Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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COSTA Maria of the Piedade Resende of the
Program of Masters degree in Special Education
Federal university of São Carlos
Paulo Paulo Brasil
piedade@power.ufscar.br
PEREIRA,Josefa Lídia Costa
Project Silver of the House
Federal university of Maranhão
Maranhão Brasil
Introduction
This study presents an analysis of the pedagogic practice of the Teachers of Arts with visual deficient students in their classrooms of the regular teaching of the state net of teaching in São Luís - MA. It is investigated as the Teacher of Arts has been adapting the contents of arts that demand the use of the vision and that it forms those students has been taking advantage those knowledge turning them functional for his/her daily one.
In what concern the deficient visual, it can be inferred that the teaching of arts contributed significantly to his integral development, so that the knowledge assimilated in that field will enrich their life experiences, as well as they will contribute to his/her integration in the society. That is possible because through the art he/she works her
"with the sensibility, the possibility of creative relationship with the world, stimulating the self-expression and reinforcing him ME of each individual, enlarging the conscience of their potentialities, the conscience of the middle and of the possibilities to act on him." (Pereira, 1981, p. 12)
For considering those important aspects that to follow a study will be presented on the teacher's of arts pedagogic practice close to the visual deficient students integrated in the regular teaching of the city of São Luís, State of Maranhão - Brazil.
The analysis of this research incorporated several such aspects as: the teacher's expectation in relation to the blind student's potential; adaptation of the subject supplied at classroom so that the blind student obtains larger income and learning; it forms of to analyze and to evaluate the works accomplished by the blind students; resolution of difficulties in the application of activities merely visual with the blind student; importance/function attributed to the activities of the discipline for his/her blind student's practical life;
Method
Choose of the sample
In a first moment it was accomplished the Coordination of Visual Deficient close to, linked to the" Consultant of Special Teaching", of the Management of Human Development of the State of Maranhão, a rising in which the number of state public schools of regular teaching was gotten, in São Luís, that you/they possessed deficient visual .and of subnormal vision integrated. In that raising it was detected five schools, being one of fundamental teaching and four of medium teaching.
The participants' characteristics
They participated in the present study seven teachers of regular classes with visual deficient students integrated in their disciplines of Arts. They were chosen exactly for they possess visual deficient students in their classrooms.
They were denominated of P (Teacher) following by a numbering applied specific (P1, P2, P3, P4, P5, P6, P7). P1 just possessed the Teaching with additional studies and it exercised their activities in the teaching of 1st degree. P3 was concluding the Course of History and it also studied pedagogy. The other participants were Teachers of Arts with different qualifications (Scenic Arts, I Draw or Plastic arts).
Instruments
To accomplish this study she opted for two analysis instruments:
The direct observation had the purpose of supporting the interview itinerary turning the depositions of the clearest and concise interviews.
Materials / equipment
Paper, pen, ribbons personal computer-cassette / a personal computer-tape recorder of the mark Panassonic.
Regarding the interviews, they were accomplished at the schools with the teachers, individually, in places chosen by the same ones, (teachers' room, video room, room of the Direction and rooms of empty classes).
Procedures for data collection
Procedures for the analysis of the data
It is stood out that the data were analyzed quality and quantitatively.
Results
The predominant language in the program of arts concentrated on the area of plastic surgeries, in spite of other areas of arts they have composition the plan of course of the discipline. P1 presented larger concentration in his/her teaching program, activities of plastic arts.
In the medium teaching, certain uniformity was observed as for the teaching program used by the participants P2, P3, P4 and P7. All worked with History of the Art and there were not aspects essentially practical of Plastic arts, Scenic and of Music. This felt in execution to the Gradual Program (PSG), adopted by the Federal University of Maranhão (UFMA), whose objective is it of facilitating the student's entrance in the Higher education, without the need of the traditional College entrance exam.
The participants P5 and P6, in spite of they be teachers of the Medium Teaching, and of the Schools they adopt PSG, they concentrated the subjects of their programs in more practical aspects of the area of plastic arts.
As for the selection of contents of the disciplines, most if it guided in specific literature in the area of arts (as books. besides the didactic ones, magazines) and also in PSG. Other participants left of the student's need and of teachers' suggestions with more experience in the area of teaching of arts.
Regarding the teacher's item difficulties concerning applicability of activities of plastic arts with visual deficient students, it was detected that the type of sensorial limitation has direct relationship with the success or that student's failure. This is confirmed explicitly when P1 and P4 present as larger difficulty the explanation of the color to the blind men.
