O papel do supervisor no trabalho com crianças com dificuldades de aprendizagem específicas/dislexia
Ficheiros
Data
2011
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Desde há muito tempo que os professores se deparam, nas salas de aula, com alunos que apresentam níveis de inteligência normais ou até, em muitos casos, acima da média, que não tendo carências de tipo sociocultural, distúrbios emocionais e, tendo um desenvolvimento normal nas outras áreas, evidenciam problemas específicos de leitura e de escrita, tendo-os acompanhado nos vários graus de ensino.
A escola e os seus professores muitas vezes não se apercebem da natureza destes problemas e, por não os tomarem em linha de conta na fase inicial, ou por não terem sido sensibilizados na sua formação, tendem a não intervir da forma mais correcta.
A aprendizagem deve atender ao nível de desenvolvimento do aluno, mas ao realizar-se, possibilita ao aluno atingir um nível de desenvolvimento mais elevado e complexo. O professor é responsável por este processo; ele deve propor ao aluno tarefas de aprendizagem que estejam adequadas ao seu estádio de desenvolvimento e que ajudem a esse mesmo desenvolvimento, o qual, por sua vez possibilitará a aprendizagem de tarefas cada vez mais abstractas e complexas.
Em paralelo com o aluno, também os professores têm os seus níveis de desenvolvimento a permitir determinadas tarefas que o supervisor deve propor e gerir. O objectivo do supervisor pedagógico passa para além da sua acção sobre os professores, para atingir, em última análise e através destes, o processo de desenvolvimento e aprendizagem dos referidos professores. A missão do supervisor é ensinar, ou melhor, facilitar a aprendizagem do professor podendo fazê-lo de diferentes formas.
Com este trabalho pretendemos analisar a acção supervisora no trabalho com crianças com dislexia e tentar perceber até que ponto a actuação do supervisor pode interferir no processo de aprendizagem de crianças com dislexia integradas numa turma de ensino regular. Para isso foi implementado um questionário do qual resultou um conhecimento mais representativo da opinião dos professores sobre esta temática.
Since a long time ago teachers face, in their classrooms, students that show average levels of intelligence or, in some cases, above average, that without any kind of social or cultural need, emotional problems and, with a normal development in other areas, show specific reading and writing problems, that follow them throughout the different levels of learning. Often, school and teachers do not understand the full extent of these problems and by not taking them into account in an early stage, or because their attention has not been called to them during their training, they tend to intervene in an unsuitable way. The learning process should be suitable to the level of development of the pupil but it should also enable the pupil to achieve a higher and more complex level of development. The teacher is responsible for this process; he should give the student learning tasks that are suitable for the pupil’s level of development and that help him in the process which will make the learning tasks more complex and abstract possible. As the pupil, also the teachers have their levels of development allowing certain tasks that should be suggested and balanced by the supervisor. The aim of the educational supervisor goes beyond his action on teachers, to achieve, ultimately through them, the development and learning process of the mentioned teachers. The mission of the supervisor is to teach, or better said, to facilitate the learning process of the teacher, doing it in different ways. With this work we aim to analyze the supervisor action on the work with children with dyslexia and try to understand to which extent the action of the supervisor can interfere in the learning process of children with dyslexia in a regular class. To that a questionnaire was implemented and the result is a more representative knowledge of the teachers’ opinion on the subject.
Since a long time ago teachers face, in their classrooms, students that show average levels of intelligence or, in some cases, above average, that without any kind of social or cultural need, emotional problems and, with a normal development in other areas, show specific reading and writing problems, that follow them throughout the different levels of learning. Often, school and teachers do not understand the full extent of these problems and by not taking them into account in an early stage, or because their attention has not been called to them during their training, they tend to intervene in an unsuitable way. The learning process should be suitable to the level of development of the pupil but it should also enable the pupil to achieve a higher and more complex level of development. The teacher is responsible for this process; he should give the student learning tasks that are suitable for the pupil’s level of development and that help him in the process which will make the learning tasks more complex and abstract possible. As the pupil, also the teachers have their levels of development allowing certain tasks that should be suggested and balanced by the supervisor. The aim of the educational supervisor goes beyond his action on teachers, to achieve, ultimately through them, the development and learning process of the mentioned teachers. The mission of the supervisor is to teach, or better said, to facilitate the learning process of the teacher, doing it in different ways. With this work we aim to analyze the supervisor action on the work with children with dyslexia and try to understand to which extent the action of the supervisor can interfere in the learning process of children with dyslexia in a regular class. To that a questionnaire was implemented and the result is a more representative knowledge of the teachers’ opinion on the subject.
Descrição
Dissertação de Mestrado em Ciências da Educação/Especialização em Supervisão Pedagógica
Palavras-chave
Supervisão pedagógica , Dislexia , Desenvolvimento profissional , Professores , Ensino/aprendizagem