Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21656 |
Resumo: | The inclusion of children with disabilities in the public school, both concerning public policies and educational practices cannot take place by chance. Brazil has a great debt with students, target audience of special education. The research problem consists in identifying the challenges which teachers face in the context of inclusion policies of children with disabilities for their schooling process, in the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles. Therefore we adopt, as main objective of the present dissertation, to investigate the challenges faced by teachers in the context of inclusion policies of children with disabilities, in the first years of public school basic education, as well as the following specific objectives: to verify if educational policies correspond to the school inclusion policies’ prerogatives of children with disabilities at the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles; to understand how educational inclusion and children with disabilities’ schooling take place nowadays, and to discuss the paths currently proposed by inclusive school education for children with disabilities in the public school, taking into account the hardships found. The research locus is a Paulista municipal school. The study is based on authors who reinforce the idea that inclusion is meant for all students, regardless of their limitations. Six teachers who work with children with disabilities were interviewed. An overview of the research was outlined making use of studies by Nóvoa (2007), Severino (2016), Szymanski (2014), Canário (1998), Franco (2008), Bardin (2016), Ronca (2015) and other authors who theoretically have guided us. The referential that methodologically conducts this study is presented through semi-structured interviews, content analysis and data categorization. The subjects experienced by teachers in everyday school life of the child with disabilities were dealt with during the discussions. It became clear that the confrontations for educational inclusion of children with disabilities without conditions for quality schooling are still a great problem. According to the interviewed subjects’ answers, we realize that Special Education/Inclusion theme was addressed very little and in a superficial fashion in their formations, not specifically contemplating matters relating to special/inclusive education. The absence of information regarding the proposed subject violates the current norms of respect to diversity. Many students with disabilities are registered in the public system by the parents’ initiative. In order for the school to be able to provide answers to all students, a change of principles, practices, collaborative and supportive structures among all those involved in the process of school inclusion is needed. It requires professional qualification, accessibility, physical structure, pedagogical resources, respect for individual differences, and access to quality public education, equal and for all |
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Ronca, Antonio Carlos Carusohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255846Y8Marinho, Maria Francisca Braga2018-11-28T09:08:28Z2018-10-09Marinho, Maria Francisca Braga. Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores. 2018. 214 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21656The inclusion of children with disabilities in the public school, both concerning public policies and educational practices cannot take place by chance. Brazil has a great debt with students, target audience of special education. The research problem consists in identifying the challenges which teachers face in the context of inclusion policies of children with disabilities for their schooling process, in the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles. Therefore we adopt, as main objective of the present dissertation, to investigate the challenges faced by teachers in the context of inclusion policies of children with disabilities, in the first years of public school basic education, as well as the following specific objectives: to verify if educational policies correspond to the school inclusion policies’ prerogatives of children with disabilities at the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles; to understand how educational inclusion and children with disabilities’ schooling take place nowadays, and to discuss the paths currently proposed by inclusive school education for children with disabilities in the public school, taking into account the hardships found. The research locus is a Paulista municipal school. The study is based on authors who reinforce the idea that inclusion is meant for all students, regardless of their limitations. Six teachers who work with children with disabilities were interviewed. An overview of the research was outlined making use of studies by Nóvoa (2007), Severino (2016), Szymanski (2014), Canário (1998), Franco (2008), Bardin (2016), Ronca (2015) and other authors who theoretically have guided us. The referential that methodologically conducts this study is presented through semi-structured interviews, content analysis and data categorization. The subjects experienced by teachers in everyday school life of the child with disabilities were dealt with during the discussions. It became clear that the confrontations for educational inclusion of children with disabilities without conditions for quality schooling are still a great problem. According to the interviewed subjects’ answers, we realize that Special Education/Inclusion theme was addressed very little and in a superficial fashion in their formations, not specifically contemplating matters relating to special/inclusive education. The absence of information regarding the proposed subject violates the current norms of respect to diversity. Many students with disabilities are registered in the public system by the parents’ initiative. In order for the school to be able to provide answers to all students, a change of principles, practices, collaborative and supportive structures among all those involved in the process of school inclusion is needed. It requires professional qualification, accessibility, physical structure, pedagogical resources, respect for individual differences, and access to quality public education, equal and for allA inclusão de crianças com deficiência na escola pública, tanto por parte das políticas públicas quanto das práticas educativas, não pode ser algo que aconteça por acaso. O Brasil tem uma dívida grande com os alunos público alvo da Educação Especial. O problema de pesquisa consiste em identificar os desafios que os professores enfrentam no contexto das políticas de inclusão de crianças com deficiências para sua escolarização, nos 2º, 3º e 4º anos do ensino fundamental I - 1º e 2º ciclos. Para tanto, adota-se como objetivo geral da presente tese investigar os desafios que o professor enfrenta no contexto das políticas de inclusão de crianças com deficiências, nos primeiros anos do ensino fundamental em escola pública, bem como os seguintes objetivos específicos: averiguar se as políticas educacionais correspondem às prerrogativas das políticas de inclusão escolar de crianças com deficiências nos 2º, 3º e 4º anos do ensino fundamental I - 1º e 2º ciclos; compreender como ocorre atualmente a inclusão educacional e a escolarização de crianças com deficiências e discutir os caminhos que a educação inclusiva escolar propõe atualmente para