Graduated in Psychology at the University Tuiuti of Parana (2000) Post graduation in Education and Special and Master in Education at the University Tuiuti of Parana (2009). He has worked as a teacher – Faculdades Educacional de Araucária and Teacher from pre to 4th grade for Curitiba’s City Hall. Has experience in Education, with emphasis in Special Education, working mainly on the following topics: education; school indiscipline; affectivity, special education; research in education, school; indiscipline and pedagogical practice and education; school and curriculum; school management.
Areas of academic and scientific interest
- Special Education
- Memory and Learning
- Learning and affective memories
- Memórias afetivas e a aprendizagem
This research project presents a proposal of identification, investigation and construction of the meaning of the importance of affective memories and its relationship with learning in special education. Above all, in what concerns the cognitive development and new abilities, be them of social, emotional or intellectual nature. It is one of the pedagogical challenges that currently has gained visibility in theoretical discussions in academic journals and periodicals ( GARCIA, 2008; PADILHA, 2001; SANCHES, 2006, 2008; SANTOS, Á., BESSA, A., PEREIRA, D., MINEIRO, J., DINIS, L. & SILVEIRA, T., 2009). SILVA, 2011; WANG, 1997), learning and teaching in Special Education has mobilised teachers, pedagogues and researchers in the field of Education, amidst a multiplicity of interpretations and research, which goes beyond the schools’ walls. The obstacles encountered in this process, whether related to professional training, physical, cognitive and social limitations, may interfere in the interpersonal relationships established in the school environment and take on proportions that may prevent the student from manifesting his “I”, that is, his emotions, knowledge, thoughts, experiences and aspirations. And, as a result, there would be a threat to the act of welcoming the student as he/she is, with his/her expectations and needs. This situation is far from the idea of understanding the student with all its diversity, and that it is necessary to show him that the world (social and educational) in which he is inserted, can be adapted to him and he can adapt to the world. In this perspective, if the school thinks of the student as a globalized being and uses its internal content, i.e., everything the subject has experienced, the reality in this environment will tend to be conducive to the whole teaching-learning process. Seeing the other in his/her totality context allows access to affective memories which are full of knowledge and constant learning. What is the relationship between affective memories and special education and what is its importance for the teaching-learning process?