Metodologia Problematizadora na formação de graduandos de Pedagogia em Comunicação Alternativa

Abstract

The initial teacher s training, considered a theme itself, is the object of this doctoral dissertation. Initial Teacher Training is both the theme and the object focus of this research. My intention was to plan, implement, and evaluate the effectiveness of an initial teacher training program, to work with Assistive Technology (AT) and especially with Augmentative and Alternative Communication (AAC), employing problem solving methodology. In addressing the key question f this research: Is initial teacher training to work with AT and AAC, employing problem solving methodology, effective to change Pedagogy undergraduate students misconceptions about deficiency and practices? it was necessary to know their conceptions as well as to engage them in the course planning. Another key element in the training proposal was the employment of the Problem Solving Methodology to educational issues that stimulates reflexive, creative and cooperative work. The research was developed from August 2008 to December 2010. An action research was conducted with 37 students from the Pedagogy course, two teachers in charge of discipline, 26 students with disabilities aged between 8 and 32 years of age, with no articulate speech and five teachers from a special public school. The study was developed in a classroom and in the Assistive Technology/Alternative Communication Laboratory of the Education College of UERJ, and in a special school. Questionnaires, filming, video production and several resources from Assistive Technology were used. The methodological procedures were as follows: administration of a questionnaire in order to characterize the Pedagogy s students and to become familiar with their concept of inclusive education, disability, AT and AAC. The questionnaire analysis revealed the student profile, their expectations toward this training and suggestions that guided the planning and implementation of the training course, as well as the practical activities. The training classes were provided with ample audiovisual material and practical development activities over the following topics: language, communication and interaction, disability, AT and AAC. The undergraduate students observed, planned and implemented the educational intervention with the students with disabilities. Data indicated changes in the students conceptions of disability, AT and AAC. Research provided the students with a real opportunity to practice what they have learned during the training period: starting from the observation of a classroom or a resource room, identifying a pedagogical problem and investigating it; evaluating possible factors and major issues of the selected problem and defining key points of the research; and, finally, test, at least, one hypothesis of solution in order to bring the research into the analyzed scenario. The study revealed the huge variety of AAC resources and strategies, adaptation of pedagogical material and computer resources developed by the students. This research also benefited special school teachers and students who, when introduced to AT and AAC resources, experienced this differentiating educational approach that presented students with wider communication and interactive opportunities.