativa. Palavras-chave: escola nova / educacao nova, diversidade na educacao, boas praticas LEARNING DIVERSITY IN THE NEW SCHOOL OF A. FARIA DE VASCONCELLOS, PIONEER IN THE EDUCATION OF THE FUTURE A century ago, it was justified that not all would fit in the school that should be equal for all. A discussion has emerged between a uniform education, equal for all, but not univer-sal, and a New School, based on inclusive education, adapted to each one. The Director of the International Bureau of New Schools recognised A New School in Belgium, by A. Faria de Vasconcellos – whom he considered “pioneer in the education of the future” – as the New School model. In the celebration of the 100th anniversary of its publication, it is shown the “good practices” of this school, based on diversity and with a mission of developing competences for an autonomous, responsible, productive, holistic, inclusive and participatory citizenship. Key Words: new school / new education, diversity in education, best practices DIVERSITE DE L'APPRENTISSAGE DANS L’ECOLE NOUVELLE DE FARIA DE VASCONCELLOS, PIONNIER DE L'EDUCATION DE l’AVENIR Resume: Il y a un siecle, on discutait comment l’ecole pourrait etre universelle et uniforme pour tous. Et, dans ce contexte, a emerge l’experience d’une ecole inclusive et adaptee a chacun. Le directeur du Bureau international des ecoles nouvelles a reconnu que le tra-vail de Faria de Vasconcellos, qu'il considerait comme «le pionnier de l'education de l’avenir», dans Une ecole nouvelle en Belgique, etait le modele d’«ecole nouvelle». A l'occasion du 100e anniversaire de cet ouvrage, on peut reflechir sur la pertinence des «bonnes pratiques» d’une utopie a realiser dans nos ecoles d’aujourd’hui, des ecoles orientees pour la diversite de l’apprentissage de la citoyennete autonome, responsable, productive, holistique, inclusive et participative. Mots-cles: ecole nouvelle, diversite dans l'education, bonnes pratiques
提交数据：15-10-2017 Aceitacao数据：20-12-2017 ha um seculo foi justificado que nem todos cabiam na escola que devia ser igual para todos。在Uma Educacao Uniformer、Igual para todos、Mas Nao Universal、e Uma Escola Nova、com Educacao inclusiva、adaptada a cada um.o diretor do Bureau Internacional das Escolas Novas Reconheceu que a obra Uma Escola Nova na Belgica de a.Faria de Vasconcellos-que considerou“Pioneiro da Educacao do Futuro”-“Escola Nova”的时代和模式之间进行讨论。没有livro，traduzido para portugues no centenario da sua publicacao original，da se a conhecer a“boa pratica”desta escola，baseada na diversidade e com a missao de desenvolver competencias para a cidadania autonoma，responsavel，produtiva，holistica，inclusiva e participativa。Palavras Chave:Escola Nova/Educacao Nova，Diversidade na Educacao，Boas Praticas在一个世纪前未来教育先驱A.Faria de Vasconcellos的新学校学习多样性，有理由认为，并非所有人都适合所有人平等的学校。在所有人平等但不是本科的统一教育和基于包容性教育的新学校之间出现了讨论。国际新学校局局长认为A.Faria de Vasconcellos是比利时的一所新学校，他认为这是“未来教育的先驱”，是新学校的典范。在庆祝其出版100周年之际，它展示了该校基于多样性的“良好做法”，其使命是培养自主、负责任、富有成效、全面、包容和参与性公民的能力。关键词：新学校/新教育，教育多样性，最佳实践学习多样性新学校Faria de Vasconcellos，未来教育的先驱摘要：一个世纪前，我们讨论了学校如何为所有人提供普遍性和统一性。在这种情况下，出现了一个包容和适应每个人的学校的经验。新学校国际局局长承认，Faria de Vasconcellos在比利时一所新学校的工作是“新学校”的典范，他认为这是“未来教育的先驱”。在本书100周年之际，我们可以反思乌托邦的“最佳实践”在我们今天的学校中的相关性，这些学校面向学习自主、负责任、富有成效、整体、包容和参与性公民的多样性。关键词：新学校、教育多样性、良好实践
{"title":"Diversidades do aprender na escola nova de A. Faria de Vasconcellos, pioneiro da educação do futuro Learning diversity in the new school of A. Faria de Vasconcellos, pioneer in the education of the future","authors":"L. Ferreira, Ana Paula Lapa Cotovio, C. Coelho","doi":"10.17346/SE.VOL23.281","DOIUrl":"https://doi.org/10.17346/SE.VOL23.281","url":null,"abstract":"Data de Submissao: 15-10-2017 Data de Aceitacao: 20-12-2017 Ha um seculo foi justificado que nem todos cabiam na escola que devia ser igual para todos. Surgiu a discussao entre uma educacao uniforme, igual para todos, mas nao universal, e uma Escola Nova, com educacao