Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7887 |
Resumo: | The Early Childhood Education, Basic Education first step is to be essential in a child's life 0-5 years old. The Law of Directives and Bases of National Education - LDBEN 9.394 / 96 recommends that this stage of education should be afforded activities that promote the integral development of children in their respective aspects: physical, psychological, intellectual and social, complemented by action and Family the community. Moreover, this is a step that proved quite favorable to the inclusion of students with disabilities in ordinary classrooms. Thus, the teacher assumes a role of great importance, since their practice can contribute to the effectiveness of the inclusion of these children in the education sector process. However, as it is still in its infancy the number of jobs focused productions in the inclusion of disabled students in kindergarten, some questions guided this study: What is the vision of early childhood education teachers across the inclusion of students with disabilities included in their classes? How to give their teaching on the inclusive context? To what extent these practices can be considered inclusive? From them the objectives of the study were defined, and the general: Know what they think the public school teachers of early childhood education on the inclusion of students with disabilities in regular education context and the specific: Identify, through reports teachers, how they are giving their teaching practices with students with disabilities in inclusive context. The study included 8 Education teachers belonging to the municipal public schools in a mid-sized city of the state of. The instrument used for data collection was a semi-structured interview guide containing 15 questions. Data analysis has been done by grouping issues, because of its proximity, in themes that resulted in 9 themes and sub-themes 2. The results showed that the pedagogical practices of teachers are crucial to ensure the full development of children in kindergarten and the consolidation of school inclusion in this stage of education. |
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Almeida, Carolina deDenari, Fátima Elisabethhttp://lattes.cnpq.br/55752130119143940cceb94b-b1c5-4e19-98e2-af92ce389b082016-10-14T14:31:05Z2016-10-14T14:31:05Z2015-04-23ALMEIDA, Carolina de. Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência. 2015. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7887.https://repositorio.ufscar.br/handle/ufscar/7887The Early Childhood Education, Basic Education first step is to be essential in a child's life 0-5 years old. The Law of Directives and Bases of National Education - LDBEN 9.394 / 96 recommends that this stage of education should be afforded activities that promote the integral development of children in their respective aspects: physical, psychological, intellectual and social, complemented by action and Family the community. Moreover, this is a step that proved quite favorable to the inclusion of students with disabilities in ordinary classrooms. Thus, the teacher assumes a role of great importance, since their practice can contribute to the effectiveness of the inclusion of these children in the education sector process. However, as it is still in its infancy the number of jobs focused productions in the inclusion of disabled students in kindergarten, some questions guided this study: What is the vision of early childhood education teachers across the inclusion of students with disabilities included in their classes? How to give their teaching on the inclusive context? To what extent these practices can be considered inclusive? From them the objectives of the study were defined, and the general: Know what they think the public school teachers of early childhood education on the inclusion of students with disabilities in regular education context and the specific: Identify, through reports teachers, how they are giving their teaching practices with students with disabilities in inclusive context. The study included 8 Education teachers belonging to the municipal public schools in a mid-sized city of the state of. The instrument used for data collection was a semi-structured interview guide containing 15 questions. Data analysis has been done by grouping issues, because of its proximity, in themes that resulted in 9 themes and sub-themes 2. The results showed that the pedagogical practices of teachers are crucial to ensure the full development of children in kindergarten and the consolidation of school inclusion in this stage of education.A Educação Infantil, primeira etapa da Educação Básica constitui-se fundamental na vida da criança de 0 a 5 anos de idade. A Lei de Diretrizes e Bases da Educação Nacional – LDBEN 9.394/96 preconiza que nessa etapa de ensino devem ser propiciadas atividades que favoreçam o desenvolvimento integral das crianças em seus respectivos aspectos: físico, psicológico, intelectual e social, complementados pela ação da família e da comunidade. Ademais, esta é uma etapa que se revela bastante propícia à inclusão de alunos com deficiência em salas de aula comum. Dessa forma, o professor assume um papel de grande importância, pois sua prática pedagógica pode contribuir para a efetivação do processo de inclusão dessas crianças no âmbito educacional. No entanto, como ainda é incipiente o número de trabalhos com enfoque na inclusão de alunos com deficiência na Educação Infantil, algumas questões nortearam este estudo: Qual é a visão dos professores de Educação Infantil frente à inclusão de alunos com deficiência incluídos em suas classes? Como se dão suas práticas pedagógicas diante do contexto inclusivo? Em que medida essas práticas podem ser consideradas inclusivas? A partir delas os objetivos do estudo foram definidos, sendo o geral: Conhecer o que pensam os professores de escolas públicas de Educação Infantil, sobre a inclusão de alunos com deficiência no contexto regular de ensino e o específico: Identificar, por meio dos relatos de professores, como estão se dando suas práticas pedagógicas com os alunos com deficiência no contexto inclusivo. Participaram do estudo 8 professores da Educação Infantil pertencentes à rede pública municipal de ensino de uma cidade de médio porte do interior Paulista. O instrumento utilizado para a coleta dos dados foi um roteiro de entrevista semiestruturado contendo 15 questões. A análise dos dados se deu mediante o agrupamento das questões, em razão de sua proximidade, em categorias temáticas que resultaram em 9 temas e 2 subtemas. Os resultados demonstraram que as práticas pedagógicas do professor, quando bem conduzidas, são preponderantes para garantir o desenvolvimento integral das crianças na Educação Infantil e a consolidação da inclusão escolar nessa etapa de ensino.