a criança com deficiência na escola pública, levando em consideração as dificuldades encontradas. O lócus da pesquisa é uma escola municipal paulista. O estudo apoia-se em autores que reforçam a ideia que a inclusão é para todos os estudantes, independente de suas limitações. Foram entrevistados seis professores que atuam com crianças com deficiências. Traçou-se um panorama da Pesquisa valendo-se dos estudos de Nóvoa (2007), Severino (2016), Szymanski (2014), Canário (1998), Franco (2008), Bardin (2016), Ronca (2015) e outros autores que nos direcionaram teoricamente. O referencial que orienta metodologicamente este estudo apresenta-se por meio de entrevista semiestruturada, análise de conteúdo e categorização dos dados. Durante as discussões tratou-se de temas vivenciados por professores no cotidiano escolar da criança com deficiência. Evidenciou-se que os enfrentamentos para a inclusão educacional da criança com deficiência sem condições a uma escolarização de qualidade é ainda um grande problema. Conforme as respostas dos sujeitos entrevistados, percebe-se que o tema Educação Especial/Inclusão foi abordado muito pouco e de forma superficial em suas formações, não contemplando especificamente assuntos referentes à educação especial/inclusiva. A ausência de informações em relação ao tema proposto fere as normas vigentes do respeito à diversidade. Muitos alunos com deficiência são matriculados na rede pública por iniciativa dos pais. Para que a escola possa dar resposta a todos os alunos é necessário mudança de princípios, práticas, estruturas colaborativas e de apoio entre todos os envolvidos no processo da inclusão escolar. É preciso qualificação profissional, acessibilidade, estrutura física, recursos pedagógicos, respeito às diferenças individuais, acesso ao ensino público de qualidade, igual e para todosCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47463/Maria%20Francisca%20Braga%20Marinho.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoEducação Inclusiva EscolarEducação EspecialDesafiosInclusive School EducationSpecial EducationChallengesCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMInclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Francisca Braga Marinho.pdf.txtMaria Francisca Braga Marinho.pdf.txtExtracted texttext/plain498894https://repositorio.pucsp.br/xmlui/bitstream/handle/21656/4/Maria%20Francisca%20Braga%20Marinho.pdf.txt72b0e064e042dd9eaae16ec40c006478MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
title |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
spellingShingle |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores Marinho, Maria Francisca Braga Educação Inclusiva Escolar Educação Especial Desafios Inclusive School Education Special Education Challenges CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
title_full |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
title_fullStr |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
title_full_unstemmed |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
title_sort |
Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores |
author |
Marinho, Maria Francisca Braga |
author_facet |
Marinho, Maria Francisca Braga |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ronca, Antonio Carlos Caruso |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255846Y8 |
dc.contributor.author.fl_str_mv |
Marinho, Maria Francisca Braga |
contributor_str_mv |
Ronca, Antonio Carlos Caruso |
dc.subject.por.fl_str_mv |
Educação Inclusiva Escolar Educação Especial Desafios |
topic |
Educação Inclusiva Escolar Educação Especial Desafios Inclusive School Education Special Education Challenges CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Inclusive School Education Special Education Challenges |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
The inclusion of children with disabilities in the public school, both concerning public policies and educational practices cannot take place by chance. Brazil has a great debt with students, target audience of special education. The research problem consists in identifying the challenges which teachers face in the context of inclusion policies of children with disabilities for their schooling process, in the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles. Therefore we adopt, as main objective of the present dissertation, to investigate the challenges faced by teachers in the context of inclusion policies of children with disabilities, in the first years of public school basic education, as well as the following specific objectives: to verify if educational policies correspond to the school inclusion policies’ prerogatives of children with disabilities at the 2nd, 3rd and 4th years of basic education I – 1ST and 2ND cycles; to understand how educational inclusion and children with disabilities’ schooling take place nowadays, and to discuss the paths currently proposed by inclusive school education for children with disabilities in the public school, taking into account the hardships found. The research locus is a Paulista municipal school. The study is based on authors who reinforce the idea that inclusion is meant for all students, regardless of their limitations. Six teachers who work with children with disabilities were interviewed. An overview of the research was outlined making use of studies by Nóvoa (2007), Severino (2016), Szymanski (2014), Canário (1998), Franco (2008), Bardin (2016), Ronca (2015) and other authors who theoretically have guided us. The referential that methodologically conducts this study is presented through semi-structured interviews, content analysis and data categorization. The subjects experienced by teachers in everyday school life of the child with disabilities were dealt with during the discussions. It became clear that the confrontations for educational inclusion of children with disabilities without conditions for quality schooling are still a great problem. According to the interviewed subjects’ answers, we realize that Special Education/Inclusion theme was addressed very little and in a superficial fashion in their formations, not specifically contemplating matters relating to special/inclusive education. The absence of information regarding the proposed subject violates the current norms of respect to diversity. Many students with disabilities are registered in the public system by the parents’ initiative. In order for the school to be able to provide answers to all students, a change of principles, practices, collaborative and supportive structures among all those involved in the process of school inclusion is needed. It requires professional qualification, accessibility, physical structure, pedagogical resources, respect for individual differences, and access to quality public education, equal and for all |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-28T09:08:28Z |
dc.date.issued.fl_str_mv |
2018-10-09 |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
Marinho, Maria Francisca Braga. Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores. 2018. 214 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21656 |
identifier_str_mv |
Marinho, Maria Francisca Braga. Inclusão de crianças com deficiências nos primeiros anos do Ensino Fundamental em escola pública: dificuldades apontadas por professores. 2018. 214 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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PUC-SP |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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