inclusiva, adaptada a cada um. O diretor do Bureau Internacional das Escolas Novas reconheceu que a obra Uma escola nova na Belgica de A. Faria de Vasconcellos - que considerou «pioneiro da educacao do futuro» - era o modelo de “escola nova”. No livro, traduzido para portugues no centenario da sua publicacao original, da-se a conhecer a “boa pratica” desta escola, baseada na diversidade e com a missao de desenvolver competencias para a cidadania autonoma, responsavel, produtiva, holistica, inclusiva e participativa. Palavras-chave: escola nova / educacao nova, diversidade na educacao, boas praticas LEARNING DIVERSITY IN THE NEW SCHOOL OF A. FARIA DE VASCONCELLOS, PIONEER IN THE EDUCATION OF THE FUTURE A century ago, it was justified that not all would fit in the school that should be equal for all. A discussion has emerged between a uniform education, equal for all, but not univer-sal, and a New School, based on inclusive education, adapted to each one. The Director of the International Bureau of New Schools recognised A New School in Belgium, by A. Faria de Vasconcellos – whom he considered “pioneer in the education of the future” – as the New School model. In the celebration of the 100th anniversary of its publication, it is shown the “good practices” of this school, based on diversity and with a mission of developing competences for an autonomous, responsible, productive, holistic, inclusive and participatory citizenship. Key Words: new school / new education, diversity in education, best practices DIVERSITE DE L'APPRENTISSAGE DANS L’ECOLE NOUVELLE DE FARIA DE VASCONCELLOS, PIONNIER DE L'EDUCATION DE l’AVENIR Resume: Il y a un siecle, on discutait comment l’ecole pourrait etre universelle et uniforme pour tous. Et, dans ce contexte, a emerge l’experience d’une ecole inclusive et adaptee a chacun. Le directeur du Bureau international des ecoles nouvelles a reconnu que le tra-vail de Faria de Vasconcellos, qu'il considerait comme «le pionnier de l'education de l’avenir», dans Une ecole nouvelle en Belgique, etait le modele d’«ecole nouvelle». A l'occasion du 100e anniversaire de cet ouvrage, on peut reflechir sur la pertinence des «bonnes pratiques» d’une utopie a realiser dans nos ecoles d’aujourd’hui, des ecoles orientees pour la diversite de l’apprentissage de la citoyennete autonome, responsable, productive, holistique, inclusive et participative. Mots-cles: ecole nouvelle, diversite dans l'education, bonnes pratiques","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"80-89"},"PeriodicalIF":0.0,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44448489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data de Submissao: 1-11-2017 Data de Aceitacao: 20-12-2017 A investigacao aqui apresentada teve como objetivo caracterizar a implementacao de Sistemas Aumentativos e Alternativos de Comunicacao (SAACs) junto dos individuos com Multideficiencia integrados nas Unidades de Apoio Especializado (UAEs) de Portugal Continental, durante o ano letivo 2015-2016. Pretendeu-se ainda efetuar uma determinacao qualitativa da frequencia de ‘Boas Praticas’ inerentes ao uso de SAACs nessas mesmas UAEs e durante o mesmo periodo. Foi elaborado um questionario eletronico destinado a um representante – docente em Educacao Especial – de cada uma das 353 UAEs de Portugal Continental. A taxa de resposta foi de apenas 15% da amostra considerada para estudo. Os dados obtidos mostram que, durante o ano letivo 2015-2016, algumas UAEs nao dispunham de SAACs para garantir a comunicacao efetiva dos individuos com Multideficiencia impossibilitados de falar. Os dados apontam ainda para lacunas ao nivel da implementacao de ‘Boas Praticas’ inerentes ao uso de SAACs, impondo-se a necessidade de investigacao futura. Best Practices in the provision of Augmentative and Alternative Communication Systems for students with Profound Intellectual and Multiple Disabilities