Relationships with knowledge in the school for special needs: a science study

Authors

  • Fabiana Neves Bertolin Escola Municipal de Educação Especial Ali Bark, Curitiba
  • Odisséa Boaventura Oliveira UFPR

DOI:

https://doi.org/10.22600/1518-8795.ienci2018v23n3p171

Keywords:

Multiple languages, Relationship to knowledge, Intellectual disability

Abstract

This research has as starting point a didactic sequence on the topic Water developed through multiple languages (visual, literary, audiovisual, artistic, computational, scholarly) and was applied to five students who attended the 3rd year of Elementary Education of a School for Special Needs. The objective was to analyze the relationships with knowledge established by those students with intellectual disability. The analysis pointed to six initial categories: Relationship with the Material, Relationship with the Multiple Languages, Relationship with the Spaces Used, Relationship with the Learning, Personal Relationship and Interpersonal Relationship, that were grouped in three intermediate categories: Epistemic Dimension, Identity Dimension and Social Dimension, culminating in the final category called Relationship to Knowledge. This study sought to broaden discussions about the construction of knowledge by the public of special education, in addition to pointing out the relevance of a teaching proposal that involves educational practices, kinesthesia, concept formation and language development.

Author Biographies

Fabiana Neves Bertolin, Escola Municipal de Educação Especial Ali Bark, Curitiba

Pedagoga, especialista em Psicopedagogia e em Educação Especial, Mestre em Educação

Odisséa Boaventura Oliveira, UFPR

Profesora do Programa de PPGE e do PPGE:TPEN

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Published

2018-12-22

How to Cite

Bertolin, F. N., & Oliveira, O. B. (2018). Relationships with knowledge in the school for special needs: a science study. Investigations in Science Education, 23(3), 171–186. https://doi.org/10.22600/1518-8795.ienci2018v23n3p171

Issue

Vol. 23 No. 3 (2018): Dezembro de 2018

Section

Artigos

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