A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores

Detalhes bibliográficos
Autor(a) principal: Mucci, Daniela Horvath
Data de Publicação: 2021
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/23885
Resumo: The present study arises from observations, based on experiences at school with teachers and students. Looking at the social relations that circulate in the educational environment prompted me to want to unveil this complexity and understand the impacts on teaching performance. The course of this study was permeated by the objective of analyzing the social representations of teachers from the final years of elementary school about the inclusion of students with disabilities enrolled in regular classrooms of public schools. We started the process by tracing the trends, through scientific works that present the themes: social representations of teachers and inclusion of students with disabilities. This process of literary review by integrative analysis showed us the need for new approaches, which led us to three approaches – portrayed in the specific objectives: revisiting the historical processes that culminated in the inclusion of students with disabilities; analyze how social representations have been impacting teaching professionality; and present an indicative agenda for a formative itinerary. The research subjects are teachers in the final years of public elementary school. The theoretical foundation is based on the historicity of the person with a disability, on the path of different paradigms and on inclusion as a recognition of rights. For these sections, we bring contributions from theorists such as Teresa Mantoan, Romeo Sassaki, and William Stainback. We also present a dialogue between Axel Honneth and Paulo Freire, starting from solidarity as a proposal for an inclusive social construction. To support the understanding of social representations, we rely on the contributions of Serge Moscovici and scholars in the area, such as: Denise Jodelet, Clarilza Sousa, Bader Sawaia and Adelina Novaes. The investigation is based on a qualitative approach. For data collection, we used semi-structured interviews and, for content analysis, we followed Maria Laura Franco's proposal. The data produced, based on the incidences, were grouped into 4 categories: Category 1 - Teacher; Category 2 - Student; Category 3 - Group and Category 4 - System. The results demonstrate that the historicity of abandonment and exclusion of people with disabilities possibly impact on the social representations of teachers, who anchor the processes of inclusion of students with disabilities in barriers, especially from the medical report and the impossibilities of students with disabilities in school environment. They understand that school inclusion is the presence of a student with a disability at school and that it is up to the student to meet the requirements presented by the educational context, a concept that meets the integration paradigm. Reflecting on the data, we conclude the importance of transforming the concept of inclusion in school to inclusive school; for this, we understand the role of the teacher within a collaborative network, with the teaching subject being a protagonist in the training itineraries and inserted in their own context, thematizing the teaching practice and the experiences of their territory. For the route proposed by the formative itinerary, we rely on the contributions of Maurice Tardif
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spelling Sousa, Clarilza Prado dehttp://lattes.cnpq.br/4090219754109759http://lattes.cnpq.br/6246223619038338Mucci, Daniela Horvath2021-11-03T13:29:15Z2021-11-03T13:29:15Z2021-07-26Mucci, Daniela Horvath. A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores. 2021. 167 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://repositorio.pucsp.br/jspui/handle/handle/23885The present study arises from observations, based on experiences at school with teachers and students. Looking at the social relations that circulate in the educational environment prompted me to want to unveil this complexity and understand the impacts on teaching performance. The course of this study was permeated by the objective of analyzing the social representations of teachers from the final years of elementary school about the inclusion of students with disabilities enrolled in regular classrooms of public schools. We started the process by tracing the trends, through scientific works that present the themes: social representations of teachers and inclusion of students with disabilities. This process of literary review by integrative analysis showed us the need for new approaches, which led us to three approaches – portrayed in the specific objectives: revisiting the historical processes that culminated in the inclusion of students with disabilities; analyze how social representations have been impacting teaching professionality; and present an indicative agenda for a formative itinerary. The research subjects are teachers in the final years of public elementary school. The theoretical foundation is based on the historicity of the person with a disability, on the path of different paradigms and on inclusion as a recognition of rights. For these sections, we bring contributions from theorists such as Teresa Mantoan, Romeo Sassaki, and William Stainback. We also present a dialogue between Axel Honneth and Paulo Freire, starting from solidarity as a proposal for an inclusive social construction. To support the understanding of social representations, we rely on the contributions of Serge Moscovici and scholars in the area, such as: Denise Jodelet, Clarilza Sousa, Bader Sawaia and Adelina Novaes. The investigation is based on a qualitative approach. For data