The psichopedagogic report and its importance to work’s teacher

Abstract

This paper had as objective describes the structure and the content of psychopedagogic reports of evaluation and to examine its importance for the teacher that assists students with diagnosis of mental disability, integrated in groups of the regular classroom. The research becomes separated in two parts. In the first, a group of 50 psychopedagogic reports evaluation was analyzed, originating from of the special classroom. In the second it leaves, through structured interviews, it was looked for to know the teachers’ opinion on the report. The results showed that the reports come close to with inadequacy of important information for the practice in the classroom. It was noticed that are limited to verify the complaints initials, presented by occasion of the student’s direction for evaluation, though, legitimating them through the application of instruments and standardized tests. The reports lack of analyses and consistent interpretations on the history of the problem attributed to the student, as well as of the context in that your difficulties show. They just verify the difficulty, not presenting effective orientations for the teacher’s work. With the interviews, it can be verified that the teachers’ vision corroborates and it anchors the researcher’s conclusions. For them, the reports of are limited because not offers subsidies for the teaching being, therefore, not relevant for the educational practice. The results of this research appear for a big gap among the established objective for the legislation. Is urgent the revision of procedures of evaluation and results.