A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://localhost:8080/tede/handle/tede/315 |
Resumo: | The inclusive education policy results of any global and national movements oriented what is subscribed in the legal basis of human rights. In Brazil, it has been gaining space and supporters in research field and practices in the last two decades, in order of minimize and overcome the barriers imposed by the society throughout the history and faced by the people with disabilities and their family. The Brazilian counties had access to principles of this policy through of Program of Inclusive Education: Diversity Right, instrument used by the Ministry of Education for guide in the transformation of the teaching systems In this sense, this research has it a central issue how it gave the implantation of the Policy of Especial Education in the Perspective of the Inclusive Education (PNEE-EI) in the county of Tucano-Bahia in the period from 2005 to 2012 and as general objective analyze the process of the implantation of this same policy in the Municipal Department/Network of Education in Tucano-BA. The methodological path adopted was based on the Policies Cycle approach, allowing what the object was understood from the three primary contexts indicated: influence, text production and practice. Of qualitative character, this research show the case study about the implantation of Special Education Policy on the Education Inclusive Perspective in the Municipality of Tucano, whose data were produced through of the documentary research, focus group, semi-structured interview, questionnaire, being the data analysis supported on the content analysis. The studies revealed the existence of Inclusive Education Policy in progress in Tucano-BA, unleashed by accession of the county to Program of Inclusive Education: Diversity Right, in 2005 and, although it is not yet documented in the municipal scope, has followed the PNEE-EI's guidance, of 2008, changing, therefore, the history of Especial Education and regular local education. They was indicated as main difficulties the teachers' resistances in receive the students with disabilities in regular classrooms, parents of children and adolescents with disabilities in take them for the common schools and, mostly, of Apae, that was the single Especial Education institution in the county and, in that context, expressed contrary to this policy. In respect of to the proposed nationally and the implemented in Tucano, it was checked that happened advances in the formation of managers and teachers, in the realization of the Educational Service Specialist (ESS), the inter sectoral actions, accessibility, family participation, continuing education, but that such advances are still shy for the county's demand. |
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Santos, Solange Mary Moreira37617443587http://lattes.cnpq.br/5838951874868374Santos, Maria Conceição Pimentel dos2016-03-11T23:37:11Z2015-09-30SANTOS, Maria Conceição Pimentel dos. A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano – Bahia. 2015. 186 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015.http://localhost:8080/tede/handle/tede/315The inclusive education policy results of any global and national movements oriented what is subscribed in the legal basis of human rights. In Brazil, it has been gaining space and supporters in research field and practices in the last two decades, in order of minimize and overcome the barriers imposed by the society throughout the history and faced by the people with disabilities and their family. The Brazilian counties had access to principles of this policy through of Program of Inclusive Education: Diversity Right, instrument used by the Ministry of Education for guide in the transformation of the teaching systems In this sense, this research has it a central issue how it gave the implantation of the Policy of Especial Education in the Perspective of the Inclusive Education (PNEE-EI) in the county of Tucano-Bahia in the period from 2005 to 2012 and as general objective analyze the process of the implantation of this same policy in the Municipal Department/Network of Education in Tucano-BA. The methodological path adopted was based on the Policies Cycle approach, allowing what the object was understood from the three primary contexts indicated: influence, text production and practice. Of qualitative character, this research show the case study about the implantation of Special Education Policy on the Education Inclusive Perspective in the Municipality of Tucano, whose data were produced through of the documentary research, focus group, semi-structured interview, questionnaire, being the data analysis supported on the content analysis. The studies revealed the existence of Inclusive Education Policy in progress in Tucano-BA, unleashed by accession of the county to Program of Inclusive Education: Diversity Right, in 2005 and, although it is not yet documented