collection, we used semi-structured interviews and, for content analysis, we followed Maria Laura Franco's proposal. The data produced, based on the incidences, were grouped into 4 categories: Category 1 - Teacher; Category 2 - Student; Category 3 - Group and Category 4 - System. The results demonstrate that the historicity of abandonment and exclusion of people with disabilities possibly impact on the social representations of teachers, who anchor the processes of inclusion of students with disabilities in barriers, especially from the medical report and the impossibilities of students with disabilities in school environment. They understand that school inclusion is the presence of a student with a disability at school and that it is up to the student to meet the requirements presented by the educational context, a concept that meets the integration paradigm. Reflecting on the data, we conclude the importance of transforming the concept of inclusion in school to inclusive school; for this, we understand the role of the teacher within a collaborative network, with the teaching subject being a protagonist in the training itineraries and inserted in their own context, thematizing the teaching practice and the experiences of their territory. For the route proposed by the formative itinerary, we rely on the contributions of Maurice TardifO presente estudo surge das observações, a partir das vivências na escola junto a professores e alunos. Olhar as relações sociais que circulam no ambiente educacional nos instigou a querer desvelar essa complexidade e compreender os impactos na atuação docente. O percurso do presente estudo foi permeado pelo objetivo de analisar as representações sociais de professores dos anos finais do Ensino Fundamental sobre a inclusão de alunos com deficiência matriculados nas salas regulares de escolas públicas. Iniciamos o processo percorrendo as tendências, por meio dos trabalhos científicos que apresentam as temáticas: representações sociais de professores e inclusão de alunos com deficiência. Esse processo de revisão literária pela análise integrativa nos mostrou a necessidade de novas abordagens, o que nos impulsionou para três enfoques – retratados nos objetivos específicos: revisitar os processos históricos que culminaram com a inclusão de alunos com deficiência; analisar como as representações sociais vêm impactando a profissionalidade docente; e apresentar uma indicativa de pauta para itinerário formativo. Os sujeitos da pesquisa são professores dos anos finais do Ensino Fundamental de escola pública. A fundamentação teórica está baseada na historicidade da pessoa com deficiência, no percurso de diferentes paradigmas e na inclusão como reconhecimento dos direitos. Para essas seções, trouxemos as contribuições de teóricos como Teresa Mantoan, Romeu Sassaki, e William Stainback. Também apresentamos um diálogo entre Axel Honneth e Paulo Freire, partindo da solidariedade como proposta de construção social inclusiva. Para subsidiar a compreensão das representações sociais, respaldamo-nos nas contribuições de Serge Moscovici e estudiosos da área, como: Denise Jodelet, Clarilza Sousa, Bader Sawaia e Adelina Novaes. A investigação se fundamenta na abordagem qualitativa. Para a coleta de dados, usamos a entrevista semiestruturada e, para a análise de conteúdo, seguimos a proposta de Maria Laura Franco. Os dados produzidos, fundamentados pelas incidências, foram agrupados em 4 categorias: Categoria 1 - Professor; Categoria 2 - Aluno; Categoria 3 - Grupo e Categoria 4 - Sistema. Os resultados demonstram que a historicidade de abandono e exclusão da pessoa com deficiência possivelmente impactam nas representações sociais dos docentes, os quais ancoram os processos de inclusão de alunos com deficiência nas barreiras, principalmente a partir do laudo médico e das impossibilidades do aluno com deficiência no ambiente escolar. Compreendem que inclusão escolar é a presença do aluno com deficiência na escola e que cabe ao aluno atender as exigências apresentadas pelo contexto educacional, concepção que caminha ao encontro do paradigma da integração. Refletindo sobre os dados, concluímos a importância da transformação da concepção de inclusão na escola para escola inclusiva; para isso, compreendemos o papel do professor dentro de uma rede colaborativa, sendo o sujeito docente um protagonista nos itinerários formativos e inserido em seu próprio contexto, tematizando a prática docente e as vivências de seu território. Para o percurso proposto pelo itinerário formativo, respaldamo-nos nas contribuições do Professor Maurice TardifporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOProfessores e alunosInclusão escolarCrianças com deficiência - EducaçãoTeacher-student relationshipsMainstreaming in educationChildren with disabilities - EducationA inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professoresThe inclusion of students with disabilities in the final years of Elementary School: teachers' social representationsinfo: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_SPORIGINALDaniela Horvath Mucci.pdfapplication/pdf1608425https://repositorio.pucsp.br/xmlui/bitstream/handle/23885/1/Daniela%20Horvath%20Mucci.pdfab7a1d947aee7ee5961c64f081e349c6MD51TEXTDaniela Horvath Mucci.pdf.txtDaniela Horvath Mucci.pdf.txtExtracted texttext/plain355577https://repositorio.pucsp.br/xmlui/bitstream/handle/23885/2/Daniela%20Horvath%20Mucci.pdf.txt645ccc6cdde8cbf90bc930eec26a9572MD52THUMBNAILDaniela Horvath Mucci.pdf.jpgDaniela Horvath Mucci.pdf.jpgGenerated Thumbnailimage/jpeg1172https://repositorio.pucsp.br/xmlui/bitstream/handle/23885/3/Daniela%20Horvath%20Mucci.pdf.jpgba24ce828451a2b784caaa97d2727ac3MD53handle/238852021-11-04 07:56:35.118oai:repositorio.pucsp.br:handle/23885Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2021-11-04T10:56:35Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
