20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA

Detalhes bibliográficos
Autor(a) principal: Scaravelli, Sandra Maria Gomes
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
Texto Completo: http://tede.metodista.br/jspui/handle/tede/1034
Resumo: The City of Diadema is well known in the official scene by creating and executing innovative programs in several areas of the public policies. In the educational area the inclusive education was first implemented in the 1990s, long before the federal laws widely discussed nowadays. As a result, in 2000 the city received an award from Fundação Getúlio Vargas (Getúlio Vargas Foundation), which aimed to encourage innovation in the administration and execution in town and state services: Inclusion Program Ways to Social Inclusion: multiple readings in the view of the difference. Thus, after the acknowledgment of this work, in 2002 a financial provision was made for the special education by the BNDES (Banco Nacional de Desenvolvimento Econômico e Social National Bank of Economic and Social Development) to reform, enlarge and adapt all the facilities at CAIS (Centro de Atenção à Inclusão Social Social Inclusion Attention Center), to better assist children, youngsters and adults with special educational needs. It was also made provision for architectural adaptation of the city schools in order to improve accessibility. This is therefore a city with a valuable experience available in the execution of social and educational inclusion public policies, in addition to the necessary pedagogical support services. In view of these assumptions, this research starts from the analysis of the conceptual basis and the influence of Paulo Freire s pedagogical thought permeating the development of the education in this city, and it aims to understand the procedures developed in Diadema to the execution of the pedagogical work, besides getting aware of the relationship between the work done so far and the current federal regulations.Thus, the following are the guiding questions for this work: What was considered educational inclusion in Diadema at that time? Which was the theoretical background of the subjects of that pedagogical work? What are the innovative aspects of the regulations developed in the city? How can we compare the work done and the current federal regulations? In order to answer these questions this research of quality nature features as a theoretical frame of reference, in addition to the national and city laws, the Mendes (2010) and Mainardes (2006; 2009) conceptions, among others. The field research was carried out through interviews of managers and teachers, and it allowed us to highlight the contribution of the democratic scene to the execution of an educational inclusion model.
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spelling Alves, Maria LeilaCPF:49525250550http://lattes.cnpq.br/8462136000577005Mazzotta, Marcos José da SilveiraCPF:65465431546Souza, Roger Marchesini QuadrosCPF:11239612352http://lattes.cnpq.br/6342655447227128Saes, Decio Azevedo Marques deCPF:25932501641http://lattes.cnpq.br/3094385393964468CPF:06350762843Scaravelli, Sandra Maria Gomes2016-08-03T16:15:47Z2015-06-012014-11-06SCARAVELLI, Sandra Maria Gomes. 20 years of inclusion: the city of Diadema. 2014. 159 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São bernardo do Campo, 2014.http://tede.metodista.br/jspui/handle/tede/1034The City of Diadema is well known in the official scene by creating and executing innovative programs in several areas of the public policies. In the educational area the inclusive education was first implemented in the 1990s, long before the federal laws widely discussed nowadays. As a result, in 2000 the city received an award from Fundação Getúlio Vargas (Getúlio Vargas Foundation), which aimed to encourage innovation in the administration and execution in town and state services: Inclusion Program Ways to Social Inclusion: multiple readings in the view of the difference. Thus, after the acknowledgment of this work, in 2002 a financial provision was made for the special education by the BNDES (Banco Nacional de Desenvolvimento Econômico e Social National Bank of Economic and Social Development) to reform, enlarge and adapt all the facilities at CAIS (Centro de Atenção à Inclusão Social Social Inclusion Attention Center), to better assist children, youngsters and adults with special educational needs. It was also made provision for architectural adaptation of the city schools in order to improve accessibility. This is therefore a city with a valuable experience available in the execution of social and educational inclusion public policies, in addition to the necessary pedagogical support services. In view of these assumptions, this research starts from the analysis of the conceptual basis and the influence of Paulo Freire s pedagogical thought permeating the development of the education in this city, and it aims to understand the procedures developed in Diadema to the execution of the pedagogical work, besides