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Abstract(s)
Este estudo pretendeu investigar as caraterísticas físicas de um corpus constituído por 35 Histórias Multissensoriais e explorar as conceções que dez profissionais têm acerca da construção e conto dessas histórias, em contexto escolar.
Trata-se de uma investigação descritiva que privilegia um olhar compreensivo e interpretativo, através de uma abordagem qualitativa. A recolha dos dados realizou-se através da pesquisa documental, mais propriamente fotografias dos componentes físicos das histórias, e da aplicação de entrevistas semiestruturadas a vários profissionais. Os dados recolhidos foram sujeitos a análise de conteúdo, com recurso ao software de análise qualitativa ATLAS.ti.
Os resultados mostram que as HMS caraterizam-se do ponto de vista físico por: páginas soltas de derivado de madeira ou feitas de cartão rijo reutilizado forrado com plástico autocolante, onde é aplicado, mais frequentemente, um objeto por página com recurso a objetos reais, permanentes na página, amovíveis totalmente ou soltos embora associados à página. A natureza funcional dos estímulos mais utilizada é exploratória, em que sobressaem as qualidades sensoriais relacionadas com a visão e o tato. As histórias são curtas, guardadas, maioritariamente, em caixas de cartão. Verificou-se que os professores assumem a realização de todo o processo de planificação, da construção de forma artesanal ou do conto da HMS. Procedimentos de análise de conteúdo, mostraram que os professores concebem a construção das HMS para um aluno específico, embora a sua utilização ocorra com grupos de alunos. Escolhem objetos reais, do quotidiano dos destinatários e materiais naturais (e.g. fruta, flores). O processo de construção envolve informalidade. O que motiva a construção destas histórias são as reações que as mesmas provocam nos alunos com limitações mais severas. No que diz respeito ao conto, todos os profissionais apontam para o recurso a algum improviso na narrativa ou na forma de facilitar os estímulos, em função da sua avaliação. O respeito pelas escolhas da criança ou jovem é mencionado por todos os participantes. No momento do conto, consideram ser essencial o apoio de outros profissionais. O que suscita maior apreensão para os profissionais é a forma de lidar com o aluno ou o receio de que este não compreenda a história.
ABSTRACT This study intended to investigate the physical characteristics of a corpus constituted by 35 multi-sensory stories (MSS) and to explore the conceptions that ten professionals have about the construction and storytelling of these stories, in a school context. It is a descriptive investigation that favors a comprehensive and interpretive view, through a qualitative approach. Data collection was carried out through documental research, more specifically photographs of the physical components of the stories, and through the application of semi-structured interviews with various professionals. Data collection were analyzed using content analysis, using qualitative analysis software ATLAS.ti. Findings from this study indicated that MSS are characterized from a physical point of view by: separate pages made of wood derivatives or made of reused hard cardboard lined with self-adhesive plastic, where one object per page is mounted on, using real objects, permanent on the page, fully removable or detached although associated with the page. The functional nature of the most used stimuli is exploratory, in which sensory qualities related to vision and touch stand out. The stories are short, mostly kept in cardboard boxes. It was found that the teachers assume the carrying out of the entire planning process, handcraft construction or the storytelling of the MSS. Content analysis procedures showed that teachers conceive the construction of HMS for a specific student, although their use occurs with groups of students. They choose real objects, from the everyday life of the listener, and natural materials (e.g. fruit, flowers). The construction process involves informality. What motivates the construction of these stories are the reactions they provoke in listeners with profound and multiple learning difficulties and other special educational needs. With regard to the short story, all professionals point to the use of some improvisation in the narrative or in the way of facilitating the stimuli, were on their evaluation. Respect for the choices of the child or young person is mentioned by all participants in the current study. At the storytelling, they consider the support of other professionals to be essential. What raises greater apprehension for professionals is the way of dealing with the student or the fear that he/she does not understand the story.
ABSTRACT This study intended to investigate the physical characteristics of a corpus constituted by 35 multi-sensory stories (MSS) and to explore the conceptions that ten professionals have about the construction and storytelling of these stories, in a school context. It is a descriptive investigation that favors a comprehensive and interpretive view, through a qualitative approach. Data collection was carried out through documental research, more specifically photographs of the physical components of the stories, and through the application of semi-structured interviews with various professionals. Data collection were analyzed using content analysis, using qualitative analysis software ATLAS.ti. Findings from this study indicated that MSS are characterized from a physical point of view by: separate pages made of wood derivatives or made of reused hard cardboard lined with self-adhesive plastic, where one object per page is mounted on, using real objects, permanent on the page, fully removable or detached although associated with the page. The functional nature of the most used stimuli is exploratory, in which sensory qualities related to vision and touch stand out. The stories are short, mostly kept in cardboard boxes. It was found that the teachers assume the carrying out of the entire planning process, handcraft construction or the storytelling of the MSS. Content analysis procedures showed that teachers conceive the construction of HMS for a specific student, although their use occurs with groups of students. They choose real objects, from the everyday life of the listener, and natural materials (e.g. fruit, flowers). The construction process involves informality. What motivates the construction of these stories are the reactions they provoke in listeners with profound and multiple learning difficulties and other special educational needs. With regard to the short story, all professionals point to the use of some improvisation in the narrative or in the way of facilitating the stimuli, were on their evaluation. Respect for the choices of the child or young person is mentioned by all participants in the current study. At the storytelling, they consider the support of other professionals to be essential. What raises greater apprehension for professionals is the way of dealing with the student or the fear that he/she does not understand the story.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial
Keywords
História multissensorial Características Conceções Multideficiência Multi-sensory stories Characteristics Conceptions Multiple disabilities
Citation
Mendes, M. R. R. (2022). Histórias multissensoriais: caraterísticas e conceções (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15708