Contributions to the completion of the institutional diagnosis for Speech language pathology and Audiology practice in schools

Abstract

Introduction: Speech language pathology practice in educational context currently assumed that it is important that the speech language pathologist develops a process of institutional diagnosis, aiming a performance directed to the incorporation of new cycles inherent in the socio-pedagogical dynamics. Objectives: To carry out the process of institutional assessment and discuss their contributions to the development of speech-language pathology actions in a school community. Method: This research was conducted in a public school in João Pessoa/PB, from participant observation of researchers with field diaries, and conversations with individuals into the institution dynamics. Data were analyzed qualitatively. Results: The school analyzed faces many structural problems analyzed. As difficulties, problems with regard to the training and health of teachers, and the influence of social determinants were reported, since the school serves a community in a vulnerable situation. As potentialities, there were aspects of the educational community necessary for speech therapy such as: adherence to work developed, team integration, and especially the desire to transform their reality. Conclusion: The accomplishment of institutional diagnosis contributed to know the structure and functioning of the school studied, the difficulties presented and the speech language pathology’s view of the subjects inserted in the educational context, and allowed the strengthening of ties between the team of speech-language pathology and the institution