LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/241 |
Resumo: | A case study research with locus was documented in a municipal school in Santa Luzia - MG, listening to the agents who accompany the educational process of Special Education students. This study aimed to understand how the care for students with disabilities and/or global developmental disorders takes place using assistive technologies. Respondents, teachers, school management (principal and supervisors), parents/guardians and support and resource room professionals reported challenges experienced in everyday school life and presented options to overcome them. The data collected through interviews with a semi-structured script indicated that the school was seen as an inclusive environment with constant structural adjustments and equipment acquisition. However, the need to invest in continuing education actions was evident, as well as a desire expressed by the interviewees to create a more effective process for sharing information between parents/guardians and school professionals, with a view to materializing school inclusion and the consequent development of these students' learning. |
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LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MGLÍMITES Y POSIBILIDADES DE LA INCLUSIÓN ESCOLAR EN LA PERCEPCIÓN DE PADRES/RESPUESTAS Y EQUIPO ESCOLAR MUNICIPAL EN SANTA LUZIA - MGLIMITES E POSSIBILIDADES DA INCLUSÃO ESCOLAR NA PERCEPÇÃO DOS PAIS/RESPONSÁVEIS E DA EQUIPE ESCOLAR MUNICIPAL EM SANTA LUZIA - MGEducação InclusivaTecnologia AssistivaAtendimento Educacional EspecializadoInclusive EducationAssistive TechnologySpecialized Educational ServicesEducación InclusivaTecnología de AsistenciaServicios Educativos EspecializadosA case study research with locus was documented in a municipal school in Santa Luzia - MG, listening to the agents who accompany the educational process of Special Education students. This study aimed to understand how the care for students with disabilities and/or global developmental disorders takes place using assistive technologies. Respondents, teachers, school management (principal and supervisors), parents/guardians and support and resource room professionals reported challenges experienced in everyday school life and presented options to overcome them. The data collected through interviews with a semi-structured script indicated that the school was seen as an inclusive environment with constant structural adjustments and equipment acquisition. However, the need to invest in continuing education actions was evident, as well as a desire expressed by the interviewees to create a more effective process for sharing information between parents/guardians and school professionals, with a view to materializing school inclusion and the consequent development of these students' learning.Se documentó una investigación de estudio de caso con locus en una escuela municipal de Santa Luzia - MG, escuchando a los agentes que acompañan el proceso educativo de los alumnos de Educación Especial. Este estudio tuvo como objetivo comprender cómo se lleva a cabo el cuidado de estudiantes con discapacidad y/o trastornos del desarrollo global utilizando tecnologías de asistencia. Los encuestados, los maestros, la administración escolar (director y supervisores), los padres/tutores y los profesionales de la sala de apoyo y recursos informaron sobre los desafíos experimentados en la vida escolar cotidiana y presentaron opciones para superarlos. Los datos recolectados a través de entrevistas con guión semiestructurado indicaron que la escuela era vista como un ambiente inclusivo con constantes ajustes estructurales y adquisición de equipamiento. Sin embargo, fue evidente la necesidad de invertir en acciones de educación permanente, así como el deseo expresado por los entrevistados de crear un proceso más efectivo de intercambio de información entre padres/tutores y profesionales de la escuela, con miras a materializar la inclusión escolar y el consecuente desarrollo del aprendizaje de estos estudiantes.Documentou-se uma pesquisa do tipo estudo de caso com lócus em uma escola municipal de Santa Luzia – MG, ouvindo os agentes que acompanham o processo educacional dos estudantes da Educação Especial. Este estudo teve por objetivo compreender como acontece o atendimento destinado aos estudantes com deficiências e/ou com transtornos globais de desenvolvimento utilizando as tecnologias assistivas. Os entrevistados, docentes, gestão escolar (diretor e supervisores), pais/responsáveis e profissionais de apoio e da sala de recursos relataram desafios vivenciados no cotidiano escolar e apresentaram opções para superá-los. Os dados colhidos por meio de entrevistas com roteiro semiestruturado indicaram que a escola era tida como um ambiente inclusivo com constantes adequações estruturais e aquisição de equipamentos. Contudo, ficou evidente a necessidade de investimento em ações de formação continuada, além de um desejo manifestado pelos entrevistados