O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/19188 |
Resumo: | The 2014 School Census show that students with disabilities represent 2.83% of all students enrolled in regular classes in the early years of elementary school while in high school the rate is 0.70%. The proportion of students who enroll in high school does not follow the entry into elementary school. Given this evasion, there are questions about the supply and quality of education provided to students with disabilities. This paper aims to discuss the inclusion of students with disabilities in regular education in Brazil, questioning its principles from a dialogue with the inclusion policy adopted by more advanced countries. As a complement, we intend to articulate the literature with the analysis of fragments of pedagogical interventions applied to students with disabilities enrolled in regular education, in the Room Care and Support Inclusion (RCSI). This is a case study, in a qualitative research approach, which has as its subject the teacher of RCSI and some of her/is students. The results indicate that, between legislation and its implementation, there are obstacles to the full integration of students with disabilities in the Brazilian regular education: the number of student per class, the shortage of school life assistants or interns to help the teacher, the lack of dialogue with other areas for the planning of this public’s care and also the few opportunities for teacher training |
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Freire, Regina Maria Ayres de Camargohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4899418Y5Oliveira, Ivana Corrêa Tavares2016-10-17T17:40:03Z2016-08-19Oliveira, Ivana Corrêa Tavares. O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade. 2016. 72 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19188The 2014 School Census show that students with disabilities represent 2.83% of all students enrolled in regular classes in the early years of elementary school while in high school the rate is 0.70%. The proportion of students who enroll in high school does not follow the entry into elementary school. Given this evasion, there are questions about the supply and quality of education provided to students with disabilities. This paper aims to discuss the inclusion of students with disabilities in regular education in Brazil, questioning its principles from a dialogue with the inclusion policy adopted by more advanced countries. As a complement, we intend to articulate the literature with the analysis of fragments of pedagogical interventions applied to students with disabilities enrolled in regular education, in the Room Care and Support Inclusion (RCSI). This is a case study, in a qualitative research approach, which has as its subject the teacher of RCSI and some of her/is students. The results indicate that, between legislation and its implementation, there are obstacles to the full integration of students with disabilities in the Brazilian regular education: the number of student per class, the shortage of school life assistants or interns to help the teacher, the lack of dialogue with other areas for the planning of this public’s care and also the few opportunities for teacher trainingOs dados do Censo Escolar de 2014 apontam que os estudantes com deficiência representam 2,83% do total de alunos matriculados em classes comuns nos anos iniciais do Ensino Fundamental I, enquanto no Ensino Médio a taxa é de 0,70%. Apesar de crescente, a proporção de estudantes que se matriculam no Ensino Médio não acompanha a de ingresso no Ensino Fundamental. Diante desta evasão, surgem questionamentos sobre a oferta e a qualidade de ensino proporcionadas ao estudante com deficiência. Para 6esponde-los, esta dissertação se propõe a problematizar a inclusão de estudantes com deficiência no ensino regular do Brasil, questionando seus princípios a partir de um diálogo com a política de inclusão adotada por países mais avançados. Como complementação, pretende-se articular os dados da literatura com a análise de fragmentos de intervenções pedagógicas aplicadas a estudantes com deficiência matriculados no ensino regular, na Sala de Atendimento e Apoio à Inclusão (SAAI). Trata-se de um estudo de caso, em uma pesquisa de abordagem qualitativa, que tem como sujeitos o professor da SAAI e alguns de seus alunos. Os resultados indicam que, entre a legislação e a sua concretização, há obstáculos que impedem a plena inserção dos estudantes com deficiência no ensino regular brasileiro: o número de alunos por sala, a escassez de assistentes de vida escolar ou estagiários para auxiliar o professor, a falta de interlocução com outras áreas para a elaboração do plano de atendimento deste público e, ainda, as poucas oportunidades de formação docente. Conclui-se que estes obstáculos não só aprofundam as diferenças entre a política de inclusão no Brasil e a de outros países mas também que há um grande distanciamento entre o que a legislação propõe e o que se efetiva na prática escolarCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39901/Ivana%20Corr%c3%aaa%20Tavares%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em FonoaudiologiaPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeEducação especialInclusãoEducação InclusivaSpecial educationInclusionInclusive educationCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIAO processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidadeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTIvana Corrêa Tavares Oliveira.pdf.txtIvana Corrêa Tavares Oliveira.pdf.txtExtracted texttext/plain131242https://repositorio.pucsp.br/xmlui/bitstream/handle/19188/4/Ivana%20Corr%c3%aaa%20Tavares%20Oliveira.pdf.txt386bdcd24c4cf026c91fe5107a0d44b6MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
title |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
spellingShingle |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade Oliveira, Ivana Corrêa Tavares Educação especial Inclusão Educação Inclusiva Special education Inclusion Inclusive education CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
title_short |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
title_full |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
title_fullStr |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
title_full_unstemmed |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
title_sort |
O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade |
author |
Oliveira, Ivana Corrêa Tavares |
author_facet |
Oliveira, Ivana Corrêa Tavares |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freire, Regina Maria Ayres de Camargo |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4899418Y5 |
dc.contributor.author.fl_str_mv |
Oliveira, Ivana Corrêa Tavares |
contributor_str_mv |
Freire, Regina Maria Ayres de Camargo |
dc.subject.por.fl_str_mv |
Educação especial Inclusão Educação Inclusiva |
topic |
Educação especial Inclusão Educação Inclusiva Special education Inclusion Inclusive education CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
dc.subject.eng.fl_str_mv |
Special education Inclusion Inclusive education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
description |
The 2014 School Census show that students with disabilities represent 2.83% of all students enrolled in regular classes in the early years of elementary school while in high school the rate is 0.70%. The proportion of students who enroll in high school does not follow the entry into elementary school. Given this evasion, there are questions about the supply and quality of education provided to students with disabilities. This paper aims to discuss the inclusion of students with disabilities in regular education in Brazil, questioning its principles from a dialogue with the inclusion policy adopted by more advanced countries. As a complement, we intend to articulate the literature with the analysis of fragments of pedagogical interventions applied to students with disabilities enrolled in regular education, in the Room Care and Support Inclusion (RCSI). This is a case study, in a qualitative research approach, which has as its subject the teacher of RCSI and some of her/is students. The results indicate that, between legislation and its implementation, there are obstacles to the full integration of students with disabilities in the Brazilian regular education: the number of student per class, the shortage of school life assistants or interns to help the teacher, the lack of dialogue with other areas for the planning of this public’s care and also the few opportunities for teacher training |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-17T17:40:03Z |
dc.date.issued.fl_str_mv |
2016-08-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Ivana Corrêa Tavares. O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade. 2016. 72 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19188 |
identifier_str_mv |
Oliveira, Ivana Corrêa Tavares. O processo de inclusão de estudantes especiais no ensino regular: o ideal e a realidade. 2016. 72 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Fonoaudiologia |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Humanas e da Saúde |
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Pontifícia Universidade Católica de São Paulo |
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