The relationship between the school organization and the process of inclusion of an autistic student

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Erica Daiane Ferreira Camargo ◽  
Rosana Carla Nascimento Givigi
Keyword(s):  
Students With Disabilities ◽  
Autistic Spectrum Disorder ◽  
School Organization ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Educational Support ◽  
The Social ◽  
Critical Action ◽  
Critical Action Research ◽  
The Relationship

The issues surrounding the school organization are important for the inclusion process. It is essential to prepare the schools and people who work at them because it contributes to the social and cognitive development of the students with Autistic Spectrum Disorder (ASD). This qualitative research uses collaborative-critical action research as the methodology. The aim of this paper is to analyze the school routine for the attendance of an autistic child. This research was done at regular schools they were weekly visited for twelve months. This study allowed the author to conclude that there is a concern about architectural issues and the absence of prior planning to carry out the pedagogical practices, when the students get in the school or when they leave. The educational process of students with disabilities is evidenced by the problems they face. There is no school organization to provide educational support and contribute to student’s development.

Methods of pedagogical support for foreing students: social formation of students and formation tolerance.

2021 ◽  
Vol 91 (1) ◽  
pp. 88-97
Author(s):  
Victoria V. Romanova ◽  
Keyword(s):  
Foreign Students ◽  
Culture Shock ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Cultural Immersion ◽  
Social Formation ◽  
Joint Activities ◽  
Key Points ◽  
The Social ◽  
The Individual

The article examines some aspects of the socialization of foreign students in the Russian education. In particular, the transformation of foreign students' perception of the culture of Russia from a state of culture shock to “entering” the Russian-speaking society is seen not so much as a process, but as a significant result of using a set of methods of pedagogical support of social formation. The methods of pedagogical support in the social formation of foreign students are understood as a set of pedagogical practices based on the joint activities of the teacher and students. In the process of these avtivities they identify and content the key points of the individual trajectory of the social formation of students in relation to the study and perception of the Russian culture. The article highlights the following methods of pedagogical support of social development: cultural immersion, empathy, building an individual trajectory. The concept of "the key point of the individual trajectory of social formation" is interpreted as a situation of choice, awareness of the significance and value of this or that knowledge, skill, action on their basis. It is noted that pedagogical support from a teacher involves subject-subject interaction, understanding, motivation and support of students in the educational process, the ability of a more experienced person to correlate his opinion with another and to respect the opinion of a less experienced student.

Problems Encountered in High School Pupils, Who Have Divorced Parents

2017 ◽  
Vol 7 (1) ◽  
pp. 163-167
Author(s):  
Merita Kollçaku
Keyword(s):  
Educational Level ◽  
Qualitative Method ◽  
Educational Process ◽  
Age Group ◽  
Social Psychological ◽  
Economic Level ◽  
The Social ◽  
Psychological Educational ◽  
Educational Behaviour ◽  
The Relationship

Abstract Adolescence and the problems teenagers face during this phase have a great impact in the teaching process. Divorce is one of the problems I have chosen to treat. This is due to the fact that divorce impacts the social-psychological-educational process of teenagers. The ways they experience the divorce of their parents are various. This depends on the area they live, their parents’ educational level, the relationship between parents after the divorce, the kind of relationship they had before, economic level, etc. Teenagers can display aggressive behaviour, disengage from learning, use various substances, etc. as a reaction to their parents. This is the object of my study. This research will use the qualitative method. The qualitative methods will consist in direct interviews with teenagers of the age-group of 14-18 years old, with teachers, psychologists and parents. Also consider those problems I might face during my study, on which the teenagers, or even their parents, might not express their opinion. As a conclusion we can say that based on the interviews it results that divorce has a great impact on the social-educational behaviour of teenagers.

scholarly journals Paulo Freire e a resistência à naturalização da ordem social vigente

2021 ◽  
Vol 16 ◽  
pp. 1-15
Author(s):  
Lavoisier Almeida dosntos Santos ◽  
Valci Melo ◽  
Maria do Socorro Aguiar de Oliveira Cavalcante
Keyword(s):  
Social Practice ◽  
Historical Materialism ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Negative Results ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
The City ◽  
Concrete Reality

This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.

scholarly journals Promjene u pristupima odgoju i obrazovanju učenika s teškoćama