in the municipal scope, has followed the PNEE-EI's guidance, of 2008, changing, therefore, the history of Especial Education and regular local education. They was indicated as main difficulties the teachers' resistances in receive the students with disabilities in regular classrooms, parents of children and adolescents with disabilities in take them for the common schools and, mostly, of Apae, that was the single Especial Education institution in the county and, in that context, expressed contrary to this policy. In respect of to the proposed nationally and the implemented in Tucano, it was checked that happened advances in the formation of managers and teachers, in the realization of the Educational Service Specialist (ESS), the inter sectoral actions, accessibility, family participation, continuing education, but that such advances are still shy for the county's demand.A política de Educação Inclusiva resulta de vários movimentos mundiais e nacionais orientados no que está inscrito na base legal dos direitos humanos. No Brasil, foi ganhando espaços e adeptos no campo da pesquisa e das práticas nas duas últimas décadas a fim de minimizar e superar as barreiras impostas pela sociedade ao longo da história e enfrentadas pelas pessoas com deficiência e suas famílias. Os municípios brasileiros tiveram acesso aos princípios dessa política por meio do Programa Educação Inclusiva: Direito à Diversidade, intrumento utilizado pelo Ministério da Educação para orientar na transformação dos sistemas de ensino. Nesse sentido, esta pesquisa tem como questão central como se deu a implantação da Política de Educação Especial na Perspectiva da Educação Inclusiva (PNEE-EI) no município de Tucano-Bahia, no período de 2005 a 2012 e como objetivo geral analisar o processo de implantação dessa mesma política na Rede Municipal de Educação de Tucano-BA. O percurso metodológico adotado fundamentou-se na abordagem do Ciclo de Políticas, permitindo que o objeto fosse compreendido a partir dos três contextos primários indicados: o de influência, o de produção do texto e o da prática. De caráter qualitativo, esta investigação apresenta o estudo de caso sobre a implantação da Política de Educação Especial na Perspectiva da Educação Inclusiva no município de Tucano, cujos dados foram produzidos por meio de pesquisa documental, grupo focal, entrevista semiestruturada, questionário, sendo a análise dos dados apoiada na análise de conteúdos. Os estudos revelaram que existe uma Política de Educação Inclusiva em andamento em Tucano/BA, desencadeada pela adesão do município ao Programa Educação Inclusiva: Direito à Diversidade, em 2005 e, embora ainda não esteja documentada no âmbito municipal, vem seguindo as orientações da PNEE-EI, de 2008, alterando, portanto, a história da Educação Especial e da educação regular local. Foram indicadas como principais dificuldades a resistência de professores em receber os alunos com deficiência nas salas de aulas regulares, dos pais das crianças e adolescentes com deficiência, em levá-las para as escolas comuns e, principalmente, da Apae, que era a única instituição de Educação Especial no município e, naquele contexto, manifestou-se contrària à essa política. No que diz respeito ao proposto nacionalmente e o executado em Tucano, verificou-se que houve avanços na formação de gestores e professores, na efetivação do Atendimento Educacional Especializado (AEE), nas ações intersetorias, acessibilidade, participação da família, continuidade da escolarização, mas que tais avanços ainda são tímidos para a demanda do município.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-03-11T23:37:11Z No. of bitstreams: 1 DISSERTAÇÃO PARA IMPRESSÃO FINAL ok ok.pdf: 2589299 bytes, checksum: 573c219c3a099ff4c7bddc4944c0ef5a (MD5)Made available in DSpace on 2016-03-11T23:37:11Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO PARA IMPRESSÃO FINAL ok ok.pdf: 2589299 bytes, checksum: 573c219c3a099ff4c7bddc4944c0ef5a (MD5) Previous issue date: 2015-09-30application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃODireito à educaçãoEducação especialEducação inclusivaDiversidadeEducation rightEspecial educationInclusive educationDiversityCIENCIAS HUMANAS::EDUCACAOA política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-42854381010264632576006006003298115314873488434-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDISSERTAÇÃO PARA IMPRESSÃO FINAL ok ok.pdfDISSERTAÇÃO PARA IMPRESSÃO FINAL ok ok.pdfapplication/pdf2589299http://tede2.uefs.br:8080/bitstream/tede/315/2/DISSERTA%C3%87%C3%83O+PARA+IMPRESS%C3%83O+FINAL+ok+ok.pdf573c219c3a099ff4c7bddc4944c0ef5aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede2.uefs.br:8080/bitstream/tede/315/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/3152016-03-11 22:06:06.447oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2016-03-12T01:06:06Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
title |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
