Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
Texto Completo: | http://www.repositorio.ufal.br/handle/riufal/6887 |
Resumo: | This study aimed to analyze the collaborative process for / in the composition of a school inclusion support network for a student with cerebral palsy as a mediation for the constitution of collective imminent development zones, re-elaboration of meanings about disability and revolutionary modification of practices. related to inclusive education. It was developed in a school of the municipal public network of Maceió where studied a student with cerebral palsy, during the 2017 and 2018 school periods. The research participants and constituents of the support network were the classroom teachers in which the student with cerebral palsy was enrolled, the respective school support professionals, the school managers, the pedagogical coordinator and the social worker, as well as a technique of the General Coordination of Special Education of the Municipal Secretary of Education of Maceió and the student's mother. The empirical material was treated from the fluctuating reading of all transcribed material and analyzes were undertaken according to the specific objectives. For the purpose of analyzing the Subjective Dimension in which constitute the meanings about the disabled person and the process of school inclusion by the participants of a network of support for inclusion, we used the procedure called Nuclei of meanings of Aguiar and Ozella (2006; 2013). Two Nuclei of meanings were systematized. The first, called “Between not believing in the possibilities of people with disabilities and allowing oneself to learn from the experience of inclusion: ‘[...] the student with this difficulty is a challenge for everyone’”, evidenced meanings about people with disabilities. disability and pedagogical practice for school inclusion that expressed fear whit the student's presence in school, doubts about their learning capacity, appreciation of health treatments, as well as questions about possible pedagogical practices for their participation in school activities. Likewise, it pointed out some changes in the meanings attributed to the student and the possibilities for their participation against the mediations of the collaboration process. The second Nuclei of meanings, entitled “Between not knowing and not having the minimum structure to deal with the inclusion of students with disabilities: the absence of theory and the scarce objective conditions for practice”, brought the theme of formation and the meanings of the participants about their ability to meet the student's pedagogical needs, from the perspective of the Medical Disability model, highlighting the contradictions between the proposal of inclusive education and the prescriptions and demands of General Education by the evaluation guidelines in the Municipal and Federal. Also highlighted the tensions generated by the school's poor material infrastructure to meet the diversity of students who were there, forcing the dichotomy between theory and practice. For the purpose of analyzing the collaborative process for the composition of the support network for school inclusion as a mediator of the constitution of collective imminent development zones and revolutions in everyday practices regarding inclusive education, were used the reflective actions of the Collaborative Research proposal of Ibiapina (2008; 2016) of description, information, confrontation and reconstruction. From the analyzes it was possible to identify the production of collective resignifications and changes in practices, confirming the thesis that, when guided by the perspectives of the Dialectical Historical Materialist Method and the Socio-Historical Psychology, the collaborative process can emerge mediations that are potent in / for the creation of collective imminent development zones and to provide modifications in the subjective dimension expressed by the meanings and transformations in the revolutionary practices of the participants in a support network for the inclusion of a student with cerebral palsy. |
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Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativoSupport network for school inclusion of a student with cerebral palsy – mediations of a collaborative processEducação EspecialSubjetividadePsicologia Sócio-HistóricaInclusão EscolarColaboraçãoSpecial EducationSchool inclusionCollaboration. Socio-Historical PsychologySubjectivityCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study aimed to analyze the collaborative process for / in the composition of a school inclusion support network for a student with cerebral palsy as a mediation for the constitution of collective imminent development zones, re-elaboration of meanings about disability and revolutionary modification of practices. related to inclusive education. It was developed in a school of the municipal public network of Maceió where studied a student with cerebral palsy, during the 2017 and 2018 school periods. The research participants and constituents of the support network were the classroom teachers in which the student with cerebral palsy was enrolled, the respective school support professionals, the school managers, the pedagogical coordinator and the social worker, as well as a technique of the General Coordination of Special Education of the Municipal Secretary of Education of Maceió and the student's mother. The empirical material was treated from the fluctuating reading of all transcribed material and analyzes were undertaken according to the specific objectives. For the purpose of analyzing the Subjective Dimension in which constitute the meanings about the disabled person and the process of school inclusion by the participants of a network of support for inclusion, we used the procedure called Nuclei of meanings of Aguiar and Ozella (2006; 2013). Two Nuclei of meanings were systematized. The first, called “Between not believing in the possibilities of people with disabilities and allowing oneself to learn from the experience of inclusion: ‘[...] the student with this difficulty is a challenge for everyone’”, evidenced meanings about people with disabilities. disability and pedagogical practice for school inclusion that expressed fear whit the student's presence in school, doubts about their