para a criação de um processo mais efetivo para o compartilhamento de informações entre pais/responsáveis e profissionais escolares, com vistas à materialização da inclusão escolar e o consequente desenvolvimento da aprendizagem desses estudantes.Revista Prática Docente2022-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHuman SciencesCiências HumanasCiências Humanasapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/24110.23926/RPD.2022.v7.n2.e22054.id1496Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22054Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22054Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220542526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/241/231Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPaiva Gomes, Carla Ribeiro de Alves Pereira, Cláudio2023-05-26T00:40:37Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/241Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-05-26T00:40:37Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG LÍMITES Y POSIBILIDADES DE LA INCLUSIÓN ESCOLAR EN LA PERCEPCIÓN DE PADRES/RESPUESTAS Y EQUIPO ESCOLAR MUNICIPAL EN SANTA LUZIA - MG LIMITES E POSSIBILIDADES DA INCLUSÃO ESCOLAR NA PERCEPÇÃO DOS PAIS/RESPONSÁVEIS E DA EQUIPE ESCOLAR MUNICIPAL EM SANTA LUZIA - MG |
title |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
spellingShingle |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG Paiva Gomes, Carla Ribeiro de Educação Inclusiva Tecnologia Assistiva Atendimento Educacional Especializado Inclusive Education Assistive Technology Specialized Educational Services Educación Inclusiva Tecnología de Asistencia Servicios Educativos Especializados |
title_short |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
title_full |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
title_fullStr |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
title_full_unstemmed |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
title_sort |
LIMITS AND POSSIBILITIES OF SCHOOL INCLUSION IN THE PERCEPTION OF PARENTS/RESPONSES AND MUNICIPAL SCHOOL TEAM IN SANTA LUZIA - MG |
author |
Paiva Gomes, Carla Ribeiro de |
author_facet |
Paiva Gomes, Carla Ribeiro de Alves Pereira, Cláudio |
author_role |
author |
author2 |
Alves Pereira, Cláudio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Paiva Gomes, Carla Ribeiro de Alves Pereira, Cláudio |
dc.subject.por.fl_str_mv |
Educação Inclusiva Tecnologia Assistiva Atendimento Educacional Especializado Inclusive Education Assistive Technology Specialized Educational Services Educación Inclusiva Tecnología de Asistencia Servicios Educativos Especializados |
topic |
Educação Inclusiva Tecnologia Assistiva Atendimento Educacional Especializado Inclusive Education Assistive Technology Specialized Educational Services Educación Inclusiva Tecnología de Asistencia Servicios Educativos Especializados |
description |
A case study research with locus was documented in a municipal school in Santa Luzia - MG, listening to the agents who accompany the educational process of Special Education students. This study aimed to understand how the care for students with disabilities and/or global developmental disorders takes place using assistive technologies. Respondents, teachers, school management (principal and supervisors), parents/guardians and support and resource room professionals reported challenges experienced in everyday school life and presented options to overcome them. The data collected through interviews with a semi-structured script indicated that the school was seen as an inclusive environment with constant structural adjustments and equipment acquisition. However, the need to invest in continuing education actions was evident, as well as a desire expressed by the interviewees to create a more effective process for sharing information between parents/guardians and school professionals, with a view to materializing school inclusion and the consequent development of these students' learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Human Sciences Ciências Humanas Ciências Humanas |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/241 10.23926/RPD.2022.v7.n2.e22054.id1496 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/241 |
identifier_str_mv |
10.23926/RPD.2022.v7.n2.e22054.id1496 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/241/231 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22054 Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22054 Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22054 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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IFMT |
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IFMT |
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Revista Prática Docente |
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Revista Prática Docente |
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Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
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