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De Paula, A. F. M., & Baleotti, L. R. (2011)De Paula, A. F. M., & Baleotti, L. R. (2011). Inclusão escolar do aluno com deficiência física: contribuições da terapia ocupacional. Cadernos Brasileiros de Terapia Ocupacional, São Carlos, 19(1), 53-69.. Inclusão escolar do aluno com deficiência física: Contribuições da terapia ocupacional. Cad. Ter. Ocup. UFSCar,19(1), 53-69. |
Universidade Estadual de Campinas (UNICAMP) and Universidade Estadual Paulista (UNESP), campus Marília.
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To identify the difficulties of a teacher regarding the process of inclusion of a student with physical disability, to adapt pedagogical resources, to adapt school furniture and guide the teacher in specific situations. |
The teacher is the one who will say the pedagogical capacities that the student presents and the Occupational Therapist is the one who will enable these capacities to develop through environmental adequacy, adapted pedagogical resources, furniture or even orientations to the teacher and the whole school community . |
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Ide, M. G., Yamamoto, B. T., & Silva, C. C. B. (2011)Ide, M. G., Yamamoto, B. T., Silva, C. C. B. (2011). Identificando possibilidades de atuação da Terapia Ocupacional na inclusão escolar. Cadernos Brasileiros de Terapia Ocupacional, São Carlos, 19(3), 323-332.. Identificando possibilidades de atuação da Terapia Ocupacional na inclusão escolar. Cad. Ter. Ocup. UFSCar, 19(3), 323-332. |
Universidade Federal de São Paulo (UNIFESP), Campus Baixada Santista
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To identify and characterize the suggestions, difficulties and needs raised by the educators of Early Childhood Education in a municipality in the region of Baixada Santista - Santos, São Paulo, related to the interventions regarding the process of school inclusion of children with special educational needs. |
The work of the Occupational Therapist in regular schools is still a practice of little incidence in Brazil; however, their participation in the school community can help in adapting the school environment and materials, in guiding and sensitizing the social actors involved with the child with SEN (family, teachers, employees, classmates), in the evaluation of school structure, in the follow-up of the student referred from the special school for the regular and periodic evaluation of child development, among other interventions that depend on the unique factors of each situation. |
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Médice, J., Vitta, F. C. F., Contic, M. H. S., Zaniolo, L. O., & Vitta, C. A. (2015)Médice, J., Vitta, F. C. F., Contic, M. H. S., Zaniolo, L. O., & Vitta, C. A. (2015). Acessibilidade nas escolas de ensino fundamental de um município da região oeste de São Paulo. Cadernos Brasileiros de Terapia Ocupacional, São Carlos, 23(3), 581-588. Doi: https://doi.org/10.4322/0104-4931.ctoAO0528. https://doi.org/10.4322/0104-4931.ctoAO0...
. Acessibilidade nas escolas de ensino fundamental de um município da região oeste de São Paulo. Cad. Ter. Ocup. UFSCar, 23(3), 581-588. |
Universidade do Sagrado Coração (USC), Bauru (SP); Universidade Estadual Paulista (UNESP), campus Marília and Universidade Estadual Paulista (UNESP), campus Araraquara (SP). |
To identify and describe the architectural barriers in Elementary schools, before and after the National Education Guidelines and Framework Law (LDB). |
The Occupational Therapist can analyze architectural barriers in the educational context, aiming at inclusion. |
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Lourenço, G. F. & Cid, B. M. F. (2010)Lourenço, G. F., & Cid, M. F. B. (2010). Possibilidades de ação do terapeuta ocupacional na educação infantil: Congruência com a proposta da educação inclusiva. Cadernos Brasileiros de Terapia Ocupacional, São Carlos, 18(2), 169-179.. Possibilidades de ação do terapeuta ocupacional na educação infantil: congruência com a proposta da educação inclusiva. Cad. Ter. Ocup. UFSCar, 18(2), 169-179. |
Universidade Federal de São Carlos (UFSCar) |
To highlight the possibilities of intervention with child education, mainly focused on primary prevention and promotion of child development and to discuss how this practice is in line with the principles of inclusive education. |
The Occupational Therapist can develop preventive interventions and promote development, as well as being able to act more directly with target children of special education, through more specific interventions and partnerships with the institution's staff. |
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Bombarda, T. B., & Palhares, M. S. (2015)Bombarda, T. B., & Palhares, M. S. (2015). O registro de práticas interventivas da Terapia Ocupacional na educação inclusiva. Cadernos Brasileiros de Terapia Ocupacional, São Carlos, 23(2), 285-294. Doi: https://doi.org/10.4322/0104-4931.ctoAO0496. https://doi.org/10.4322/0104-4931.ctoAO0...