in specialized education units in mainland Portugal: an unfulfilled need? The present study aimed at a characterization of the implementation of Augmentative and Alternative Communication Systems (AACSs) for individuals with Profound Intellectual and Multiple Disabilities in Portuguese UAEs (“Unidades de Apoio Especializado para a Educacao de Alunos com Multideficiencia e Surdocegueira Congenita”), in the school year of 2015/2016. Also, it aimed at assessing the frequency of ‘Best Practices’ in the provision of AACs in these same UAEs. An electronic questionnaire has been created aimed at being filled by one special education teacher per UAE (total of UAEs: N=353). The questionnaire response rate was low: 15% of the sample here considered for analysis. Obtained data showed that, in the school year of 2015-2016, some UAEs, did not had AACSs available for individuals with PIMD, who could not use speech, to communicate effectively. Also, data pointed to some failures in the implementation of the Best Practices in the provision of AACSs, thus calling for additional research. Multiple Disabilities in Portuguese UAEs , Augmentative and Alternative Communication Systems (AACSs),Best Practices
提交日期:2017年11月1日接受日期:2017年12月20日本研究旨在描述2015-2016学年在葡萄牙大陆专业支持单位(UAEs)整合的多残疾个体中增强和替代通信系统(SAACs)的实施情况。它还打算对在同一时期内使用SAACs所固有的“良好做法”的频率进行定性确定。为葡萄牙大陆353个UAEs的一名代表(特殊教育教师)编写了一份电子问卷。应答率仅为研究样本的15%。数据显示，在2015-2016学年，一些UAEs没有SAACs来确保多重残疾个体的有效沟通。数据还指出，在实施SAACs中固有的“良好实践”方面存在差距，需要进行进一步的研究。葡萄牙内地专门教育单位为有严重智力和多重残疾的学生提供增强和替代交流系统的最佳做法:未满足的需求?节日礼品研究aimed at The characterization Augmentative和现代通信系统的实现(AACSs)一个深刻的知识和多种障碍在英语UAEs(“单位的教育学生的专业支持和Multideficiencia Surdocegueira Congenita”),学校一年的2015/2016。此外，它还旨在评估在这些相同的欧空局中提供AACs的“最佳做法”的频率。设立了一份电子问卷，由阿联酋一名特殊教育教师填写(阿联酋总人数:353人)。问卷的回复率很低:这里考虑进行分析的样本的15%。获得的数据显示，在2015-2016学年，一些UAEs没有为无法使用语言进行有效沟通的PIMD患者提供AACSs。此外，数据还指出，在执行《全面禁产法》的最佳做法方面存在一些缺陷，因此需要进一步研究。葡萄牙语UAEs、增强和替代通信系统(AACSs)中的多重残疾，最佳实践
{"title":"Boas práticas na implementação de Sistemas Aumentativos e Alternativos de Comunicação nas Unidades de Apoio Especializado para a educação de alunos com Multideficiência em Portugal continental: uma exigência por cumprir?","authors":"A. Moreira, K. Silva, Mariely Lima","doi":"10.17346/SE.VOL23.289","DOIUrl":"https://doi.org/10.17346/SE.VOL23.289","url":null,"abstract":"Data de Submissao: 1-11-2017 Data de Aceitacao: 20-12-2017 A investigacao aqui apresentada teve como objetivo caracterizar a implementacao de Sistemas Aumentativos e Alternativos de Comunicacao (SAACs) junto dos individuos com Multideficiencia integrados nas Unidades de Apoio Especializado (UAEs) de Portugal Continental, durante o ano letivo 2015-2016. Pretendeu-se ainda efetuar uma determinacao qualitativa da frequencia de ‘Boas Praticas’ inerentes ao uso de SAACs nessas mesmas UAEs e durante o mesmo periodo. Foi elaborado um questionario eletronico destinado a um representante – docente em Educacao Especial – de cada uma das 353 UAEs de Portugal Continental. A taxa de resposta foi de apenas 15% da amostra considerada para estudo. Os dados obtidos mostram que, durante o ano letivo 2015-2016, algumas UAEs nao dispunham de SAACs para garantir a comunicacao efetiva dos individuos com Multideficiencia impossibilitados de falar. Os dados apontam ainda para lacunas ao nivel da implementacao de ‘Boas Praticas’ inerentes ao uso de SAACs, impondo-se a necessidade de investigacao futura. Best Practices in the provision of Augmentative and Alternative Communication Systems for students with Profound Intellectual and Multiple Disabilities in specialized education units in mainland Portugal: an unfulfilled need? The present study aimed at a characterization of the implementation of Augmentative and Alternative Communication Systems (AACSs) for individuals with Profound Intellectual and Multiple Disabilities in Portuguese UAEs (“Unidades de Apoio Especializado para a Educacao de Alunos com