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Smiljana Zrilić ◽  
Kristina Brzoja
Keyword(s):  
Children With Disabilities ◽  
Social Stigma ◽  
Educational Process ◽  
Cultural Economic ◽  
Persons With Disabilities ◽  
Number Of Factors ◽  
The Social ◽  
Teachers And Students ◽  
The Relationship ◽  
National Framework

Attitude towards children with disabilities, especially their education, changed throughout history, and depended on a number of factors: political, social, cultural, economic or any other terms and conditions set in which a society found. Segregationist practice, which deals with the separation of people based on different criteria, which is generally contrary to the principles of human rights and freedoms, and the philosophy of history in America and Europe have had a decisive influence on the situation of children with disabilities, the relationship between school and society as a whole. At that time a opinion that persons with disabilities can be helped in a separate environment, isolated from the rest of society, has further boosted the social stigma, aversion, classification and intolerance. Croatian national framework curriculum provides all students equal opportunities to participate in the educational process in accordance with their capabilities together with their peers, making the foundation for the creation of individualized curriculum. So constructed curriculum of teaching gives the assumption that students can develop their own potentials in accordance with their own requirements for learning (cognitive, affective, motivational to social). This paper describes the changes throughout history in relation to children with disabilities, and elaborates some responses from teachers and students of teacher training studies within the research thesis. Although from the commencement of the inclusion of education passed nearly half a century, the fact is that we still need to work on new models of schooling and of teacher education, because those teachers who are today in practice still feel incompetent. Students feel more competent because they were included in the new compulsory and elective courses on studies for teachers.

scholarly journals Mathetiks - a transdisciplinary education paradigm (the case of bioethics)

2018 ◽  
Vol 22 (1) ◽  
pp. 224-239
Author(s):  
Larisa Pavlovna Kiyashchenko
Keyword(s):  
Educational Process ◽  
Pedagogical Practices ◽  
Self Renewal ◽  
Transdisciplinary Education ◽  
The Social ◽  
Value Priorities ◽  
Knowledge And Practice ◽  
Bioethical Education ◽  
Self Learning ◽  
Methodological Reflection

The novelty of the article is related to the use of the resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist Jan Amos Comenius (Komensky)  to refer to practices of self-education. The aim of the article is to use resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist J. A. Kоmensky three centuries ago to distinguish and establish coordination in the unified educational process of pedagogical practices of teaching and self-learning of students. The modern interpretation of the ideas of mathetiks (on the example of the problems of bioethical education) is carried out with the implementation of the concepts of the philosophy of science Th. Kuhn and R. Merton in the context of post-nonclassical studies. The notion of "paradigmatic syndrome", which arises as a result of philosophical reflection on the peculiarities of the formation of the post-classical matrix of the development of modern scientific knowledge, is introduced. One of its defining factors is the conceptualization and institutionalization of processes to ensure continuity of knowledge (education) and constant innovative changes taking place in society. The most adequate form of philosophical and methodological reflection in this situation, according to the author, is the philosophy of transdisciplinarity as an integrating mechanism not only of the disciplinary knowledge, but also of education and innovation, the necessary components of the social system aimed at self-renewal. The philosophy of transdisciplinarity and the philosophy of education have in many ways similar paradigm structures, oriented target cause of the actor on self – education -mathetiks. The target specifies the reason for the project-based nature of the paradigmatic constructs in education and bioethics. First of all, this is the clarification of the problem field, training and teaching to act in it according to the existing rules and the creative nature of project activities. Orientation to the value priorities of the community expressed both in symbolic generalizations and implicit forms (M. Polanyi) of personal knowledge and practice.

scholarly journals Odnos individualnog i socijalnog u kulturnoj pedagogiji u Hrvatskoj između dvaju svjetskih ratova

2018 ◽  
Vol 39 (16) ◽  
Author(s):  
Igor Radeka
Keyword(s):  
Educational Process ◽  
Equal Treatment ◽  
Social Aspect ◽  
Cultural Pedagogy ◽  
Common Task ◽  
The Social ◽  
The Individual ◽  
The Relationship ◽  
Pedagogical Application