. O registro de práticas interventivas da Terapia Ocupacional na educação inclusiva.Cad. Ter. Ocup. UFSCar, 23(2), 285-294. |
Universidade Federal de São Carlos (UFSCar) |
To characterize the Occupational Therapists of the state of São Paulo who work in inclusive education and to identify how the records of their intervention practices are performed. |
The Occupational Therapist can contribute in the educational context, through records of the practices developed for the situational understanding of inclusive education, being able to develop his/her own evaluation instruments. |
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Santos, A. R., & Libra, S. L. (2016)Santos, A. R., & Libra, S. L. (2016). Terapia ocupacional e consultoria colaborativa. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 27(1), 94-99. Doi: https://doi.org/10.11606/issn.2238-6149.v27i1p94-99. https://doi.org/10.11606/issn.2238-6149....
. Terapia ocupacional e consultoria colaborativa. Rev Ter Ocup Univ São Paulo, 27(1), 94-99. |
Universidade Estadual Paulista (UNESP) Campus Marília (SP) e Universidade de São Paulo (USP). |
The objective of this study was to conduct a reflexive analysis of the national scientific literature on the performance of Occupational Therapy in inclusive education through Collaborative Consulting, in order to identify the difficulties encountered in practice, as well as the strategies used and the resulting benefits. |
As a result, the literature review emphasizes that there is a deficiency in the training of human resources and in the provision of material resources as the main barrier of Inclusive Education and that the strategies used by occupational therapists in face of this reality vary. Despite this variation, face-to-face meetings between occupational therapist and school staff are reported in all papers. |
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Folha, D. R. S. C., & Carvalho, D. A. (2017)Folha, D. R. S. C., & Carvalho, D. A. (2017). Terapia Ocupacional e formação continuada de professores: Uma estratégia para a inclusão escolar de alunos com transtornos do neurodesenvolvimento. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 28(3), 290-298. Doi: https://doi.org/10.11606/issn.2238-6149.v28i3p290-298. https://doi.org/10.11606/issn.2238-6149....
. Terapia Ocupacional e formação continuada de professores: Uma estratégia para a inclusão escolar de alunos com transtornos do neurodesenvolvimento. Rev Ter Ocup Univ São Paulo, 28(3), 290-298. |
Universidade do Estado do Pará (UEPA) |
To analyze the repercussions of a continuing education proposal for teachers of Early Childhood Education, mediated by occupational therapist, aiming at the school inclusion of students with neurodevelopmental disorders. |
The occupational therapist is a professional able to act in the continuing education in children's education, to support and collaborate with teachers, to promote the involvement of students in the occupation of education. |
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Cardoso, P. T., & Matsukura, T. S. (2012)Cardoso, P. T., & Matsukura, T. S. (2012). Práticas e perspectivas da terapia ocupacional na inclusão escolar. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 23(1), 7-15. Doi: https://doi.org/10.11606/issn.2238-6149.v23i1p7-15. https://doi.org/10.11606/issn.2238-6149....
