Práticas curriculares no Ensino Fundamental II para a escolarização de estudantes com necessidades educacionais especiais

• Autor(a) principal: Lopes, Laio
• Data de Publicação: 2018
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19345
• topic: School curriculum; Elementary education; Inclusive education; Currículo escolar; Ensino fundamental; Educação inclusiva; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This dissertation is part of the Elementary Education I research, which is linked to a group Students with Special Educational Needs and their learning processes. From the debates in the research group, based on the scientific literature, it was observed that there are few studies about the processes that involve schooling in Elementary School II, of students with a disability, for example. In this direction, the object of study in this moment deals with curricular practices in the context of Elementary Education II for students with Special Educational Needs. The qualitative approach to research was used as a flexible methodological resource that meets the observations in the area of research and data collection, allowing adjustments in the process, essential in the context of the people involved. The research of the type of case study meets the unit of the object of study, instrumentalizing the focus of the investigation. The chosen area of study was a public school in the city of Rio de Janeiro, referenced by society for its tradition and quality of teaching. It was the objective of this study to observe, to record and to analyze a school reality, from schooling and curricular practice for the teaching and learning of students with Special Educational Needs in Elementary School II. The Specialized Educational Assistance is institutionalized in the target school by the Service Center for People with Specific Needs. In order to gather information, it were used research resources like the diary, audio-visual recordings and semi-structured interview,with 14 teachers along with the core team and 4 students from a group of the 8th grade, respecting the environment and the people belonging to each situation. The students were selected from the NAPNE indication. From the analysis of data from the school, it can be observed that the pedagogical work performed by the oposite shift seeks to meet the demands of the teaching and learning process of the regular shift. The demands of teachers to carry out curricular practices for the target public with Special Educational Needs are explained by the recurrent discourse about the inflexibility of the current curriculum for these people. The product from the research is presented through a documentary about the context of Elementary Education II, with the record of the perceptions of NAPNE teachers, students and staff, which generate analyzes and reflections about the object of the study.