On the occasion of the hundredth anniversary of the publication of the book The Century of the Child by the Swedish authoress Ellen Key which, when it first appeared, caused a vigorous reaction amongst the pedagogical public, the article analyses the relationship between the individual and die social approach to upbringing as one of the basic pedagogical problems. After reviewing the key features of radically individual and extremely social movements in pedagogy which always ended up without any practical pedagogical breakthroughs, die author sets down to elaborate the positions of cultural pedagogy in Croatia between the two world wars. Research has shown that cultural pedagogy lakes a balanced attitude towards the individual and the social element in education. The process of bringing nearer the subjective spirit to the objective spirit of the community within the educational process is developed in an active interrelationship and equal treatment of both the individual and the social aspect. The neglect of either one or the other educational pole would thwart the achievement of integral educational results. However, despite the enormous significance which cultural pedagogy assigns to this question it has not been elaborated on the level of practical pedagogical application. The manner of implementing this theory has been left to te freedom of the educational process. The harmonization of die relationship between the individual and die social in education is the common task of both pedagogy and society. The quality of pedagogy is measured by the manner in which these two extremes in education are reconciled and a society that takes man as its measure thrives when it ensures the presuppositions for the education of the complete potential merits of all of its members.

scholarly journals O estágio supervisionado curricular para a formação do docente brasileiro: sentidos e alcances / The Curricular Supervised Internship in the Education of the Brazilian Teacher: Meanings and Scope

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Auxiliadora Soares Fortes ◽  
Maria Marina Dias Cavalcante
Keyword(s):  
Practical Knowledge ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Practice Research ◽  
Social Actors ◽  
Education Class ◽  
The Social ◽  
Specific Teaching ◽  
Investigative Process ◽  
The Relationship

ABSTRACTThe present work characterizes a study of the supervised internship, which focuses on the relationship between theory and practice, research, as well as critical thinking in the education of the student/teacher. Based on the ideas of Lima (2001), Pimenta e Lima (2004), Bordieu (2003), among others, we discuss the teacher training in order to help the subjects of the training process in the understanding of their own practice. It is a qualitative investigation, and the analyzed data are based on the reflections expressed by the students/teachers in their Final Paper of the Undergraduate Program in Education, class 2012.2, of the Universidade Estadual do Ceará – UECE in partnership with the Universidade Aberta do Brasil – UAB. Considering that the internship allows the integration between theoretical and practical knowledge, in addition to providing an opportunity to practice as an investigative process, the data clarify that, although the supervised internship is a space of specific teaching experiences mainly, it is also an opportunity for professional development founded on research, in which the social actors try, albeit in a disjointed and fragmented way, to develop pedagogical practices based on reflection.RESUMOO presente trabalho caracteriza um estudo acerca do estágio supervisionado, o qual privilegia a articulação entre teoria e prática, a pesquisa, bem como a reflexão crítica na formação do aluno/docente. Com base nas ideias de Lima (2001), Pimenta e Lima (2004), Bourdieu (2003), dentre outros, discutimos a formação docente, na perspectiva de favorecer aos sujeitos do processo formativo o entendimento da própria prática.Trata-se de uma investigação qualitativa e os dados analisados basei-am-se nas reflexões expressas pelos alunos-professores em seus trabalhos de Conclusão do Curso de Pedagogia, turma 2012.2 da Universidade Estadual do Ceará – UECE em convênio com Universidade Aberta do Brasil – UAB. Considerando que o estágio permite a integração entre conhecimentos teóricos e práticos, bem como, oportuniza uma prática como processo investi-gativo, os dados esclarecem que, apesar do estágio supervisionado apresentar-se como espaço apenas de vivências específicas de docência, também é um espaço de construção profissional pautado na pesquisa, no qual os atores sociais buscam, mesmo de forma desarticulada e fragmentada, desenvolver práticas pedagógicas pautadas na/pela reflexão. Contato principal: [email protected]

scholarly journals Resistance to learning as a relevant factor in the educational process

2018 ◽  
Vol 50 (1) ◽  
pp. 7-24
Author(s):  
Slobodanka Antic
Keyword(s):  
Learning Process ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
The Social ◽  
Holistic Understanding ◽  
School Faculty ◽  
Developmental Characteristics ◽  
Teaching Learning ◽  
The Relationship ◽  
Different Sources

