Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju

Abstract

Pozicija naučnika-istraživača je danas bitno izmenjena, jer on ne otkriva fenomen koji će izučavati, nego ga sam aktivno konstruiše. Konstrukcija kurikuluma Pedagoške psihologije za studente koji se obrazuju za profesionalni rad sa osobama sa poremećajima i smetnjama u razvoju, je akciono istraživanje (AI) koje je započelo osnivanjem Fakulteta i traje do današnjeg dana. Ovaj rad deo je refleksivne faze tog AI i ima za cilj analizu programa pomenutog predmeta. Jedinica analize u radu je sam kurikulum, a unutar njega se razmatraju ciljevi, teme i sadržaji od 1986. godine do danas. Rezultati analize pokazuju da su se teme i sadržaji u naučnoistraživačkom i nastavnom radu sa studentima FASPER-a menjali, tako da budu u funkciji potrebа, koje proističu iz karakteristika društvenog okruženja u kome će budući profesionalci raditi: primena dramskih radionica u edukativne, vaspitne i rehabilitacione svrhe, školski strahovi učenika, znanja dece o sopstvenim pravima i participaciji u školi, mišljenja nastavnika o inkluziji i promenama u školi, predstave i stavovi nastavnika o dečijim potrebama, feminizacija obrazovanja, uticaj krize na naučni podmladak, sociokulturni hendikep dece Roma, socijalna distanca dece Roma i ne-Roma, socijalna distanca studenata prema Romima, samopoštovanje učenika Roma, etnički stereotipi i autostereotipi Roma i ne-Roma, opterećenost studenata i učenika itd. Rezultati istraživanja pokazuju da se obrazovni proces, shvaćen kao AI, ne može svesti na tretman, objektivno meriti i spolja oblikovati primenom psiholoških teorija i znanja. Ovo posebno važi na FASPER-u, jer je praktični cilj kursa edukacija budućih edukatora, tačnije formiranje refleksivnih praktičara koji će biti osposobljeni za istraživanje i menjanje pedagoške prakse i autonomno delovanje.

Nowadays, the position of the scientist-researcher is significantly altered, for he does not reveal a phenomenon to study, but is actively constructing it. The construction of the curriculum of Educational Psychology, for students who will work with persons with developmental disabilities, is an action research (AR) that began with the establishment of the Faculty, and lasts to this day. This paper is a part of the reflexive phase of the AR, and is aimed at the analysis of the aforementioned curriculum. The unit of the analysis is the curriculum itself, and its goals, themes and contents are being considered, from the year 1986 until today. Results of the analysis show that themes and contents, that students are introduced to, tend to change, in order to meet the needs arising from the social environment they work in as professionals: for example, the use of drama workshops for educational and rehabilitation purposes, school fears of students, knowledge of children about their rights and the participation in the school, teachers' opinions about the inclusion and changes in the school performance, attitudes of teachers toward children's needs, feminization of education, impact of the society crisis on young researchers, socio-cultural handicap of Roma children, social distance of Roma and non-Roma students, social distance towards Roma students, self-esteem of Roma students, ethnic stereotypes and auto-stereotypes of Roma and non-Roma students, overburdening of students, etc. The results show that the educational process, understood as an AR, can not be reduced to treatment, objectively measured, and shaped from the outside by psychological theory and knowledge. This is especially true for the Faculty of Special Education and Rehabilitation (FASPER), since the practical goal of the curriculum is to educate future educators, as reflective practitioners who will be trained to research and change educational practice, as well as to act autonomously.