Made available in DSpace on 2016-04-04T18:27:28Z (GMT). No. of bitstreams: 1 VILMA BASTOS.pdf: 247693 bytes, checksum: 5110159419478b2b1c4593ed6e717979 (MD5) Previous issue date: 2007-02-08 / The main objective of this report was to identify how the teacher defines the Attention Deficit/Hyperactivity(AD/H). The data collected through questionnaire elaborated specifically for this report had been analyzed in a qualitative form, giving not only the definition of AD/H, but also data about the practice of each teacher who was heard in this research. The report showed that the concept defined for the teachers is not far from the used scientific definitions. The information about the teachers practice is that the difficulty of work with the pupils AD/H exists and it is related to the lack of structure and technician support offered by the schools, mainly the public schools. Professional help from psychologists is what is considered a technician support. Besides that, this support, offered or not by the school, was showed that the work of the psychologist is believed to be what provides the solution of all problems in the classroom, therefore that only this professional can help to include the pupil with AD/H, as if it was possible to with hold the school and the family responsibility of work together as a group to achieve the goal. / O principal objetivo deste estudo foi identificar como o professor conceitua o D?ficit de Aten??o/ Hiperatividade(DA/H). Os dados, coletados atrav?s de question?rio elaborado especificamente para este estudo, foram analisados de forma qualitativa, fornecendo al?m da defini??o sobre o DA/H, dados sobre a pr?tica docente de cada professora ouvida nesta pesquisa. O estudo mostrou que o conceito definido pelas professoras n?o se distancia das defini??es cient?ficas utilizadas. Quanto ? pr?tica docente os dados informaram que existe a dificuldade de trabalho com os alunos com DA/H que se relaciona com a falta de estrutura e apoio t?cnico oferecidos pelas redes de ensino, principalmente a rede estadual, fazendo com que as professoras n?o encontrem formas de solucionar essas dificuldades. Por apoio t?cnico, entende-se atendimento profissional de psic?logos. Ainda com rela??o a este apoio, oferecido ou n?o pelas redes de ensino, a pesquisa revelou que existe a cren?a de que o trabalho do psic?logo ? que pode proporcionar a solu??o dos problemas existentes na sala de aula, ou seja, que este profissional sozinho pode ajudar na inclus?o do aluno com DA/H, como se fosse poss?vel isentar a escola e a fam?lia do trabalho conjunto para esse fim.

L'hypothèse que j'émets au début de cette enquête est la suivante : ce n'est pas l'acte de formation lui-même qui est décisif, mais l'envie de formation. Plus précisément, ce n'est pas l'acte de candidature qui peut à lui seul faire bouger les pratiques mais la formulation par le maître d'un questionnement. Pour étayer ma thèse, j'ai constitué quatre groupes d'enseignants : le premier groupe (GE) est composé de 15 enseignants ayant formulé une demande de formation sur l'exploitation des évaluations nationales et un suivi de cohorte au CE2 avec les mêmes élèves, formation qu'ils ont obtenue ; le groupe témoin 1 rassemble des professeurs qui ont formulé la même demande et qui n'ont pas été retenus ; le groupe témoin 2 se compose de maîtres n'ayant pas souhaité être formés et qui sont inscrits d'office ; le groupe témoin 3 rassemble des enseignants qui ne demandent rien et qui sont exaucés dans leur non demande. Les évaluations de 564 élèves - 140 environ par groupe - à trois moments successifs étalés sur une année m'ont permis de mener une analyse comparative et de tirer quelques conclusions sur l'influence de l'engagement, avec ou sans formation, sur les performances scolaires et les comportements des élèves. / The hypothesis which I would like to bring about at the beginning of this survey is on the following : It is not the training experience which in itself is the deciding factor, but the training drive. To be more precise, it is not the enrollment in a training program which can alter the course of events but the teacher's formulation or teaching staff's questioning. To emphasize my thesis, I have made up four groups of teachers : the first group (Experimental Group) is which made up of fifteen teaching staff having requested a training session on the usage of the national primary school evaluations for eight year olds, following the next school year with the same group of pupils and the above staff succeeding in obtaining their teacher's training education. The second group is made up of teachers who have requested to be enrolled but have not been accepted. The third group is made up of teachers which have not wished to be trained and having nevertheless been officially enrolled in this training session. The fourth group is made up of teachers who have not asked anything and who will not be enrolled. 564 pupils (around 140 per group) have been evaluated at three successive periods, during one year. This has given me to bring about a comparative analysis, and draw some conclusions on the influential commitment with or without training on pupils' scholastic performance.

En matière de politique linguistique et éducative, l’Algérie a été confrontée à des problèmes de choix d’orientation. D’une part, le système éducatif s’est trouvé face à des différents problèmes d’ordre politique et idéologique et d’autre part, les différentes communautés cherchaient à s’affirmer dans une société favorable aux échanges internationaux et hostile à certaines pratiques réductrices menaçant les langues, les cultures tout en induisant de nouveaux comportements sociaux. Pour rendre compte de ses problèmes, deux questions ont été posées : « comment les gouvernements successifs ont-ils géré la diversité des langues dans le système éducatif ? Quelles étaient leurs idéologies »? Pour répondre à ces questions, un état des lieux du paysage linguistique dans et en dehors du système éducatif, notamment sous l’impulsion des travaux du conseil de l’Europe, a été élaboré. Pour cerner l’opinion publique, une étude quantitative réalisée par nos soins met l’accent sur les attitudes et les représentations sociales qu’ont les personnes interrogées en vers le plurilinguisme. Ceci permettra d’entrevoir les perspectives réelles et concrètes pour une éducation plurilingue pluriculturelle dans le futur. / In the subject of politic linguistic and educational, the Algeria was confronted with the problems of orientation choices. With one part, the educational system was found to face different political and ideological problems and with other side, the different communities were searched to assert themselves in a favorable international trade company and hostile to certain practices that reduce threatening to languages, cultures while inducing new social behaviors. To account for its problems, two questions were asked: “How the successive governments have managed the diversity of languages in the educational system? What were their ideologies?” To answer these questions an overview of the linguistic landscape within and outside the educational system, notably under the impetus of the work of the Europe council has been developed. To identify the public opinion, a quantitative study conducted by us focuses on attitudes and the social representations that respondents in multilingualism. This will allow a glimpse of the real and concrete perspective for a multicultural multilingual education in the future.