A comunicação na relação professor-aluno com necessidades educativas especiais auditivas: estudo de caso numa Escola em Maputo

Abstract

The present dissertation is a result of a research entitled: "communication in the Teacher- Pupil Relationship with Special Hearing Needs". Its objective is to make an in-thought on the impact of communication in the teacher-pupil relationship with educational special hearing needs in school progresso The object of the research of the dissertation is communication in the teacher-pupil relation for Standards 1, 5 and 7 with Educational Special Hearing Needs in the c1assroomat the special Education School N°l. 1come out with problems affecting Special Education in Mozambique in a general way, and in a particular, the situation in the School researched. My methodological approach is qualitative/phenomenological one. In the theoretical sphere, 1 present a brief history of the development of the "Special Education" world-wide and country-wide, on the basis of the following authors: MeIo (1986), UNESCO (1994), Jimenéz (1997), Correia (1999), Nielsen (1999) and others, highlighting the segregation, integration and inclusion periods. It is in the same framework that Kirk and Gallagher (1996) and Moreno Rau (1996) were used to discuss special hearing needs, while Not (1989), Carvalho and Diogo (1999), Amado (2001), Carita and Femandes (2002), Estrela (2002), Cunha (2004) and others served as the basis for the understanding of communication in the pedagogical relationship. On the ground of the theoreticallandmark tabled, 1 IDadean analysis of the collected materiaIs. The outcomes allow to conclude that: i) communication in the pedagogic~ relation in the researched School has a negative impact, i.e. it is ineffective; ii) the educational system is relatively excluding; iii) the teacher' s training and profile do not match with the type of students of that schools and iv) the classroom conditions are not favourable, materiais and didactic means are almost non-existent, therefrom explaining the low students outcomes in pedagogical terms.