Limits and possibilities of school inclusion in the perception of parents/responses and municipal school team in Santa Luzia - MG

Detalhes bibliográficos
Autor(a) principal: Gomes, Carla Ribeiro de Paiva
Data de Publicação: 2022
Outros Autores: Pereira, Cláudio Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1496
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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spelling 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 - MGInclusive EducationAssistive TechnologySpecialized Educational ServicesEducación InclusivaTecnología de AsistenciaServicios Educativos EspecializadosEducação InclusivaTecnologia AssistivaAtendimento Educacional EspecializadoA 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 Docente2022-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHumanasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/149610.23926/RPD.2022.v7.n2.e22054.id1496Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): May to August 2022; e22054Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; 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:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1496/684Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGomes, Carla Ribeiro de PaivaPereira, Cláudio Alves 2022-07-12T14:14:12Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1496Revistahttp://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:2022-07-12T14:14:12Revista 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
Gomes, Carla Ribeiro de Paiva
Inclusive Education
Assistive Technology
Specialized Educational Services
Educación Inclusiva
Tecnología de Asistencia
Servicios Educativos Especializados
Educação Inclusiva
Tecnologia Assistiva
Atendimento Educacional Especializado
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 Gomes, Carla Ribeiro de Paiva
author_facet Gomes, Carla Ribeiro de Paiva
Pereira, Cláudio Alves
author_role author
author2 Pereira, Cláudio Alves
author2_role author
dc.contributor.author.fl_str_mv Gomes, Carla Ribeiro de Paiva
Pereira, Cláudio Alves
dc.subject.por.fl_str_mv Inclusive Education
Assistive Technology
Specialized Educational Services
Educación Inclusiva
Tecnología de Asistencia
Servicios Educativos Especializados
Educação Inclusiva
Tecnologia Assistiva
Atendimento Educacional Especializado
topic Inclusive Education
Assistive Technology
Specialized Educational Services
Educación Inclusiva
Tecnología de Asistencia
Servicios Educativos Especializados
Educação Inclusiva
Tecnologia Assistiva
Atendimento Educacional Especializado
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 2022-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Humanas
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1496
10.23926/RPD.2022.v7.n2.e22054.id1496
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1496
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 http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1496/684
dc.rights.driver.fl_str_mv Copyright (c) 2022 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) 2022 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 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): May to August 2022; e22054
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; 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
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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