O distúrbio do processamento auditivo central na formação continuada de professores

Abstract

This research has the Central Auditory Processing Disorders (CAPD) as the subject in the continuing education of teachers. It aims to answer the following questions: Does the teachers know about the Central Auditory Processing Disorders? Which pedagogical practices should the teacher make use of in front of the child with such alteration? The main goal is to introduce and discuss, in educacional trainning, by using a manual, teachers possible practices in front of the child diagnosted with CAPD. In an specific way, it aims to: verify teacher’s knowledge about the disorder and help them at working with chilldren who have them; developing activities that facilitate the child’s with CAPD learning process.; elaborating a manual that helps working with those children. Our premise is that teachers don’t have knowledge about the disorder and, because of that, don’t know how to procede in front of these children. It is a qualitative research, and the data collecting process are semi-structured interviews. The reseach’s universe is a public school set in the city of Santo André, and the subjects are 9 teachers that teach the same school. It is important to remember that, because of the corona virus pandemic, the interviews were made by the WhatsApp app by video calls. The theoretical reference will be based on authors that conceptualize the Central Auditory Processing and its alterations, such as: Pereira e Schochat, Pinheiro e Capellini, Simon e Rossi, Neves e Schochat and in authors that approach the continuing education, like: Gatti, Nóvoa e Tardif. For the formation, we elaborated a manual that contains the informations about the disorder and sugestions of activities that can be worked with all children, some may be part of a daily routine, depending on the age group of each teachers performances. The results point out that most female teachers demonstrate having a notion about the matter, however, still don’t know how to deal and recognize children with CAPD. The female teachers received orientations on how to deal with a child diagnosted with CAPD, however, none of them have activities that they can accomplish in order to help estimulate these children hearing habilities.