Formação de monitores da educação especial com base no conceito de coletividade da defectologia de Vygotsky

Abstract

This dissertations is the result of a research in a Municipal Elementary School located in the city of Jaguarão/RS, which analyzes the contribution of a formation process of the special education needs teaching assistant’s, using as guiding theoretical the text “La colectividad como factor de desarrollo del niño deficiente” of Vygotsky's defectology. The main theoretical concepts used were Vygotski’s texts from the tome V (1997), the Warchauer’s collaborative conversation wheels (1993), Soller (2016), Damiani (2008) and the special education needs teaching assistant’s current legislation. This is qualitative research, using as a methodologic procedure the pedagogical intervention, through which a training was held with three special needs teaching assistant’s. To collect data, were used: semi structured interviews, participant observation and documentary research.The data analysis was done through the discursive textual analysis. The results were expressed by emerging categories entitled: “The inclusion of students with disabilities: society,family and school roles”; “The special education needs teaching assistant’s and their perspectives about inclusion”; “Fundamental concepts about Vygotski’s theory: an evaluation applied to the special education teaching assistant’s”. Each one of them resulted in subcategories. The results show the need of specific formation to the special education needs teaching assistant’s and urgency to review the currency legislation, because it was seen their doubts about their roles in the school. On the collaborative conversation wheels, the dialogue and experiences exchanging helped the group grow.