The dialogue between speech therapy and teaching

Abstract

To inquire about the sense of interlocution between speech therapy and teaching during the training of a group of future teachers is a way of thinking about new paths for both Speech Therapy and Education. Aim: The aim of this study is to identify the possible meanings related to the interlocution between Speech Therapy and Education found in the speech of students from senior year of Pedagogy at a public university of São Paulo. Method: The qualitative study was based on the Focal Group as a methodological instrument; Pedagogy students have discussed the theme in the presence of the researcher within three meetings of 90 minutes each. Results: Through the discussions of FG it was noticed that future teachers do not recognize Speech Therapy as an interlocutor, except in the case of rehabilitation. Such verification turns difficult the relationship between these areas and reduces the meaning of their association for teacher´s vocal health. Conclusions: It is convenient that Speech Therapy reexamines its prophylactic and preventive methods related to teacher’s vocal health. During the training, the classroom must beturned into a space where information and support to teaching are provided. In this way, Speech Therapy and Education can be approximated, which can contribute to the recognition, understanding, and application of the speech therapy knowledge related to teacher´s health and well-being since his/her training.