Relação professor-aluno com Síndrome de Down: dificuldades enfrentadas por uma professora em sala de aula

Abstract

This study aims to understand the difficulties that the teacher faces in its relationship with the student with Down syndrome. And as a specific objective to identify and analyze how the difficulties interfere with the teacher's pedagogical practice with the student with Down syndrome. Recent studies indicate and prove that teachers are not providing children with Down syndrome, access to knowledge, since the teacher does not have enough information on the subject so that he, as a professional, knows how to handle a child with special educational needs in their classroom. The research was conducted at a private school located in Santana, a teacher with a student with Down syndrome. Systematic observations were made in the context of the classroom and informal conversations with the teacher about the difficulties faced by it in relation to the student with Down syndrome. Since the conversations were recorded with the aid of an audio recorder, which were later transcribed and analyzed thoroughly. The results of the observations, the exchange of knowledge in collaborative research and guidelines, indicated that the difficulties facing the teacher in the classroom is mainly related to poor training, both initial and ongoing. This study provided some of the difficulties of living teacher in the classroom with the student with Down syndrome, such as misconception about school inclusion, fata knowledge appropriate strategies for working with children with Down syndrome, lack of knowledge specific about Down syndrome. These contributions have emerged from the teacher materials taken for a collective discussion with the researchers, guidelines based on prior knowledge about the school practice, thus contributing to the educational advancement of that environment.