Multideficiencia e Surdocegueira Congenita”), in the school year of 2015/2016. Also, it aimed at assessing the frequency of ‘Best Practices’ in the provision of AACs in these same UAEs. An electronic questionnaire has been created aimed at being filled by one special education teacher per UAE (total of UAEs: N=353). The questionnaire response rate was low: 15% of the sample here considered for analysis. Obtained data showed that, in the school year of 2015-2016, some UAEs, did not had AACSs available for individuals with PIMD, who could not use speech, to communicate effectively. Also, data pointed to some failures in the implementation of the Best Practices in the provision of AACSs, thus calling for additional research. Multiple Disabilities in Portuguese UAEs , Augmentative and Alternative Communication Systems (AACSs),Best Practices","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"22-35"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46809545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data de Submissao: 1-11-2017 Data de Aceitacao 20-12-2017 A abordagem denominada Health Promoting Universities (HPU) ou Universidades Promotoras da Saude (UPS) – Organizacao Mundial da Saude (OMS) considera que as Instituicoes de Ensino Superior (IES) possuem um papel preponderante na preservacao da saude e bem-estar da comunidade academica. As IES sao, sob este paradigma, conduzidas pelos marcos conceituais da promocao da saude (PS), e por valores interdisciplinares como inclusao, equidade, justica social e sustentabilidade. A Bioetica, em conjunto com as UPS e a PS, apresenta-se como uma ferramenta reflexiva, mutuamente compartilhada e interdisciplinar que objetiva a adequacao das acoes que compreendem a vida e a cidadania, em seu carater equitativo e inclusivo, no contexto da Educacao Superior. Neste texto a Bioetica busca refletir sobre a PS docente nas IES, contribuindo para a construcao de processos qualificados de acoes em saude docente. Bioethics and promotion of teacher health in higher education: an interface required The Health Promoting Universities (HPU) - World Health Organization (WHO) approach considers that Higher Education Institutions (HEI) play a preponderant role in preserving the health and well-being of the academic community. HEIs under this paradigm are driven by conceptual frameworks of health promotion (HP), and by interdisciplinary values such as inclusion, equity, social justice and sustainability. Bioethics, together with HPU and HP, presents itself as a reflexive, mutually shared and interdisciplinary tool that aims at the adequacy of actions that comprise life and citizenship, in its equitable and inclusive character, in the context of Higher Education. In this text Bioethics seeks to reflect on the teaching HP in HEI, contributing to the construction of qualified processes of actions in teacher’s health. Keywords : Bioethics; Higher Education; Teachers; Health Promotion
{"title":"Bioética e promoção da saúde docente na educação superior: uma interface necessária: Bioethics and promotion of teacher health in higher education: an interface required","authors":"I. N. Carlotto, Maria Alzira Pimenta Dinis","doi":"10.17346/SE.VOL23.291","DOIUrl":"https://doi.org/10.17346/SE.VOL23.291","url":null,"abstract":"Data de Submissao: 1-11-2017 Data de Aceitacao 20-12-2017 A abordagem denominada Health Promoting Universities (HPU) ou Universidades Promotoras da Saude (UPS) – Organizacao Mundial da Saude (OMS) considera que as Instituicoes de Ensino Superior (IES) possuem um papel preponderante na preservacao da saude e bem-estar da comunidade academica. As IES sao, sob este paradigma, conduzidas pelos marcos conceituais da promocao da saude (PS), e por valores interdisciplinares como inclusao, equidade, justica social e sustentabilidade. A Bioetica, em conjunto com as UPS e a PS, apresenta-se como uma ferramenta