Dilemas da escola inclusiva
Autor(a) principal: | |
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Data de Publicação: | 2006 |
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/13763 |
Resumo: | This research, focusing on the inclusion questions, aims to analyze whether, in the teach-learning process, the pedagogical actions developed by the teacher, mediated by languages and other cultural tools socially built in the school environment, are able to promote: (1) the social constitutions of pupils that features NEE, as well as, (2) the perception of themselves and the other pupils. Furthermore, it discusses the existing dilemmas in the inclusive school, represented in the terminology used in legislation as well as in pedagogical actions developed by the teacher. During the teaching process, when stipulating the rules and the division of work, the teacher creates such a conflict that may lead to a transformation in the activity and in the social practices developed in the school environment. In a broader view, this thesis intends to contribute to the formation area of the teacher that seeks to dissipate such dilemmas, allowing, in this way, the inclusion of the pupils with special educational needs. This work is supported by theories which include the studies on both verbal and writing speeches developed by Bakhtin (1979), teach-learning and defectology developed by Vygotsky (1920-1930) and Theory of the Activity developed by Engeström (1999). The research methodology used is the participatory one (Rizzini, et al. 1999). This research is carried out in a public school of the capital of São Paulo and it has, as a participant of the process, a pupil with special educational needs and a diagnosis of cerebral paralysis. Besides the coordination problems and speaking difficulties, such pupil presents a slight mental deficiency. The data were collected in 2004 through a) observation; b) recording of the classes in audio and video; c) interviews. The results demonstrate that in order to propitiate a real inclusion, the so-called inclusive school has to face the challenge of rethinking its pedagogical practice. This rethinking has to be oriented in the forms of collaborative action and, gradually, determine the level of the child development allowing a movement of building and rebuilding the pedagogical actions in which teachers and pupils may plan together the tasks to be performed |
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Cavenaghi-Lessa, AngelaSouza, Célia Magalhães de2016-04-28T18:23:09Z2007-09-062006-03-31Souza, Célia Magalhães de. Dilemas da escola inclusiva. 2006. 159 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.https://tede2.pucsp.br/handle/handle/13763This research, focusing on the inclusion questions, aims to analyze whether, in the teach-learning process, the pedagogical actions developed by the teacher, mediated by languages and other cultural tools socially built in the school environment, are able to promote: (1) the social constitutions of pupils that features NEE, as well as, (2) the perception of themselves and the other pupils. Furthermore, it discusses the existing dilemmas in the inclusive school, represented in the terminology used in legislation as well as in pedagogical actions developed by the teacher. During the teaching process, when stipulating the rules and the division of work, the teacher creates such a conflict that may lead to a transformation in the activity and in the social practices developed in the school environment. In a broader view, this thesis intends to contribute to the formation area of the teacher that seeks to dissipate such dilemmas, allowing, in this way, the inclusion of the pupils with special educational needs. This work is supported by theories which include the studies on both verbal and writing speeches developed by Bakhtin (1979), teach-learning and defectology developed by Vygotsky (1920-1930) and Theory of the Activity developed by Engeström (1999). The research methodology used is the participatory one (Rizzini, et al. 1999). This research is carried out in a public school of the capital of São Paulo and it has, as a participant of the process, a pupil with special educational needs and a diagnosis of cerebral paralysis. Besides the coordination problems and speaking difficulties, such pupil presents a slight mental deficiency. The data were collected in 2004 through a) observation; b) recording of the classes in audio and video; c) interviews. The results demonstrate that in order to propitiate a real inclusion, the so-called inclusive school has to face the challenge of rethinking its pedagogical practice. This rethinking has to be oriented in the forms of collaborative action and, gradually, determine the level of the child development allowing a movement of building and rebuilding the pedagogical actions in which teachers and pupils may plan together the tasks to be performedEste trabalho, enfocando especificamente as questões de inclusão, tem por objetivo analisar se, no processo ensino-aprendizagem, as ações pedagógicas desenvolvidas pelo professor, mediadas pela linguagem e outras ferramentas culturais socialmente construídas no ambiente escolar, promovem (1) a constituição social dos alunos que apresentam NEE, bem como, (2) a percepção de si mesmo e do outro. Em termos mais específicos, discute os dilemas existentes na escola inclusiva, representados na terminologia utilizada na legislação, bem como, nas ações pedagógicas desenvolvidas pelo professor, que durante a atividade aula, ao estipular as regras e a divisão de trabalho, gera conflitos que podem propiciar uma transformação na atividade e nas práticas sociais desenvolvidas na escola. Em um âmbito mais abrangente, esta pesquisa visa contribuir para a área de formação de professores que buscam dissipar esses dilemas propiciando dessa forma uma inclusão de fato e não somente de direito. Teoricamente o trabalho está apoiado nos estudos sobre discursos orais e escritos desenvolvidos por Bakhtin (1979), ensino- aprendizagem e defectologia desenvolvidos por Vygotsky (1920-1930) e Teoria da Atividade desenvolvidos por Engeström (1999). A metodologia de pesquisa utilizada é do tipo participativa (Rizzini, et al. 1999). A pesquisa é realizada em uma escola pública estadual da capital de São Paulo, tendo como participantes do processo um aluno com NEE, que tem um diagnóstico de paralisia cerebral, e além dos problemas de