. Práticas e perspectivas da terapia ocupacional na inclusão escolar. Rev. Ter. Ocup. Univ. São Paulo, 23(1), 7-15. |
Universidade Federal do Triângulo Mineiro (UFTM) andUniversidade Federal de São Carlos (UFSCar) |
The objective of the study was to identify and characterize the actions developed by Occupational Therapy in the process of school inclusion of children with special educational needs in the state of São Paulo. |
The main results indicated that occupational therapists are involved with school inclusion mainly from care in a clinical setting. The actions most commonly performed by occupational therapists are related to three main contexts: family, clinical environment and school. |
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Oliveira, P. M. R., Dutra, L. R., Melo, P. P. T, & Rezende, M. B. (2015)Oliveira, P. M. R., Dutra, L. R., Melo, P. P. T., & Rezende, M. T. (2015). Facilitadores e barreiras no processo de inclusão escolar de crianças com necessidades educativas especiais: A percepção das educadoras. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 26(2), 186-193. Doi: https://doi.org/10.11606/issn.2238-6149.v26i2p186-193. https://doi.org/10.11606/issn.2238-6149....
. Facilitadores e barreiras no processo de inclusão escolar de crianças com necessidades educativas especiais: A percepção das educadoras. Rev Ter Ocup Univ São Paulo, 26(2), 186-193. |
Universidade Federal de Minas Gerais (UFMG) and Universidade Federal dos Vales do Jequitinhonha e Mucuri
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To know the teachers' perception about the facilitators and the barriers related to the process of inclusion of children with special educational needs. |
The discourses of the educators participating in the research point to a diversity of concepts about school inclusion, about facts that act as obstacles and the strategies they use to contribute to this process. The main results pointed to a concept of inclusion related to the insertion of children with disabilities in regular schools, emphasizing the coexistence. Barriers to the inclusion process were mentioned, such as insufficient number of auxiliary teachers or trainees. Occupational Therapy has been involved in promoting the development and learning of any student, with or without disabilities, as well as in the training of professionals in the school community, in the restructuring of environments and in the provision of specific adaptations. |
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Van Schaik, E. E., & Brunello, M. I. B. (2012)Van Schaik, E. E., & Brunello, M. I. B. (2012). Propostas de inclusão escolar de crianças com deficiência no município de Holambra-SP: Um estudo exploratório. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 23(3), 274-282. Doi: https://doi.org/10.11606/issn.2238-6149.v23i3p274-282. https://doi.org/10.11606/issn.2238-6149....
. Propostas de inclusão escolar de crianças com deficiência no município de Holambra-SP: Um estudo exploratório. Rev. Ter. Ocup. Univ. São Paulo, 23(3), 274 282. |
Universidade de São Paulo (USP) |
The study sought to learn of the proposals and actions of the pedagogical teams of municipal schools of Basic Education, of the city of Holambra-SP, in order to carry out the school inclusion of children with disabilities and psychic disorders and to identify the main facilitators and challenges of the process. |
The results show that the pedagogical teams have been constructing intervention proposals that respond to the diversity of the students and the heterogeneity of the classrooms. They also point to the facilitators and challenges that permeate the educational inclusion process of this population, such as: professional training, the importance of the support of health professionals and social assistance, as well as resources and teaching strategies developed by them to cover all students. It elucidates the possible contributions of occupational therapy to this process. The results emphasize the need for occupational therapists to rethink new ways of dealing with the daily school life where there are children with disabilities and/or global developmental disorders, as well as favoring ways to demystify and increase knowledge about disabilities and psychic disorders, through itinerant support, case studies, theoretical-practical courses, discussions on curricular flexibility and elaboration of the main issues related to this subject. |
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Silva, C. C. B., Jurdi, A. P. S., & Pontes, F. V. (2012)Silva, C. C. B., Jurdi, A. P. S., & Pontes, F. V. (2012). Transtorno do déficit de atenção e hiperatividade: Possibilidades de atuação da Terapia Ocupacional em contextos educacionais. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 23(3), 283-288. Doi: https://doi.org/10.11606/issn.2238-6149.v23i3p283-288. https://doi.org/10.11606/issn.2238-6149....
. Transtorno do déficit de atenção e hiperatividade: Possibilidades de atuação da Terapia Ocupacional em contextos educacionais. Rev. Ter. Ocup. Univ. São Paulo, 23(3), 283-288. |
Universidade Federal de São Paulo (UNIFESP), Campus Baixada Santista |
To contribute to the reflection onthe possibilities of occupational therapy related to inclusive education, especiallyfor children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). |
There are two sets of proposals that characterize the possibilities of Occupational Therapy intervention: 1. Involving different actors in educational contexts, such as learners, educators and the family and school community. 2. Emphasizing the need for specific observation and intervention in cases of children diagnosed with ADHD. |
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Rocha, E. F. (2007)Rocha, E. F. (2007). A Terapia Ocupacional e as ações na educação: Aprofundando interfaces. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 18(3), 122-127. Doi: https://doi.org/10.11606/issn.2238-6149.v18i3p122-127. https://doi.org/10.11606/issn.2238-6149....
