Educação inclusiva e atividade docente: um caminho difícil

• Autor(a) principal: Facco, Marília Alves
• Data de Publicação: 2007
• 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/16313
• topic: Atividade Docente; Educação Inclusiva; Psicologia Sócio-histórica; Educacao especial; Educacao inclusiva; Pratica de ensino; Professores -- Formacao profissional; Teaching activity; Inclusive Education; Socio-historical Psychology; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research aimed to analyze the teaching activities involved in inclusive education focusing one of its fields, the class itself. The data was collected in a third grade classroom from a public school located in the north zone from the city of Sao Paulo through semi structured interviews with the teacher and the pedagogical coordinator which stated pertinent facts about inclusive education and also lessons video recordings were used. Such material was analyzed by the statements from the researching participants and about some selected episodes, taking into consideration the socialhistorical perspective in Psychology as well as those adopted by the French Ergonomic School. The results which were shown revealed that the main aspect for defining inclusive education was missing: The heterogeneous fact among the students in the classroom. In addition to it, teaching activities and reasonable clear objectives to be achieved by the pupils were not planned. The discussion evidenced that the main need in inclusive education is to provide adequate continuous on the job training for teachers and also to elaborate public politics to guide daily routines of inclusive educational projects