getting aware of the relationship between the work done so far and the current federal regulations.Thus, the following are the guiding questions for this work: What was considered educational inclusion in Diadema at that time? Which was the theoretical background of the subjects of that pedagogical work? What are the innovative aspects of the regulations developed in the city? How can we compare the work done and the current federal regulations? In order to answer these questions this research of quality nature features as a theoretical frame of reference, in addition to the national and city laws, the Mendes (2010) and Mainardes (2006; 2009) conceptions, among others. The field research was carried out through interviews of managers and teachers, and it allowed us to highlight the contribution of the democratic scene to the execution of an educational inclusion model.O município de Diadema é conhecido no panorama público pela criação e implementação de programas inovadores em várias áreas das políticas públicas. Na educacional, a educação inclusiva foi inicialmente implementada nos anos 1990, muito antes da leis federais que atualmente vêm sendo amplamente discutidas. Como resultado, em 2000 o município recebeu o prêmio da Fundação Getúlio Vargas, que objetivava incentivar inovações na administração e prestação de serviços públicos municipais e estaduais: Programa de Inclusão Caminhos para a Inclusão Social: múltiplas leituras no olhar da diferença . Dessa forma, com o reconhecimento desse trabalho, em 2002 a educação especial foi contemplada com o financiamento do BNDES (Banco Nacional de Desenvolvimento Econômico e Social) para reformar, ampliar e adequar todas as instalações do CAIS (Centro de Atenção à Inclusão Social), com vistas a melhoria do atendimento a crianças, jovens e adultos com necessidades educacionais especiais. O recurso também previa adequação arquitetônica nas escolas municipais objetivando mais acessibilidade. Trata-se, portanto, de um município que dispõe de uma experiência valorosa na implementação de políticas públicas de inclusão social e educacional, além dos serviços de suporte pedagógico para essa inclusão. Em face desses pressupostos esta pesquisa parte da análise das bases conceituais e das influências do pensamento pedagógico de Paulo Freire que permearam o desenvolvimento da educação nesse município e tem como objetivos compreender os procedimentos desenvolvidos em Diadema para a efetivação do trabalho pedagógico e conhecer, a relação do que foi desenvolvido com o que hoje estabelecem as normativas federais. Assim, são questões norteadoras para este trabalho: o que foi considerado como inclusão educacional naquele momento em Diadema? Qual a formação teórica dos agentes envolvidos nesse trabalho pedagógico? Quais são os aspectos inovadores das normas desenvolvidas no município? Como comparar o trabalho desenvolvido e as normativas federais atuais? Para responder a esses questionamentos este estudo, de cunho qualitativo, teve como referencial teórico, além da legislação nacional e municipal, as concepções de Mendes (2010) e Mainardes (2006; 2009), entre outros autores. A pesquisa de campo, realizada por meio de entrevistas a gestores e professores, possibilitou evidenciar que o panorama democrático contribuiu de forma muito antecipada para a implementação de um modelo de inclusão educacional, ousado e produtor de procedimentos pedagógicos, metodológicos de grande atualidade.Made available in DSpace on 2016-08-03T16:15:47Z (GMT). No. of bitstreams: 1 SandraScaravelli_Parte1.pdf: 1591399 bytes, checksum: d59f4ad735ea1e4a2a775b02cfc6e458 (MD5) Previous issue date: 2014-11-06application/pdfhttp://tede.metodista.br/jspui/retrieve/2608/SandraScaravelli_Parte1.pdf.jpgporUniversidade Metodista de São PauloPÓS GRADUAÇÃO EM EDUCAÇÃOUMESPBREducaçãoPolíticas PúblicasInclusão SocialEducação InclusivaGovernança LocalPublic PolicySocial InclusionInclusive EducationLocal GovernanceCNPQ::CIENCIAS HUMANAS20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA20 years of inclusion: the city of Diademainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTATHUMBNAILSandraScaravelli_Parte1.pdf.jpgSandraScaravelli_Parte1.pdf.jpgimage/jpeg1943http://tede.metodista.br/jspui/bitstream/tede/1034/2/SandraScaravelli_Parte1.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52ORIGINALSandraScaravelli_Parte1.pdfapplication/pdf1591399http://tede.metodista.br/jspui/bitstream/tede/1034/1/SandraScaravelli_Parte1.pdfd59f4ad735ea1e4a2a775b02cfc6e458MD51tede/10342016-08-03 15:10:15.449oai:tahbit.umesp.edu.dti:tede/1034Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2016-08-03T18:10:15Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false
dc.title.por.fl_str_mv 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
dc.title.alternative.eng.fl_str_mv 20 years of inclusion: the city of Diadema
title 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
spellingShingle 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
Scaravelli, Sandra Maria Gomes
Políticas Públicas