. A Terapia Ocupacional e as ações na educação: aprofundando interfaces. Rev. Ter. Ocup. Univ. São Paulo, 18(3), 122-127. |
Universidade de São Paulo (USP) |
To contribute to the reflection on the construction of Occupational Therapy in the field of education. |
The action of Occupational Therapy in the school is not clinical, being a work to be developed with educators, students, family and community, in order to facilitate appropriation of the difficulties, feelings, and emotions that permeate their relationship with the inclusion proposal, thus revealing the senses that disability has for everyone and building relationships that potentiate thoughts and actions centered on the strength of the community. Occupational Therapy can contribute to studies of the territory where school equipment is inserted, detecting resources and possibilities of partnerships for the educational projects of students with disabilities or not, as well as the detection of health and rehabilitation resources that can develop partnerships with the schools. |
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Rocha, A. N. D. C., & Deliberato, D. (2012)Rocha, A. N. D. C., & Deliberato, D. (2012). Atuação do terapeuta ocupacional no contexto escolar: O uso da tecnologia assistiva para o aluno com paralisia cerebral na educação infantil. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 23(3), 263-273. Doi: https://doi.org/10.11606/issn.2238-6149.v23i3p263-273. https://doi.org/10.11606/issn.2238-6149....
. Atuação do terapeuta ocupacional no contexto escolar: o uso da tecnologia assistiva para o aluno com paralisia cerebral na educação infantil.Rev. Ter. Ocup. Univ. São Paulo, 23(3), 263-273. |
Universidade do Estado de São Paulo (UNESP), Campus Marília. |
To operationalize the assistive technology resources for children with cerebral palsy in the context of Early Childhood Education. To meet this general objective, the following specific objectives were established: to characterize the students who participated in the study, their teachers and the school context they were inserted. |
The results are structured around three instances: the understanding of the student's situation; prescription of Assistive Technology resources; and the creation of Assistive Technology resources. The two students who participated in the study attended special rooms within regular educational institutions. Although the student with cerebral palsy participated in the tasks, the resources in the schools of participants A and B were scarce, making the autonomy and functionality of the action used by them difficult. The observation of daily school life allowed for the identification of needs by the occupational therapists researchers, serving as a basis for prescribing and making the Assistive Technology resources, which involved adaptation of toys such as games, ball and cart, as well as adaptation of technological resources such as triggered mouse and communicator. In order to prescribe and build assistive technology resources, systematized tasks involving the occupational therapist, the student and the teacher are necessary. The information obtained through collaborative work between the occupational therapist and the teacher favored the identification of the student and environment specificities, which was fundamental for the creation of resources. |
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Rocha, E. F., Luiz, A., & Zulian, M. A. R. (2003)Rocha, E. F., Luiz, A., & Zulian, M. A. R. (2003). Reflexões sobre as possíveis contribuições da terapia ocupacional nos processos de inclusão escolar. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 14(2), 72-78. Doi: https://doi.org/10.11606/issn.2238-6149.v14i2p72-78. https://doi.org/10.11606/issn.2238-6149....
