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Master's Dissertation
DOI
https://doi.org/10.11606/D.25.2007.tde-22062007-155118
Document
Author
Full name
Tatiane Martins Jorge
Institute/School/College
Knowledge Area
Date of Defense
Published
Bauru, 2007
Supervisor
Committee
Caldana, Magali de Lourdes (President)
Mandra, Patricia Pupin
Peres, Sílvia Helena de Carvalho Sales
Title in Portuguese
Programa de orientação fonoaudiológica a alunos dos cursos de magistério e pedagogia
Keywords in Portuguese
educação
fonoaudiologia
prevenção
saúde escolar
Abstract in Portuguese
A atuação do fonoaudiólogo durante a formação dos professores possibilita que os mesmos estejam melhor preparados para lidar com os distúrbios da comunicação humana, bem como evitá-los. Os objetivos do presente estudo foram: 1) caracterizar o conhecimento dos alunos de Magistério e Pedagogia sobre os aspectos fonoaudiológicos; 2) comparar esses conhecimentos antes e depois do desenvolvimento de um programa de orientação fonoaudiológica; 3) investigar as percepções dos alunos com relação ao programa. Para esse fim, participaram do estudo alunos de um curso público de Magistério e de dois privados de Pedagogia, os quais foram solicitados a preencher um questionário com questões referentes aos aspectos fonoaudiológicos. Em seguida, iniciou-se o programa de orientação fonoaudiológica, constituído de cinco temas ('fala e linguagem', 'gagueira', 'leitura e escrita', 'audição' e 'voz') desenvolvidos em dias diferentes, durante os meses de setembro a dezembro de 2005, por meio da realização de palestras e da entrega de folhetos informativos. Imediatamente após o programa, os alunos foram reavaliados a partir da aplicação de um questionário final. As informações obtidas foram comparadas entre os cursos (Magistério e Pedagogia) e os dois momentos (antes e depois do programa). Os resultados revelaram que a Pedagogia mencionou maior contato prévio com a Fonoaudiologia e com indivíduos com gagueira e deficiência auditiva, tendo apresentado, de forma geral, maior conhecimento sobre os aspectos fonoaudiológicos. A análise comparativa entre os tipos de respostas apresentadas pelos alunos nos dois momentos evidenciou mudanças de conhecimentos para ambos os cursos, com predomínio no Magistério. Com relação à percepção dos alunos frente ao programa de orientação, verificou-se que as dúvidas foram esclarecidas e as expectativas atingidas. Além disso, os alunos consideraram que a linguagem utilizada pela pesquisadora foi acessível, a carga horária suficiente e os materiais gráficos importantes. A maioria dos alunos apresentou sugestões para a continuidade do programa. Dentre os temas abordados, verificou-se preferência or 'Voze 'Gagueira' 'no Magistério e 'Voz' na Pedagogia. Considerando a grande aceitação e receptividade dos alunos, professores e coordenadores dos cursos para o desenvolvimento do programa, bem como os resultados positivos alcançados, sugere-se a divulgação dessa proposta a outros municípios.
Title in English
A program of phonoaudiological guidance to students of teaching and pedagogy
Keywords in English
education
language and hearing science
prevention
school health
speech
Abstract in English
The role that a speech, language and hearing therapist plays during a teacher's education allows these to better deal with human communication disorders as well as avoiding them. The present study aimed to: 1) classify the knowledge of students of Teaching and Pedagogy about phonoaudiological aspects; 2) compare this knowledge prior and after the development of a program of phonoaudiological guidance; 3) investigate the students' perceptions on this program. In order to gather these bits of information, students of a public course of Teaching and of 2 private ones of Pedagogy from Bauru/SP, took part in this study, and were requested to fill in a questionnaire with questions concerning phonoaudiological aspects. After that, the program of phonoaudiological guidance was initiated, which was constituted of 5 themes ('speech and language', 'stuttering', 'reading and writing', 'hearing', and'voice') developed on different days during the months of September to December, 2005. In this period, the researcher conducted lectures and gave handouts to the participants. Immediately after the program, the students were reevaluated through a final questionnaire. The bits of information obtained were then compared between the courses (Teaching and Pedagogy) and the two periods (prior to and after the program). The results revealed that the students of Pedagogy mentioned more previous contact with Speech, Language and Hearing Science and with stutterers and hearing disorder patients as well as presenting better knowledge about phonoaudiological aspects. he comparative analysis between the types of answers presented by the students in the 2 periods evidenced changes of knowledge for both courses, with a predominance in Teaching. As regards the perception of the students on the guidance program it could be observed that the doubts were clarified and expectations met; besides, the students considered that the oral language used by the researcher was understandable, the workload appropriate and the graphic material important. Most of the students gave suggestions for the continuity of the program. Among the themes approached, there was a preference for 'voice' and 'stuttering' in Teaching and 'voice' in Pedagogy. Considering the great acceptance and receptivity on the part of students, teachers and coordinators of courses for the development of the program, as well as the positive results achieved, a disclosure of this proposal to other municipalities is suggested.
 
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TatianeJorge.pdf (3.63 Mbytes)
Publishing Date
2007-07-03
 
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