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialPráticas pedagógicasEducação infantil.Special EducationPedagogical PracticesChildhood EducationCIENCIAS HUMANAS::EDUCACAORelatos de professores da educação infantil sobre suas práticas com alunos com deficiênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline60015971dfa-3d70-434d-b061-736b95b1a444info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissCA.pdfDissCA.pdfapplication/pdf2028496https://repositorio.ufscar.br/bitstream/ufscar/7887/1/DissCA.pdf5a596b16296b3a257fa36d2ac3f74877MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/7887/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissCA.pdf.txtDissCA.pdf.txtExtracted texttext/plain313228https://repositorio.ufscar.br/bitstream/ufscar/7887/3/DissCA.pdf.txt5467f89995bc70338b7e581e85e47b10MD53THUMBNAILDissCA.pdf.jpgDissCA.pdf.jpgIM Thumbnailimage/jpeg4866https://repositorio.ufscar.br/bitstream/ufscar/7887/4/DissCA.pdf.jpg09c0d8b093f0fc212a3db7659b332651MD54ufscar/78872023-09-18 18:30:59.8oai:repositorio.ufscar.br:ufscar/7887TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU8OjbyBDYXJsb3MgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsICB0cmFkdXppciAoY29uZm9ybWUgZGVmaW5pZG8gYWJhaXhvKSwgZS9vdQpkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlCmVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyBmb3JtYXRvcyDDoXVkaW8gb3UgdsOtZGVvLgoKVm9jw6ogY29uY29yZGEgcXVlIGEgVUZTQ2FyIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28KcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGU0NhciBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU0NhcgpvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUKaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRlNDYXIsClZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNDYXIgc2UgY29tcHJvbWV0ZSBhIGlkZW50aWZpY2FyIGNsYXJhbWVudGUgbyBzZXUgbm9tZSAocykgb3UgbyhzKSBub21lKHMpIGRvKHMpCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzCmNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg==Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:59Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
title |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
spellingShingle |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência Almeida, Carolina de Educação especial Práticas pedagógicas Educação infantil. Special Education Pedagogical Practices Childhood Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
title_full |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
title_fullStr |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
title_full_unstemmed |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
title_sort |
Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência |
author |
Almeida, Carolina de |
author_facet |
Almeida, Carolina de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Almeida, Carolina de |
dc.contributor.advisor1.fl_str_mv |
Denari, Fátima Elisabeth |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5575213011914394 |
dc.contributor.authorID.fl_str_mv |
0cceb94b-b1c5-4e19-98e2-af92ce389b08 |
contributor_str_mv |
Denari, Fátima Elisabeth |
dc.subject.por.fl_str_mv |
Educação especial Práticas pedagógicas Educação infantil. |
topic |
Educação especial Práticas pedagógicas Educação infantil. Special Education Pedagogical Practices Childhood Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Special Education Pedagogical Practices Childhood Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The Early Childhood Education, Basic Education first step is to be essential in a child's life 0-5 years old. The Law of Directives and Bases of National Education - LDBEN 9.394 / 96 recommends that this stage of education should be afforded activities that promote the integral development of children in their respective aspects: physical, psychological, intellectual and social, complemented by action and Family the community. Moreover, this is a step that proved quite favorable to the inclusion of students with disabilities in ordinary classrooms. Thus, the teacher assumes a role of great importance, since their practice can contribute to the effectiveness of the inclusion of these children in the education sector process. However, as it is still in its infancy the number of jobs focused productions in the inclusion of disabled students in kindergarten, some questions guided this study: What is the vision of early childhood education teachers across the inclusion of students with disabilities included in their classes? How to give their teaching on the inclusive context? To what extent these practices can be considered inclusive? From them the objectives of the study were defined, and the general: Know what they think the public school teachers of early childhood education on the inclusion of students with disabilities in regular education context and the specific: Identify, through reports teachers, how they are giving their teaching practices with students with disabilities in inclusive context. The study included 8 Education teachers belonging to the municipal public schools in a mid-sized city of the state of. The instrument used for data collection was a semi-structured interview guide containing 15 questions. Data analysis has been done by grouping issues, because of its proximity, in themes that resulted in 9 themes and sub-themes 2. The results showed that the pedagogical practices of teachers are crucial to ensure the full development of children in kindergarten and the consolidation of school inclusion in this stage of education. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-04-23 |
dc.date.accessioned.fl_str_mv |
2016-10-14T14:31:05Z |
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2016-10-14T14:31:05Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Carolina de. Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência. 2015. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7887. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7887 |
identifier_str_mv |
ALMEIDA, Carolina de. Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência. 2015. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7887. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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