. Reflexões sobre as possíveis contribuições da terapia ocupacional nos processos de inclusão escolar. Rev. Ter. Ocup. Univ. São Paulo, 14(2), 72-78. |
Universidade de São Paulo (USP) |
To present and to problematize the possibilities of the actions of the Occupational Therapy in the process of insertion of children with disabilities in the regular network of education, starting from an epistemological and ethical positioning before the concepts that permeate the discourses and the current practices of the School Inclusion. |
The authors consider that there is an exclusionary logic of inclusion that permeates the insertion of children with disabilities in schools of the regular network of education, which makes the fact that this child in the common educational space is considered a concession, without considering him/her a subject that effectively participates in educational processes. Demands currently expressed in the scope of inclusive education and that pass through the competences of occupational therapists: 1) Existence of a gap between the proposal to include children with disabilities in the regular school system and the training of teachers. 2) Architectural barriers that prevent access and equal conditions and opportunities for children with disabilities in school spaces. 3) Lack of articulation of educational systems with health and rehabilitation services with a view to promote their development and their formal learning process, in intersectoral and collaborative work. 4) Lack of other services, such as transportation, cultural and social projects that could support the inclusive educational process. Faced with these multiple and complex demands, the action of Occupational Therapy in the school is a collective work to be developed with educators, students, parents and the community, in order to help the identification and resolution of the difficulties involved in the processes of inclusion of children with disabilities. Some forms of this activity involve the use of assistive technology, group dynamics, activity analysis and facilitation of Daily Life Activities (DLA). Among the main contributions are: to promote architectural and attitudinal accessibility, to evaluate and adapt environments, pedagogical materials and toys, to promote teacher training for work in an inclusive perspective, to insert Assistive Technology in the daily life of the school, such as alternative, supplementary communication or augmentative resources. |
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Silva, A. C. B. (2012)Silva, A. C. B. (2012). Educação inclusiva: Contribuições para o desenvolvimento de um compromisso ético em sua efetivação. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 23(2), 163-168. Doi: https://doi.org/10.11606/issn.2238-6149.v23i2p163-168. https://doi.org/10.11606/issn.2238-6149....
. Educação inclusiva: Contribuições para o desenvolvimento de um compromisso ético em sua efetivação. Rev Ter. Ocup. Univ. São Paulo, 23(2), 163-168. |
Prefeitura de São Bernardo do Campo (SP) |
To think about how the process of school inclusion occurs and to contribute with reflections that can amplify the real possibilities of a school that in fact turns to the participation of all. |
Three main and interconnected axes of action are pointed out for Occupational Therapy: 1) The disability itself: the need to consider children with disabilities beyond their physical bodies and common-sense beliefs, predominantly about the limitations that these bodies contain. 2) The adapted technological and material resources: the need for caution between two extremes: the strict location of the solution of the difficulties in this use and the consequent justification of the pedagogical impossibilities for this lack only; and, on the other hand, neglect any adaptation, from the point of view of providing the student with non-dependence on something that in the school environment would have an extremely contextualized character. 3) The objectives of pedagogical proposals: the need to value the student's choices and provide contextualized guidance to the school environment and the needs of the child. In general, occupational therapists are asked by the school to develop certain actions: proper positioning, prescription of furniture, adaptation of materials and utensils, postural transfers, aid to communication, elimination of architectural barriers, understanding of different disabilities. These actions often open other ways for collaboration with the actors that make up the school routine. |
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Costabile, C., & Brunello, M. I. B. (2005)Costabile, C., & Brunello, M. I. B. (2005). Repercussões da inclusão escolar sobre o cotidiano de crianças com deficiência: Um estudo a partir do relato das famílias. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 16(3), 124-130. Doi: https://doi.org/10.11606/issn.2238-6149.v16i3p124-130. https://doi.org/10.11606/issn.2238-6149....