By pointing to the significance of the concept of resistance to learning, the paper is aimed at enhancing understanding of the attitude of pupils/students towards teachers, the teaching/learning process, educational process in general, and, consequently, learning outcomes. The concept refers to all oppositional behaviours of an individual in the educational context. The paper provides an overview of different ways of demonstrating resistance to learning and systematically presents different sources of this phenomenon, which can be explained by the developmental characteristics of the age, the very nature of the learning process, the characteristics of the teaching/ learning process, the nature of the relationship with the teacher and the relations within an institution (school/faculty), and the socio-cultural milieu from which the pupil/student comes. The interpretation of the phenomenon is placed within the social constructivist explanatory framework. The strategies and methods for overcoming resistance to learning have been proposed. The paper points to the necessity of an interdisciplinary approach and holistic understanding of pupils in the teaching process.

scholarly journals Social voices, rural education and life projects: A dialogical analysis of practices at SERTA (Alternative Technology Service)

2021 ◽  
pp. 1-28
Author(s):  
Niceia Andrade da Silva ◽  
Flavia Mendes de Andrade e Peres
Keyword(s):  
Educational Process ◽  
Motivation To Learn ◽  
Educational Support ◽  
Dialogic Discourse ◽  
Alternative Technology ◽  
The Awakening ◽  
School Time ◽  
Technology Service ◽  
The Social ◽  
Life Projects

The main objective of this article is to understand the educational practices of Alternative Technology Service (SERTA), through the contributions of the Educational Support Program for Sustainable Development (PEADS) for the construction of students' Life Projects. Based on the Dialogic Discourse Analysis (DDA) of the Bakhtinian circle, it is intended to analyze, in what way and to what extent, the social voices that permeate the experienced activities are perceived in the statements of the subjects that permeate this educational space and contribute to your Life Projects. The results point to the PEADS methodology and Pedagogy of Alternation experienced in SERTA, as possibilities for individual and collective growth and contribute to the protagonism of the subjects, the awakening of the feeling of belonging to a social group, the motivation to learn, research and share the diverse knowledge that is learned in the course, either during the moments of immersion of school time (ST), or in the activities of community time (CT), by providing the opportunity for individual and collective listening and appreciation of the subjects throughout the entire educational process experienced in the Technical Course in Agroecology.

scholarly journals Preventing, Reducing and Ending LGBTQ2S Youth Homelessness: The Need for Targeted Strategies

2016 ◽  
Vol 4 (4) ◽  
pp. 86-96 ◽  
Author(s):  
Alex Abramovich
Keyword(s):  
Homeless Youth ◽  
Health Concern ◽  
Youth Homelessness ◽  
Contextual Understanding ◽  
The Social ◽  
Critical Action ◽  
Youth Population ◽  
The Government ◽  
Critical Action Research

Gender non-conforming and sexual minority youth are overrepresented in the homeless youth population and are frequently discriminated against in shelters and youth serving organizations. This paper provides a contextual understanding of the ways that institutional and governmental policies and standards often perpetuate the social exclusion of lesbian, gay, bisexual, transgender, queer, and 2-Spirit (LGBTQ2S) youth, by further oppression and marginalization. Factors, including institutional erasure, homophobic and transphobic violence, and discrimination that is rarely dealt with, addressed, or even noticed by shelter workers, make it especially difficult for LGBTQ2S youth experiencing homelessness to access support services, resulting in a situation where they feel safer on the streets than in shelters and housing programs. This paper draws on data from a qualitative Critical Action Research study that investigated the experiences of a group of LGBTQ2S homeless youth and the perspectives of staff in shelters through one-on-one interviews in Toronto, Canada. One of the main recommendations of the study included the need for governmental policy to address LGBTQ2S youth homelessness. A case study is shared to illustrate how the Government of Alberta has put this recommendation into practice by prioritizing LGBTQ2S youth homelessness in their provincial plan to end youth homelessness. The case study draws on informal and formal data, including group activities, questions, and surveys that were collected during a symposium on LGBTQ2S youth homelessness. This paper provides an overview of a current political, social justice, and public health concern, and contributes knowledge to an under researched field of study by highlighting concrete ways to prevent, reduce, and end LGBTQ2S youth homelessness.

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