Inclusão Social
Educação Inclusiva
Governança Local
Public Policy
Social Inclusion
Inclusive Education
Local Governance
CNPQ::CIENCIAS HUMANAS
title_short 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
title_full 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
title_fullStr 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
title_full_unstemmed 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
title_sort 20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA
author Scaravelli, Sandra Maria Gomes
author_facet Scaravelli, Sandra Maria Gomes
author_role author
dc.contributor.advisor1.fl_str_mv Alves, Maria Leila
dc.contributor.advisor1ID.fl_str_mv CPF:49525250550
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8462136000577005
dc.contributor.referee1.fl_str_mv Mazzotta, Marcos José da Silveira
dc.contributor.referee1ID.fl_str_mv CPF:65465431546
dc.contributor.referee2.fl_str_mv Souza, Roger Marchesini Quadros
dc.contributor.referee2ID.fl_str_mv CPF:11239612352
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/6342655447227128
dc.contributor.referee3.fl_str_mv Saes, Decio Azevedo Marques de
dc.contributor.referee3ID.fl_str_mv CPF:25932501641
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/3094385393964468
dc.contributor.authorID.fl_str_mv CPF:06350762843
dc.contributor.author.fl_str_mv Scaravelli, Sandra Maria Gomes
contributor_str_mv Alves, Maria Leila
Mazzotta, Marcos José da Silveira
Souza, Roger Marchesini Quadros
Saes, Decio Azevedo Marques de
dc.subject.por.fl_str_mv Políticas Públicas
Inclusão Social
Educação Inclusiva
Governança Local
topic Políticas Públicas
Inclusão Social
Educação Inclusiva
Governança Local
Public Policy
Social Inclusion
Inclusive Education
Local Governance
CNPQ::CIENCIAS HUMANAS
dc.subject.eng.fl_str_mv Public Policy
Social Inclusion
Inclusive Education
Local Governance
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS
description The City of Diadema is well known in the official scene by creating and executing innovative programs in several areas of the public policies. In the educational area the inclusive education was first implemented in the 1990s, long before the federal laws widely discussed nowadays. As a result, in 2000 the city received an award from Fundação Getúlio Vargas (Getúlio Vargas Foundation), which aimed to encourage innovation in the administration and execution in town and state services: Inclusion Program Ways to Social Inclusion: multiple readings in the view of the difference. Thus, after the acknowledgment of this work, in 2002 a financial provision was made for the special education by the BNDES (Banco Nacional de Desenvolvimento Econômico e Social National Bank of Economic and Social Development) to reform, enlarge and adapt all the facilities at CAIS (Centro de Atenção à Inclusão Social Social Inclusion Attention Center), to better assist children, youngsters and adults with special educational needs. It was also made provision for architectural adaptation of the city schools in order to improve accessibility. This is therefore a city with a valuable experience available in the execution of social and educational inclusion public policies, in addition to the necessary pedagogical support services. In view of these assumptions, this research starts from the analysis of the conceptual basis and the influence of Paulo Freire s pedagogical thought permeating the development of the education in this city, and it aims to understand the procedures developed in Diadema to the execution of the pedagogical work, besides getting aware of the relationship between the work done so far and the current federal regulations.Thus, the following are the guiding questions for this work: What was considered educational inclusion in Diadema at that time? Which was the theoretical background of the subjects of that pedagogical work? What are the innovative aspects of the regulations developed in the city? How can we compare the work done and the current federal regulations? In order to answer these questions this research of quality nature features as a theoretical frame of reference, in addition to the national and city laws, the Mendes (2010) and Mainardes (2006; 2009) conceptions, among others. The field research was carried out through interviews of managers and teachers, and it allowed us to highlight the contribution of the democratic scene to the execution of an educational inclusion model.
publishDate 2014
dc.date.issued.fl_str_mv 2014-11-06
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dc.identifier.citation.fl_str_mv SCARAVELLI, Sandra Maria Gomes. 20 years of inclusion: the city of Diadema. 2014. 159 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São bernardo do Campo, 2014.
dc.identifier.uri.fl_str_mv http://tede.metodista.br/jspui/handle/tede/1034
identifier_str_mv SCARAVELLI, Sandra Maria Gomes. 20 years of inclusion: the city of Diadema. 2014. 159 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São bernardo do Campo, 2014.
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