. Repercussões da inclusão escolar sobre o cotidiano de crianças com deficiência: Um estudo a partir do relato das famílias. Rev. Ter. Ocup. Univ. São Paulo, 16(3), 124-130. |
Universidade de São Paulo (USP) |
To study and reflect on the impacts of inclusive education on the daily lives of children with disabilities from the perspective of families. |
The families reported permanent contact with the school in the follow-up of the children's inclusion process and highlighted the positive repercussions of this process, such as: greater socialization; improvement in communication; more independence in Daily Life Activities (DLA); more discipline and understanding of social rules and diversification of play; more responsibility; improvement in motor coordination; more initiative; less agitation; greater participation; routine creation; improvement in verbal and gestural comprehension; maturation; learn to defend oneself; greater interest in reading, painting and scribbling; more independence and autonomy; less aggression and imitation of classmates. Only one family pointed out a negative point: the child became more disobedient and rebellious at home. The main benefits of inclusion, which characterize children's progress in different areas of development and learning were listed by the authors: expanding the repertoire of play activities; socialization and contact with the other; independence and autonomy in activities of daily living; understanding of new social rules and change of attitude towards the other; achievements in the pedagogical area; and expansion of verbal and non-verbal communication.Some issues about the inclusion process, in which occupational therapists can be partners for implementation, would be: reorganization of the physical spaces of the classroom; use of more individualized teaching techniques; decrease in the number of students per classroom; hiring of class assistants and teachers; continuing teacher training; elaboration of interdisciplinary pedagogical projects; cooperative learning and, finally, substantial investments in education. |
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Pelosi, M. B., & Nunes, L. R. D. P. (2011)Pelosi, M. B., & Nunes, L. R. D. P. (2011). A ação conjunta dos profissionais da saúde e da educação na escola inclusiva. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 22(1), 52-59. Doi: https://doi.org/10.11606/issn.2238-6149.v22i1p52-59. https://doi.org/10.11606/issn.2238-6149....
. A ação conjunta dos profissionais da saúde e da educação na escola inclusiva. Rev. Ter. Ocup. Univ. São Paulo, 22(1), 52-59. |
Universidade Federal do Rio de Janeiro (UFRJ) e Universidade do Estado do Rio de Janeiro (UERJ). |
To verify if the partnership between Health and Education professionals using the Assistive Technology resources favors the process of school inclusion of students with cerebral palsy included in the public schools of the city of Rio de Janeiro. |
Areas in which students needed interventions to facilitate their inclusion in school: postural adequacy, alternative resources for oral communication, alternative resources for writing and mathematics, orientations and suggestions of activities adapted to the teachers of complementary classes, help to the class teacher to adapt the school activities, referral to health services and adaptation of activities of daily living. The resources for postural adequacy included: neoprene vest, adaptation of a wooden chair, adaptation of a special mobility for children with cerebral palsy, neoprene straps for maintenance of leg flexion and anatomical seat. Alternative writing resources involved: pencil thickeners and orthotic for maintaining wrist and finger positioning, notebook with wide writing lines, typewriters, computer and a head pointer to allow access to the computer; the alternative resources for oral communication comprised communication boards and a recorder used as a communicator. Alternative resources for math activities involved: magnetic numbers, adapted abacus, communication board, and calculator. The adaptations for activities of daily living brought together adaptations for food such as table-coupled to wheelchair, plate with suction cup, crooked spoon, thickener for cutlery and adapted cup with lid. The guidelines for the complementary classes involved the adapted activities of Physical Education and resources adapted for the expressive activities like the use of the head pointer adapted with brush. The intervention in the school explained that it is not enough that the Assistive Technology resources are available for the school, since it is necessary that an enabled team evaluate, orient and implement these resources. Occupational therapists are qualified professionals to form this team. |
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Ghedini, L. S. L., Mancini, M. C., & Brandão, M. de B. (2010)Ghedini, L. S. L., Mancini, M. C., Brandão, M. de B. (2010). Participação de alunos com deficiência física no contexto da escola regular- Revisão de Literatura. Revista de Terapia Ocupacional da Universidade de São Paulo, São Paulo, 21(1), 1-9. Doi: https://doi.org/10.11606/issn.2238-6149.v21i1p1-9. https://doi.org/10.11606/issn.2238-6149....
. Participação de alunos com deficiência física no contexto da escola regular- Revisão de Literatura. Rev. Ter. Ocup. Univ. São Paulo, 21(1), 1-9. |
Universidade Federal de Minas Gerais (UFMG) |
To analyze, through literature review, available evidence on the participation of children with physical disabilities in the context of the regular school. |
The results indicated that the main factors that contributed to the participation of children with physical disabilities in school were: motor skills (mobility repertoire), communication, level of motor impairment and age. The greater the motor impairment, the more restricted was the participation identified. Architectural barriers have also been identified as limiting factors for children's participation in school settings. Older children also had a more restricted participation in the school environment, due to the greater variety of spaces in which educational practices occur. |