reflexiva, mutuamente compartilhada e interdisciplinar que objetiva a adequacao das acoes que compreendem a vida e a cidadania, em seu carater equitativo e inclusivo, no contexto da Educacao Superior. Neste texto a Bioetica busca refletir sobre a PS docente nas IES, contribuindo para a construcao de processos qualificados de acoes em saude docente. Bioethics and promotion of teacher health in higher education: an interface required The Health Promoting Universities (HPU) - World Health Organization (WHO) approach considers that Higher Education Institutions (HEI) play a preponderant role in preserving the health and well-being of the academic community. HEIs under this paradigm are driven by conceptual frameworks of health promotion (HP), and by interdisciplinary values such as inclusion, equity, social justice and sustainability. Bioethics, together with HPU and HP, presents itself as a reflexive, mutually shared and interdisciplinary tool that aims at the adequacy of actions that comprise life and citizenship, in its equitable and inclusive character, in the context of Higher Education. In this text Bioethics seeks to reflect on the teaching HP in HEI, contributing to the construction of qualified processes of actions in teacher’s health. Keywords : Bioethics; Higher Education; Teachers; Health Promotion","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"168-179"},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data de Submissao: 16-10-2017 Data de Aceitacao: 22-10-2017 Este estudo corrobora com a literatura, que a dislexia e uma situacao permanente e que necessita de constante intervencao. Nesta investigacao qualitativa optamos pelo metodo de estudo de caso de observacao. Essencialmente de tipo qualitativo porque a investigadora procede a recolha de dados, e recorre a tecnica “ analise de conteudo”. Contudo utilizamos tambem estrategias de recolha e analise de dados quantitativos das provas aplicadas no pre e pos-teste. Tendo como participantes: uma jovem adulta do ensino secundario e depois superior, diagnosticada com dislexia no 1o ciclo, que deixou de ter apoio especializado apos o inicio do 5o ano de escolaridade, a sua familia e quatro professores da aluna. Pretendiamos conhecer o percurso escolar da aluna e identificar as alteracoes decorrentes da aplicacao de atividades especificas, constantes no programa de intervencao e reeducacao na dificuldade especifica de aprendizagem- Dislexia, e observar se essas alteracoes implicam sucesso em areas basicas de desenvolvimento e na area academica da leitura. A intervencao e reeducacao foi iniciada apos as provas do pre-teste, durante tres meses. Apos o programa de intervencao verifica-se, nas provas pos-teste, uma maior percentagem de exito. Durante o estudo tivemos oportunidade de conhecer a opiniao de alguns docentes face a problematica. Palavras-Chave: Dislexia; ensino secundario e superior; intervencao e reeducacao Abstract This study corroborates with the literature that dyslexia is a permanent situation and requires constant intervention. In this qualitative investigation we opted for the case study method of observation. Essentially qualitative because the researcher collects data, and uses the technique "content analysis". However, we also use strategies to collect and analyze the quantitative data of the tests applied in the pre- and post-test. The participants were: a young adult in upper secondary education and later diagnosed with dyslexia in the first cycle, who no longer had specialized support after the beginning of the fifth year of schooling, her family and four female teachers. We wanted to know the student's school career and to identify the changes resulting from the application of specific activities, included in the intervention and re-education program in the specific difficulty of learning dyslexia, and to observe if these changes imply success in basic areas of development and in the academic area of the reading. The intervention and re-education was started after the pretest tests, during three months. After the intervention program, in the posttest tests, a greater percentage of success is verified. During the study we had the opportunity to know the opinion of some teachers regarding the problem. Keywords: Dyslexia; secondary and higher education; intervention and rehabilitation