coordenação motora e dificuldades na fala, apresenta uma deficiência mental leve, o professor e os demais alunos. Os dados forma coletados no ano de 2004, através de: a) observação e notas de campo; b) gravação em áudio e vídeo de aulas; c) entrevistas com os participantes da pesquisa. Os resultados demonstram que para propiciar uma inclusão de fato e não somente de direito, a escola dita inclusiva se vê a frente do desafio de repensar suas praticas pedagógicas. Esse repensar, precisa ser pautado nas formas de ação colaborativa, e assim determinar o nível de desenvolvimento potencial da criança, propiciando um movimento de construir e reconstruir das ações pedagógicas, no qual, o professor e alunos podem planejar conjuntamente as tarefas a serem trabalhadasSecretaria do Estado e Educaçãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30470/Dissertacao%20Celia%20Magalhaes%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaEnsino-aprendizagemTeoria da atividadeInclusão escolarAprendizagemEnsinoEducacao inclusivaTheory of the activityInclusionTeach-learningCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADADilemas da escola inclusivaInclusive school dillemasinfo: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_SPTEXTDissertacao Celia Magalhaes de Souza.pdf.txtDissertacao Celia Magalhaes de Souza.pdf.txtExtracted texttext/plain402040https://repositorio.pucsp.br/xmlui/bitstream/handle/13763/3/Dissertacao%20Celia%20Magalhaes%20de%20Souza.pdf.txtb5eb08e8cb80b5bb6c3f789b7bf821b3MD53ORIGINALDissertacao Celia Magalhaes de Souza.pdfapplication/pdf785545https://repositorio.pucsp.br/xmlui/bitstream/handle/13763/1/Dissertacao%20Celia%20Magalhaes%20de%20Souza.pdf1a0f4d3e3d5be6d254a263dccb97f354MD51THUMBNAILDissertacao Celia Magalhaes de Souza.pdf.jpgDissertacao Celia Magalhaes de Souza.pdf.jpgGenerated Thumbnailimage/jpeg3376https://repositorio.pucsp.br/xmlui/bitstream/handle/13763/2/Dissertacao%20Celia%20Magalhaes%20de%20Souza.pdf.jpg3834eb480efbed57a66e133b82544037MD52handle/137632024-08-30 20:04:06.772oai:repositorio.pucsp.br:handle/13763Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2024-08-30T23:04:06Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Dilemas da escola inclusiva |
dc.title.alternative.eng.fl_str_mv |
Inclusive school dillemas |
title |
Dilemas da escola inclusiva |
spellingShingle |
Dilemas da escola inclusiva Souza, Célia Magalhães de Ensino-aprendizagem Teoria da atividade Inclusão escolar Aprendizagem Ensino Educacao inclusiva Theory of the activity Inclusion Teach-learning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Dilemas da escola inclusiva |
title_full |
Dilemas da escola inclusiva |
title_fullStr |
Dilemas da escola inclusiva |
title_full_unstemmed |
Dilemas da escola inclusiva |
title_sort |
Dilemas da escola inclusiva |
author |
Souza, Célia Magalhães de |
author_facet |
Souza, Célia Magalhães de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cavenaghi-Lessa, Angela |
dc.contributor.author.fl_str_mv |
Souza, Célia Magalhães de |
contributor_str_mv |
Cavenaghi-Lessa, Angela |
dc.subject.por.fl_str_mv |
Ensino-aprendizagem Teoria da atividade Inclusão escolar Aprendizagem Ensino Educacao inclusiva |
topic |
Ensino-aprendizagem Teoria da atividade Inclusão escolar Aprendizagem Ensino Educacao inclusiva Theory of the activity Inclusion Teach-learning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Theory of the activity Inclusion Teach-learning |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research, focusing on the inclusion questions, aims to analyze whether, in the teach-learning process, the pedagogical actions developed by the teacher, mediated by languages and other cultural tools socially built in the school environment, are able to promote: (1) the social constitutions of pupils that features NEE, as well as, (2) the perception of themselves and the other pupils. Furthermore, it discusses the existing dilemmas in the inclusive school, represented in the terminology used in legislation as well as in pedagogical actions developed by the teacher. During the teaching process, when stipulating the rules and the division of work, the teacher creates such a conflict that may lead to a transformation in the activity and in the social practices developed in the school environment. In a broader view, this thesis intends to contribute to the formation area of the teacher that seeks to dissipate such dilemmas, allowing, in this way, the inclusion of the pupils with special educational needs. This work is supported by theories which include the studies on both verbal and writing speeches developed by Bakhtin (1979), teach-learning and defectology developed by Vygotsky (1920-1930) and Theory of the Activity developed by Engeström (1999). The research methodology used is the participatory one (Rizzini, et al. 1999). This research is carried out in a public school of the capital of São Paulo and it has, as a participant of the process, a pupil with special educational needs and a diagnosis of cerebral paralysis. Besides the coordination problems and speaking difficulties, such pupil presents a slight mental deficiency. The data were collected in 2004 through a) observation; b) recording of the classes in audio and video; c) interviews. The results demonstrate that in order to propitiate a real inclusion, the so-called inclusive school has to face the challenge of rethinking its pedagogical practice. This rethinking has to be oriented in the forms of collaborative action and, gradually, determine the level of the child development allowing a movement of building and rebuilding the pedagogical actions in which teachers and pupils may plan together the tasks to be performed |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-03-31 |
dc.date.available.fl_str_mv |
2007-09-06 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:23:09Z |
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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 |
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Souza, Célia Magalhães de. Dilemas da escola inclusiva. 2006. 159 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13763 |
identifier_str_mv |
Souza, Célia Magalhães de. Dilemas da escola inclusiva. 2006. 159 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
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Pontifícia Universidade Católica de São Paulo |
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