A qualitative study on inclusion in schools
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olhar de Professor (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3492 |
Resumo: | The inclusion of children with disabilities in schools is a reality in the educational fi eld in the country nowadays. As in any paradigm shift, this movement has encountered diffi culties in being implemented (MANTOAN, 2006). In the opinion of Marquezan (2009), our legislation provides a reductive discourse regarding people with disabilities, and Diniz (2007) makes it clear that a simplifi ed understanding of disability as an expression of an injury, limits the individual's social participation. This present work is from an ethnographic perspective and we focus on in-depth interviews and observations. It aims to describe, understand and to analyze the methods of teachers whose classrooms have students considered "included" in two schools, one public and one private, in the city of Petrópolis - chosen because they are "inclusive schools". As a result of this research, we found that integrationist and segregationist practices coexist with inclusionist practices and mingle in the daily life of schools. In this research we seek to expand ways of thinking about teaching practice from a change in the conception of disability and the recognition of difference as an element to facilitate learning. |
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A qualitative study on inclusion in schoolsUm estudo qualitativo sobre inclusão escolar. Doi: 10.5212/OlharProfr.v.14i1.0011Práticas pedagógicas. Etnografi a. Inclusão escolar. Sala de aula.The inclusion of children with disabilities in schools is a reality in the educational fi eld in the country nowadays. As in any paradigm shift, this movement has encountered diffi culties in being implemented (MANTOAN, 2006). In the opinion of Marquezan (2009), our legislation provides a reductive discourse regarding people with disabilities, and Diniz (2007) makes it clear that a simplifi ed understanding of disability as an expression of an injury, limits the individual's social participation. This present work is from an ethnographic perspective and we focus on in-depth interviews and observations. It aims to describe, understand and to analyze the methods of teachers whose classrooms have students considered "included" in two schools, one public and one private, in the city of Petrópolis - chosen because they are "inclusive schools". As a result of this research, we found that integrationist and segregationist practices coexist with inclusionist practices and mingle in the daily life of schools. In this research we seek to expand ways of thinking about teaching practice from a change in the conception of disability and the recognition of difference as an element to facilitate learning.A inclusão escolar de crianças com defi ciência é uma realidade na atualidade do campo educacional do país. Como em toda mudança de paradigma, esse movimento tem encontrado difi culdades em ser implementado (MANTOAN, 2006). Para Marquezan (2009), nossa legislação traz um discurso redutor do sujeito defi ciente e Diniz (2007) esclarece que uma compreensão simplifi cada da defi ciência, como expressão de uma lesão, limita a participação social do indivíduo. Este trabalho é de cunho etnográfi co, em que privilegiamos observações e entrevistas aprofundadas. Tem como objetivo descrever, conhecer e analisar modos de agir de professores cujas salas de aula têm alunos considerados "incluídos" em duas escolas, uma pública e outra privada, na cidade de Petrópolis, escolhidas por serem "escolas inclusivas". Como resultado da pesquisa, observamos que práticas integracionistas e segregacionistas convivem com práticas inclusivistas e se misturam no cotidiano das escolas. Buscamos nesta pesquisa ampliar as formas de pensar sobre as práticas pedagógicas a partir de uma mudança de concepção sobre a deficiência e no reconhecimento da diferença como um elemento favorecedor da aprendizagem.Editora UEPG2012-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/349210.5212/OlharProfr.v.14i1.0011Olhar de Professor; Bd. 14 Nr. 1 (2011); 183-200Olhar de Professor; Vol. 14 No. 1 (2011); 183-200Olhar de Professor; Vol. 14 Núm. 1 (2011); 183-200Olhar de Professor; Vol. 14 No. 1 (2011); 183-200Olhar de Professor; v. 14 n. 1 (2011); 183-2001984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/3492/2510Monteiro, Maria da Graça TavaresEarp, Maria de Lourdes Sáinfo:eu-repo/semantics/openAccess2022-05-17T17:23:08Zoai:uepg.br:article/3492Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-05-17T17:23:08Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
A qualitative study on inclusion in schools Um estudo qualitativo sobre inclusão escolar. Doi: 10.5212/OlharProfr.v.14i1.0011 |
title |
A qualitative study on inclusion in schools |
spellingShingle |
A qualitative study on inclusion in schools Monteiro, Maria da Graça Tavares Práticas pedagógicas. Etnografi a. Inclusão escolar. Sala de aula. |
title_short |
A qualitative study on inclusion in schools |
title_full |
A qualitative study on inclusion in schools |
title_fullStr |
A qualitative study on inclusion in schools |
title_full_unstemmed |
A qualitative study on inclusion in schools |
title_sort |
A qualitative study on inclusion in schools |
author |
Monteiro, Maria da Graça Tavares |
author_facet |
Monteiro, Maria da Graça Tavares Earp, Maria de Lourdes Sá |
author_role |
author |
author2 |
Earp, Maria de Lourdes Sá |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Monteiro, Maria da Graça Tavares Earp, Maria de Lourdes Sá |
dc.subject.por.fl_str_mv |
Práticas pedagógicas. Etnografi a. Inclusão escolar. Sala de aula. |
topic |
Práticas pedagógicas. Etnografi a. Inclusão escolar. Sala de aula. |
description |
The inclusion of children with disabilities in schools is a reality in the educational fi eld in the country nowadays. As in any paradigm shift, this movement has encountered diffi culties in being implemented (MANTOAN, 2006). In the opinion of Marquezan (2009), our legislation provides a reductive discourse regarding people with disabilities, and Diniz (2007) makes it clear that a simplifi ed understanding of disability as an expression of an injury, limits the individual's social participation. This present work is from an ethnographic perspective and we focus on in-depth interviews and observations. It aims to describe, understand and to analyze the methods of teachers whose classrooms have students considered "included" in two schools, one public and one private, in the city of Petrópolis - chosen because they are "inclusive schools". As a result of this research, we found that integrationist and segregationist practices coexist with inclusionist practices and mingle in the daily life of schools. In this research we seek to expand ways of thinking about teaching practice from a change in the conception of disability and the recognition of difference as an element to facilitate learning. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3492 10.5212/OlharProfr.v.14i1.0011 |
url |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3492 |
identifier_str_mv |
10.5212/OlharProfr.v.14i1.0011 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3492/2510 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora UEPG |
publisher.none.fl_str_mv |
Editora UEPG |
dc.source.none.fl_str_mv |
Olhar de Professor; Bd. 14 Nr. 1 (2011); 183-200 Olhar de Professor; Vol. 14 No. 1 (2011); 183-200 Olhar de Professor; Vol. 14 Núm. 1 (2011); 183-200 Olhar de Professor; Vol. 14 No. 1 (2011); 183-200 Olhar de Professor; v. 14 n. 1 (2011); 183-200 1984-0187 1518-5648 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
collection |
Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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1797053495848730624 |