{"title":"Dislexia no Ensino Secundário/Superior:Avaliação, Intervenção e Reeducação Pedagógica Dyslexia in Secondary / Higher Education: Pedagogical Evaluation, Intervention and Reeducation","authors":"M. Silva, H. Serra","doi":"10.17346/SE.VOL23.285","DOIUrl":"https://doi.org/10.17346/SE.VOL23.285","url":null,"abstract":"Data de Submissao: 16-10-2017 Data de Aceitacao: 22-10-2017 Este estudo corrobora com a literatura, que a dislexia e uma situacao permanente e que necessita de constante intervencao. Nesta investigacao qualitativa optamos pelo metodo de estudo de caso de observacao. Essencialmente de tipo qualitativo porque a investigadora procede a recolha de dados, e recorre a tecnica “ analise de conteudo”. Contudo utilizamos tambem estrategias de recolha e analise de dados quantitativos das provas aplicadas no pre e pos-teste. Tendo como participantes: uma jovem adulta do ensino secundario e depois superior, diagnosticada com dislexia no 1o ciclo, que deixou de ter apoio especializado apos o inicio do 5o ano de escolaridade, a sua familia e quatro professores da aluna. Pretendiamos conhecer o percurso escolar da aluna e identificar as alteracoes decorrentes da aplicacao de atividades especificas, constantes no programa de intervencao e reeducacao na dificuldade especifica de aprendizagem- Dislexia, e observar se essas alteracoes implicam sucesso em areas basicas de desenvolvimento e na area academica da leitura. A intervencao e reeducacao foi iniciada apos as provas do pre-teste, durante tres meses. Apos o programa de intervencao verifica-se, nas provas pos-teste, uma maior percentagem de exito. Durante o estudo tivemos oportunidade de conhecer a opiniao de alguns docentes face a problematica. Palavras-Chave: Dislexia; ensino secundario e superior; intervencao e reeducacao Abstract This study corroborates with the literature that dyslexia is a permanent situation and requires constant intervention. In this qualitative investigation we opted for the case study method of observation. Essentially qualitative because the researcher collects data, and uses the technique \"content analysis\". However, we also use strategies to collect and analyze the quantitative data of the tests applied in the pre- and post-test. The participants were: a young adult in upper secondary education and later diagnosed with dyslexia in the first cycle, who no longer had specialized support after the beginning of the fifth year of schooling, her family and four female teachers. We wanted to know the student's school career and to identify the changes resulting from the application of specific activities, included in the intervention and re-education program in the specific difficulty of learning dyslexia, and to observe if these changes imply success in basic areas of development and in the academic area of the reading. The intervention and re-education was started after the pretest tests, during three months. After the intervention program, in the posttest tests, a greater percentage of success is verified. During the study we had the opportunity to know the opinion of some teachers regarding the problem. Keywords: Dyslexia; secondary and higher education; intervention and rehabilitation","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":"58-69"},"PeriodicalIF":0.0,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44033752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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