spellingShingle |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia Santos, Maria Conceição Pimentel dos Direito à educação Educação especial Educação inclusiva Diversidade Education right Especial education Inclusive education Diversity CIENCIAS HUMANAS::EDUCACAO |
title_short |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
title_full |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
title_fullStr |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
title_full_unstemmed |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
title_sort |
A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano - Bahia |
author |
Santos, Maria Conceição Pimentel dos |
author_facet |
Santos, Maria Conceição Pimentel dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Solange Mary Moreira |
dc.contributor.authorID.fl_str_mv |
37617443587 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5838951874868374 |
dc.contributor.author.fl_str_mv |
Santos, Maria Conceição Pimentel dos |
contributor_str_mv |
Santos, Solange Mary Moreira |
dc.subject.por.fl_str_mv |
Direito à educação Educação especial Educação inclusiva Diversidade |
topic |
Direito à educação Educação especial Educação inclusiva Diversidade Education right Especial education Inclusive education Diversity CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education right Especial education Inclusive education Diversity |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The inclusive education policy results of any global and national movements oriented what is subscribed in the legal basis of human rights. In Brazil, it has been gaining space and supporters in research field and practices in the last two decades, in order of minimize and overcome the barriers imposed by the society throughout the history and faced by the people with disabilities and their family. The Brazilian counties had access to principles of this policy through of Program of Inclusive Education: Diversity Right, instrument used by the Ministry of Education for guide in the transformation of the teaching systems In this sense, this research has it a central issue how it gave the implantation of the Policy of Especial Education in the Perspective of the Inclusive Education (PNEE-EI) in the county of Tucano-Bahia in the period from 2005 to 2012 and as general objective analyze the process of the implantation of this same policy in the Municipal Department/Network of Education in Tucano-BA. The methodological path adopted was based on the Policies Cycle approach, allowing what the object was understood from the three primary contexts indicated: influence, text production and practice. Of qualitative character, this research show the case study about the implantation of Special Education Policy on the Education Inclusive Perspective in the Municipality of Tucano, whose data were produced through of the documentary research, focus group, semi-structured interview, questionnaire, being the data analysis supported on the content analysis. The studies revealed the existence of Inclusive Education Policy in progress in Tucano-BA, unleashed by accession of the county to Program of Inclusive Education: Diversity Right, in 2005 and, although it is not yet documented in the municipal scope, has followed the PNEE-EI's guidance, of 2008, changing, therefore, the history of Especial Education and regular local education. They was indicated as main difficulties the teachers' resistances in receive the students with disabilities in regular classrooms, parents of children and adolescents with disabilities in take them for the common schools and, mostly, of Apae, that was the single Especial Education institution in the county and, in that context, expressed contrary to this policy. In respect of to the proposed nationally and the implemented in Tucano, it was checked that happened advances in the formation of managers and teachers, in the realization of the Educational Service Specialist (ESS), the inter sectoral actions, accessibility, family participation, continuing education, but that such advances are still shy for the county's demand. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-09-30 |
dc.date.accessioned.fl_str_mv |
2016-03-11T23:37:11Z |
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info:eu-repo/semantics/publishedVersion |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Maria Conceição Pimentel dos. A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano – Bahia. 2015. 186 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015. |
dc.identifier.uri.fl_str_mv |
http://localhost:8080/tede/handle/tede/315 |
identifier_str_mv |
SANTOS, Maria Conceição Pimentel dos. A política de educação especial na perspectiva da educação inclusiva: trajetórias de uma política em ação no município de Tucano – Bahia. 2015. 186 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015. |
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