dc.title.alternative.pt_BR.fl_str_mv The inclusion of students with disabilities in the final years of Elementary School: teachers' social representations
title A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
spellingShingle A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
Mucci, Daniela Horvath
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Professores e alunos
Inclusão escolar
Crianças com deficiência - Educação
Teacher-student relationships
Mainstreaming in education
Children with disabilities - Education
title_short A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
title_full A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
title_fullStr A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
title_full_unstemmed A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
title_sort A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores
author Mucci, Daniela Horvath
author_facet Mucci, Daniela Horvath
author_role author
dc.contributor.advisor1.fl_str_mv Sousa, Clarilza Prado de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4090219754109759
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6246223619038338
dc.contributor.author.fl_str_mv Mucci, Daniela Horvath
contributor_str_mv Sousa, Clarilza Prado de
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO
Professores e alunos
Inclusão escolar
Crianças com deficiência - Educação
Teacher-student relationships
Mainstreaming in education
Children with disabilities - Education
dc.subject.por.fl_str_mv Professores e alunos
Inclusão escolar
Crianças com deficiência - Educação
dc.subject.eng.fl_str_mv Teacher-student relationships
Mainstreaming in education
Children with disabilities - Education
description The present study arises from observations, based on experiences at school with teachers and students. Looking at the social relations that circulate in the educational environment prompted me to want to unveil this complexity and understand the impacts on teaching performance. The course of this study was permeated by the objective of analyzing the social representations of teachers from the final years of elementary school about the inclusion of students with disabilities enrolled in regular classrooms of public schools. We started the process by tracing the trends, through scientific works that present the themes: social representations of teachers and inclusion of students with disabilities. This process of literary review by integrative analysis showed us the need for new approaches, which led us to three approaches – portrayed in the specific objectives: revisiting the historical processes that culminated in the inclusion of students with disabilities; analyze how social representations have been impacting teaching professionality; and present an indicative agenda for a formative itinerary. The research subjects are teachers in the final years of public elementary school. The theoretical foundation is based on the historicity of the person with a disability, on the path of different paradigms and on inclusion as a recognition of rights. For these sections, we bring contributions from theorists such as Teresa Mantoan, Romeo Sassaki, and William Stainback. We also present a dialogue between Axel Honneth and Paulo Freire, starting from solidarity as a proposal for an inclusive social construction. To support the understanding of social representations, we rely on the contributions of Serge Moscovici and scholars in the area, such as: Denise Jodelet, Clarilza Sousa, Bader Sawaia and Adelina Novaes. The investigation is based on a qualitative approach. For data collection, we used semi-structured interviews and, for content analysis, we followed Maria Laura Franco's proposal. The data produced, based on the incidences, were grouped into 4 categories: Category 1 - Teacher; Category 2 - Student; Category 3 - Group and Category 4 - System. The results demonstrate that the historicity of abandonment and exclusion of people with disabilities possibly impact on the social representations of teachers, who anchor the processes of inclusion of students with disabilities in barriers, especially from the medical report and the impossibilities of students with disabilities in school environment. They understand that school inclusion is the presence of a student with a disability at school and that it is up to the student to meet the requirements presented by the educational context, a concept that meets the integration paradigm. Reflecting on the data, we conclude the importance of transforming the concept of inclusion in school to inclusive school; for this, we understand the role of the teacher within a collaborative network, with the teaching subject being a protagonist in the training itineraries and inserted in their own context, thematizing the teaching practice and the experiences of their territory. For the route proposed by the formative itinerary, we rely on the contributions of Maurice Tardif
publishDate 2021
dc.date.accessioned.fl_str_mv 2021-11-03T13:29:15Z
dc.date.available.fl_str_mv 2021-11-03T13:29:15Z
dc.date.issued.fl_str_mv 2021-07-26
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dc.identifier.citation.fl_str_mv Mucci, Daniela Horvath. A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores. 2021. 167 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.
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identifier_str_mv Mucci, Daniela Horvath. A inclusão de alunos com deficiência nos anos finais do Ensino Fundamental: representações sociais de professores. 2021. 167 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.
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