Concerning the evaluation of the deficient ones visual, it was verified that this era accomplished quantity and qualitatively, so much individual as group and if it didn't differentiate of the evaluation done with the seers in terms of collection of knowledge.
To the if it investigates the procedures used in the teaching of arts, in the drawing area, with visual deficient students, it was verified that just P5 and P7 had already developed the subject with their students. P5 presented the subject in two different moments. In the first it divided the group in groups, where each student received a text entitled ‘Elementos Compositivos’ (geometric point and line). After reading and discussion in groups, the teacher made use of the picture to explain the subject contained in the text. P7 accomplished the same activity using strings, lines drawn in the ground of the classroom and the wallets of the room to explain point and line involving all of the students of the group. As much P5 as P7 didn't demonstrate difficulties during the execution of that subject with visual deficient integrated students, their second speeches.
When verifying the teacher's of arts expectation in relation to the visual deficient student's learning, it can be considered that most of the participants (P1, P2, P5 and P7) he/she hoped their students had a satisfactory learning. P3 demanded a reflexive and critical posture from his/her student in relation to the facts contained in the History of the Art. P4, for his time, reveals that his/her expectation was the same expected of the student of normal vision, because their students should have" minimum understanding on the discipline." P6 admits that in the beginning had fears and doubts as for their visual deficient students' good acting, but later that expectation went up to his/her point so much to wait surprising results of their students' acting.
When lifting a hypothesis of application of the activity cutting-collage with visual deficient students, the teachers admitted to be possible to accomplish her/it with students of reduced vision and blind students, being necessary for these the attendance or it helps of a person seer. Only a teacher discarded the possibility of accomplishment of the activity of cut and necklace with blind. They emphasized that the expected results of practical works of arts done by blind men, that you/they involve visual knowledge, they differ of those coming results of the student’s seers, in aesthetics terms.
When it was questioned on the study of the color with the blind men, P1 didn't recognize any importance for the blind man's life. P2 affirmed that it would be completely bewildered by not knowing how to proceed that clientele close to. Even so, it didn't discard the possible importance of that study; he/she alleges however that his/her experience doesn't allow to notice that importance. P3 commented on that it would pass that information through the public speaking. P4 considers the knowledge on the colors fail and little efficient for the blind man's understanding. P5 recognizes that the color can be important for the blind man concerning the clothing and the only road to explain that subject is the study associated to the feelings. P6 said that it would use paper plates with varied textures; each one would correspond to a certain color. In understanding of P6 that work with the colors it would be only important for those blind students that hereafter will be teaching for students seers. In what he/she concerns the others deficient visual that artifice would not have so much importance. P7 says that any attempt of explaining that theme would limit the blind man's capacity and it would turn constraining teaching situation for the own deficient visual and for the students seers. He/she saw as only form of accomplishing a study of colors making the association with the phenomena of the nature.
As for the objectives of the teachers of arts when supplying his/her discipline, it was observed in their reports that most of the participants tried to present to their students, in general, the importance of the art in the human life, breaking barriers of the prejudice and indifference around the art.
This study allows considering that the teachers' of arts difficulties, in relation to the application of activities of the plastic language, happened for the ignorance of the visual deficient students' special educational needs and for the exchange absence with teachers of the special education. The existent politics in the courses of teachers' training for the regular teaching on the deficiencies are still deficient. Same not stopping information on their special students, the teachers of arts tried to integrate their blind students and of subnormal vision in the tasks of the classroom, important step for those students' integration/inclusion.
Finally, we understood that the Teachers need to be oriented better about the special educational needs of the deficient ones visual; in order to they create favorable conditions for the learning in art.
Bibliography
BARDIN, L. Analysis of Content. Lisbon: edition 70.
CARDOSO, M. C. OF F. Adapting the content using great areas of curricular. Brasília: CORDE, 1997.
MARTINS, M. C. F. D. & PICOSQUE, G. & WAR, M. T. T. Didactic of the art teaching: the language of the world: to write poetry, to own and to know art. São Paulo: FTD, 1998.
PEREIRA, M. L. M. ET. AL. The art as process in the creation. Rio of January: Funarte, 1981.
ROCHA, H. Ensaio on the problem of the blindness: prevention. recovery rehabilitation. Belo Horizonte, Fundação Hilton Rocha, 1987.
SOUZA, A. Plastic arts in the school. 4a. ed. Rio de Janeiro: Bloch, 1973.
SCHOLL, G. T. The children's education with visual disturbances. In: Education of Exceptional: the child's education and of the exceptional youth. 2nd part. Rio of Cheerful Janeiro/Porto: Globe, 1982.
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