SPECIAL EDUCATION AND THE POSSIBILITY OF LEARNING SUPPORT: OTHER WAYS TO DO

Authors

  • Cláudia Rodrigues de Freitas
  • Ana Carolina Christofari
  • Mauren Lúcia Tezzari

DOI:

https://doi.org/10.17058/rea.v24i2.4848

Keywords:

Special Education, Assessment, Pedagogical Activity, School Inclusion

Abstract

The aim of this article is to bring together different areas of pedagogical activity in the classroom through Special Education (SE) in preschool and elementary education. The study analyzes the following question: how SE is bringing together pedagogical practice to support the learning of students deemed to have Disabilities, Pervasive Developmental Disorder (PDD) and High Ability (HA) in ordinary classrooms. It begins by discussing the fundamental role of assessment in producing movement and putting in place new pedagogical relationships between students and teachers. The source of analysis is the classroom scenario, with Michel Foucault and Complex Thinking as the main players and teachers. The study and its scenarios take place within the Municipal teaching Network of Porto Alegre, where the three researchers come together and share experiences. The experiences reported were chosen to give visibility to the work that links students, families and schools.

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Author Biographies

  • Cláudia Rodrigues de Freitas
    Doutora e pós-doutora em Educação (UFRGS). Endereço: Prédio 12201/sala 411 - Av. Paulo Gama, s/n Brasil - CEP 90046-900. Endereço eletrônico: freitascrd@gmail.com
  • Ana Carolina Christofari
    Mestrado e doutorado em Educação (UFRGS). Endereço: Prédio 12201/sala 411 - Av. Paulo Gama, s/n, Brasil - CEP 90046-900 Endereço eletrônico: carolc29@gmail.com
  • Mauren Lúcia Tezzari
    Mestrado e doutorado em Educação (UFRGS). Endereço: Prédio 12201/sala 411 - Av. Paulo Gama, s/n Brasil - CEP 90046-900. Endereço eletrônico: maurentezzari@gmail.com

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Published

2016-07-19

Issue

Vol. 24 No. 2 (2016)

Section

Artigos

License

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How to Cite

SPECIAL EDUCATION AND THE POSSIBILITY OF LEARNING SUPPORT: OTHER WAYS TO DO. (2016). Reflexão E Ação, 24(2), 137-155. https://doi.org/10.17058/rea.v24i2.4848