Showing papers on "Psychopedagogy published in 2018"

Antecedentes históricos en el desarrollo de la Psicopedagogía en Chile

Abstract: Psychopedagogy in Chile is the result of a permanent forward whose roots appear in the development of Special Education (S. XIX) and the integration of psychology (S. XX) as a science that studies the cognitive processes. There is evidence that the pedagogical impetus of the University of Chile, associated with teachers Irma Salas and Amanda Labarca, allowed the development of research to understand new ways of teaching and learning as well as investigate the barriers that was faced the students in experimental schools founded in the 1930s, epitomized was the Liceo Experimental Manuel de Salas. In later form associated investigations are carried at Children's Hospitals, mainly in the area of psychiatry to address the so-called Learning Disabilities. Decant the profession in its institutionalization to the 1980s, which is awarded for the first time the professional title of Psicopedagogo .

Educação inclusiva: o trabalho pedagógico do professor para com o aluno autista no ensino fundamental I

Abstract: The present article was to investigate the pedagogical/teaching work of teachers to the public-target students of special education, particularly with regard to students with autism spectrum disorder (ASD). To this end, a field research was carried out with a qualitative research approach and had as a methodological procedure, the case study, using data collection, from a semi-structured questionnaire with 7 open questions. Participated in the study three teachers of a municipal elementary school I of Bauru, in which each of them, respectively, obtained diverse experiences for the student, currently inserted in the year 2018 of the 3rd year, highlighting the social interactions Experienced and aimed at the difficulties faced by teachers in teaching work, although they possess the continuing education, the Psychopedagogy, in which it was aimed to approximate the research with reality. As a result, it was verified that there are many barriers to be overcome until we can call it effective work, within inclusive education on the profile of this public. Also verified, through the questionnaires, that the student uses collaborative practices offered by the school that include not only the regular teacher, but also the specialist teacher, who works in the Specialized Educational Service (AEE), In the resource room and the assistance of a caregiver to accompany it, in the applicability of the adapted activities, according to the teacher. He concluded that although the teachers have continued training on the subject addressed, they still face difficulties in the pedagogical work.

Initial training of future education professionals: are you prepared for inclusion?

Abstract: There is no doubt that we are training our future professionals academically, responding to the curricula designed for such a profession. But the question is whether we are educating them in terms of the responsibility and commitment both to the profession and to the students they have to train. The objective of this research work is to identify the attitude of future professionals toward professional ethics, that is, the attitude of those professionals who will work in an educational centre: teachers, pedagogues, and educational psychologists. In addition, we aimed to find out which are the most significant characteristics of being a good professional. In our research we adopted the descriptive method and for data collection we used an attitude scale. We used the one designed by Hirsch (2005) entitled "Scale of Attitudes on Professional Ethics", obtaining satisfactory indicators of reliability and validity. Our sample was composed of the students of the last year of four degrees. It was representative with a 95% confidence level, and 452 students participated. To calculate this we applied simple random sampling, considering the finite population. Of the total sample, 30.8% was represented by students from the degree of Infant Education, 20.5% by Primary Education, 22.1% were studying Pedagogy and 25.3% of the sample was from Psychopedagogy. Our final conclusion is that we do not wish to make the participating students more ethical, but rather that they are able to think ethically about their professional performance. While there is consciousness about ethics, it is very necessary to think more deeply about them, because all students should have been in agreement an ethical attitude. The future education professionals must be able to think ethically about their professional performance. Only then, we will be able to guarantee their commitment to inclusion, because inclusion is an attitude to the teacher.

Investigación en psicopedagogía: aplicación de una herramienta de lectura epistemológica

Abstract: Entering into research in psycho-pedagogy allows us to observe the existence of 'a scientific process' in terms of the production of theoretical and / or methodological knowledge related to the problem of learning. Mostly, these are qualitative studies that use socio-ethnographic techniques, of participatory action or clinical exploration. Therefore, from 2006 to actual date, this research team has designed research tools appropriate to each selected theme. For the research "Production of categories in psychopedagogy and their epistemological sustentations. Argentina 2014-2017 "the epistemological reading tool technique was created to analyze psychopedagogical texts." The intention of this article is to contribute to the psychopedagogical field the results of the application of this tool, potentialities and feasible difficulties to be reworked in new implementations.