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dc.contributor.authorElisabeth Rossetto
dc.date.accessioned2019-10-24T03:43:49Z
dc.date.available2019-10-24T03:43:49Z
dc.date.created2017-01-05 00:46
dc.date.issued2015-01-01
dc.identifieroai:doaj.org/article:c40f496ca05d48bdb49d6526a06caead
dc.identifier1808-270X
dc.identifier1984-686X
dc.identifier10.5902/1984686X13367
dc.identifierhttps://doaj.org/article/c40f496ca05d48bdb49d6526a06caead
dc.identifier.urihttp://hdl.handle.net/20.500.12424/818120
dc.description.abstractThis article aims to discuss the formation and powers of the teacher of the Specialized Educational Support Services conduced at the multifunctional resource room. The study in question is documentary and bibliographic. On desk research we have selected legal normatives that relate specifically to the Specialized Educational Support Services, whereas this constitutes the priority space to the service to students with disabilities placed in regular education. The bibliographic part took place about the focus of the Historic-Cultural Theory, to be the theoretical framework which has contributed significantly to the case of the disabled person’s schooling process. Our research led us to realize that the preparation directed to the teacher is imbued with characteristics that denote theoretical superficiality, with large membership to the mode of distance learning, with emphasis in the technical procedures and in the availability of resource use. We understand that such training does not contribute to the process of acquiring knowledge by students and commits the school content and the act of teaching. Accordingly we recognize the relevance of investments in a more consistent classification that theoretically instrumentalizes the teacher. Moreover from this reference, we emphasize the importance of the teaching activities as mediation in the process of education and humanization of impaired students, since knowledge is a way by which the impaired student compensates his limitations and is able to overcome the characteristics caused by the disability itself.
dc.languagePortuguese
dc.publisherUniversidade Federal de Santa Maria
dc.relation.ispartofhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/13367
dc.relation.ispartofhttps://doaj.org/toc/1808-270X
dc.relation.ispartofhttps://doaj.org/toc/1984-686X
dc.rightsCC BY
dc.sourceRevista Educação Especial, Vol 1, Iss 1, Pp 103-116 (2015)
dc.subjectAtendimento Educacional Especializado
dc.subjectAtribuições do Professor
dc.subjectFormação Docente
dc.subjectEducação Especial.
dc.subjectSpecial aspects of education
dc.subjectLC8-6691
dc.subjectEducation
dc.subjectL
dc.titleTeacher training of educational service specialist: a Special Education concerned
dc.typeArticle
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ge.identifier.legacyglobethics:10413865
ge.identifier.permalinkhttps://www.globethics.net/gel/10413865
ge.lastmodificationdate2017-01-05 00:46
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ge.oai.exportid148934
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ge.oai.setnameLCC:Special aspects of education
ge.oai.setnameLCC:Education
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ge.linkhttps://doaj.org/article/c40f496ca05d48bdb49d6526a06caead


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