learning capacity, appreciation of health treatments, as well as questions about possible pedagogical practices for their participation in school activities. Likewise, it pointed out some changes in the meanings attributed to the student and the possibilities for their participation against the mediations of the collaboration process. The second Nuclei of meanings, entitled “Between not knowing and not having the minimum structure to deal with the inclusion of students with disabilities: the absence of theory and the scarce objective conditions for practice”, brought the theme of formation and the meanings of the participants about their ability to meet the student's pedagogical needs, from the perspective of the Medical Disability model, highlighting the contradictions between the proposal of inclusive education and the prescriptions and demands of General Education by the evaluation guidelines in the Municipal and Federal. Also highlighted the tensions generated by the school's poor material infrastructure to meet the diversity of students who were there, forcing the dichotomy between theory and practice. For the purpose of analyzing the collaborative process for the composition of the support network for school inclusion as a mediator of the constitution of collective imminent development zones and revolutions in everyday practices regarding inclusive education, were used the reflective actions of the Collaborative Research proposal of Ibiapina (2008; 2016) of description, information, confrontation and reconstruction. From the analyzes it was possible to identify the production of collective resignifications and changes in practices, confirming the thesis that, when guided by the perspectives of the Dialectical Historical Materialist Method and the Socio-Historical Psychology, the collaborative process can emerge mediations that are potent in / for the creation of collective imminent development zones and to provide modifications in the subjective dimension expressed by the meanings and transformations in the revolutionary practices of the participants in a support network for the inclusion of a student with cerebral palsy.Este estudo teve como objetivo analisar o processo colaborativo para/na composição de uma rede de apoio à inclusão escolar de uma estudante com paralisia cerebral como mediação para a constituição de zonas de desenvolvimento iminentes coletivas, reelaboração de significações acerca da deficiência e modificação revolucionária das práticas escolares relacionadas à educação inclusiva. Foi desenvolvido em uma escola da rede pública municipal de Maceió na qual estudava uma estudante com paralisia cerebral, durante os períodos letivos de 2017 e 2018. As participantes da pesquisa e constituintes da rede de apoio foram as professoras de sala de aula nas quais a estudante com paralisia cerebral foi matriculada, as respectivas profissionais de apoio escolar, as gestoras, a coordenadora pedagógica e a assistente social da escola, além de uma técnica de da Coordenadoria Geral de Educação Especial da Secretaria Municipal de Educação de Maceió e a mãe da estudante. A metodologia utilizada foi da Pesquisa Colaborativa, com acréscimos de procedimentos desenvolvidos especificamente para este estudo. O material empírico foi tratado a partir da leitura flutuante de todo o material transcrito e foram empreendidas análises de acordo com os objetivos específicos. Para o objetivo de analisar a Dimensão Subjetiva na qual se constituem as significações acerca da pessoa com deficiência e do processo de inclusão escolar pelos participantes de uma rede de apoio à inclusão, foi utilizado o procedimento denominado Núcleos de Significação de Aguiar e Ozella (2006; 2013). Foram sistematizados dois Núcleos de Significação. O primeiro, denominado “Entre não acreditar nas possibilidades da pessoa com deficiência e se permitir aprender com a experiência da inclusão: ‘[...] o aluno com essa dificuldade é um desafio para todo mundo’”, evidenciou significações acerca da pessoa com deficiência e da prática pedagógica para a inclusão escolar desta, que expressavam receio diante da presença da estudante na escola, dúvidas sobre sua capacidade de aprendizagem, valorização dos tratamentos de saúde, assim como questionamentos acerca das práticas pedagógicas possíveis para a sua participação nas atividades escolares. Da mesma forma, apontou algumas mudanças nas significações atribuídas à estudante e às possibilidades para a sua participação diante das mediações do processo de colaboração. O segundo Núcleo de Significação, intitulado “Entre o não saber e o não ter a estrutura mínima para lidar com a inclusão de estudantes com deficiência: a ausência de teoria e as parcas condições objetivas para a prática”, trouxe a temática da formação e as significações das participantes acerca da sua capacidade em atender as necessidades pedagógicas da estudante, pelo prisma do modelo Médico da Deficiência, evidenciando as contradições entre a proposta da educação inclusiva e as prescrições e cobranças da Educação Geral pelas diretrizes de avaliação nas esferas Municipal e Federal. Também evidenciaram as tensões geradas pela parca infraestrutura material da escola para atender à diversidade de alunos que lá se encontravam, forçando a dicotomia entre a teoria e as práticas exercidas. Para o objetivo de analisar o processo colaborativo para a composição da rede de apoio à inclusão escolar como mediador da constituição de zonas de desenvolvimento iminentes coletivas e de revoluções nas práticas cotidianas com relação à educação inclusiva, foram utilizadas as ações reflexivas da Pesquisa Colaborativa propostas por Ibiapina (2008; 2016) de descrição, informação, confrontação e reconstrução. A partir das análises foi possível identificar a produção de ressignificações coletivas e modificações nas práticas, confirmando a tese de que, quando guiado pelas perspectivas do Método Materialista Histórico Dialético e da Psicologia Sócio-Histórica, o processo colaborativo pode fazer emergir mediações que são potentes na/para a criação de zonas de desenvolvimento iminentes coletivas e para proporcionar modificações na dimensão subjetiva expressa pelas significações e transformações nas práticas revolucionárias dos participantes de uma rede de apoio à inclusão de uma estudante com paralisia cerebral.Universidade Federal de AlagoasBrasilPrograma de Pós-Graduação em EducaçãoUFALFumes, Neiza de Lourdes Fredericohttp://lattes.cnpq.br/8834824295660511Pizzi, Laura Cristina Vieirahttp://lattes.cnpq.br/5495814740484322Alves, Maria Dolores Forteshttp://lattes.cnpq.br/4130544132802418Aguiar, Wanda Maria Junqueira dehttp://lattes.cnpq.br/1565105678352914Mendes, Enicéia Gonçalveshttp://lattes.cnpq.br/3897627554738983Dounis, Alessandra Bonorandi2020-04-10T03:05:10Z2020-04-10T03:05:10Z2019-09-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfDOUNIS, Alessandra Bonorandi. Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo. 2020. 321 f. Tese (Doutorado em Educação) – Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2019.http://www.repositorio.ufal.br/handle/riufal/6887porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal de Alagoas (UFAL)instname:Universidade Federal de Alagoas (UFAL)instacron:UFAL2020-04-10T03:06:22Zoai:www.repositorio.ufal.br:riufal/6887Repositório InstitucionalPUBhttp://www.repositorio.ufal.br/oai/requestri@sibi.ufal.bropendoar:2020-04-10T03:06:22Repositório Institucional da Universidade Federal de Alagoas (UFAL) - Universidade Federal de Alagoas (UFAL)false |
dc.title.none.fl_str_mv |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo Support network for school inclusion of a student with cerebral palsy – mediations of a collaborative process |
title |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
spellingShingle |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo Dounis, Alessandra Bonorandi Educação Especial Subjetividade Psicologia Sócio-Histórica Inclusão Escolar Colaboração Special Education School inclusion Collaboration . Socio-Historical Psychology Subjectivity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
title_full |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
title_fullStr |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
title_full_unstemmed |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
title_sort |
Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo |
author |
Dounis, Alessandra Bonorandi |
author_facet |
Dounis, Alessandra Bonorandi |
author_role |
author |
dc.contributor.none.fl_str_mv |
Fumes, Neiza de Lourdes Frederico http://lattes.cnpq.br/8834824295660511 Pizzi, Laura Cristina Vieira http://lattes.cnpq.br/5495814740484322 Alves, Maria Dolores Fortes http://lattes.cnpq.br/4130544132802418 Aguiar, Wanda Maria Junqueira de http://lattes.cnpq.br/1565105678352914 Mendes, Enicéia Gonçalves http://lattes.cnpq.br/3897627554738983 |
dc.contributor.author.fl_str_mv |
Dounis, Alessandra Bonorandi |
dc.subject.por.fl_str_mv |
Educação Especial Subjetividade Psicologia Sócio-Histórica Inclusão Escolar Colaboração Special Education School inclusion Collaboration . Socio-Historical Psychology Subjectivity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Especial Subjetividade Psicologia Sócio-Histórica Inclusão Escolar Colaboração Special Education School inclusion Collaboration . Socio-Historical Psychology Subjectivity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study aimed to analyze the collaborative process for / in the composition of a school inclusion support network for a student with cerebral palsy as a mediation for the constitution of collective imminent development zones, re-elaboration of meanings about disability and revolutionary modification of practices. related to inclusive education. It was developed in a school of the municipal public network of Maceió where studied a student with cerebral palsy, during the 2017 and 2018 school periods. The research participants and constituents of the support network were the classroom teachers in which the student with cerebral palsy was enrolled, the respective school support professionals, the school managers, the pedagogical coordinator and the social worker, as well as a technique of the General Coordination of Special Education of the Municipal Secretary of Education of Maceió and the student's mother. The empirical material was treated from the fluctuating reading of all transcribed material and analyzes were undertaken according to the specific objectives. For the purpose of analyzing the Subjective Dimension in which constitute the meanings about the disabled person and the process of school inclusion by the participants of a network of support for inclusion, we used the procedure called Nuclei of meanings of Aguiar and Ozella (2006; 2013). Two Nuclei of meanings were systematized. The first, called “Between not believing in the possibilities of people with disabilities and allowing oneself to learn from the experience of inclusion: ‘[...] the student with this difficulty is a challenge for everyone’”, evidenced meanings about people with disabilities. disability and pedagogical practice for school inclusion that expressed fear whit the student's presence in school, doubts about their learning capacity, appreciation of health treatments, as well as questions about possible pedagogical practices for their participation in school activities. Likewise, it pointed out some changes in the meanings attributed to the student and the possibilities for their participation against the mediations of the collaboration process. The second Nuclei of meanings, entitled “Between not knowing and not having the minimum structure to deal with the inclusion of students with disabilities: the absence of theory and the scarce objective conditions for practice”, brought the theme of formation and the meanings of the participants about their ability to meet the student's pedagogical needs, from the perspective of the Medical Disability model, highlighting the contradictions between the proposal of inclusive education and the prescriptions and demands of General Education by the evaluation guidelines in the Municipal and Federal. Also highlighted the tensions generated by the school's poor material infrastructure to meet the diversity of students who were there, forcing the dichotomy between theory and practice. For the purpose of analyzing the collaborative process for the composition of the support network for school inclusion as a mediator of the constitution of collective imminent development zones and revolutions in everyday practices regarding inclusive education, were used the reflective actions of the Collaborative Research proposal of Ibiapina (2008; 2016) of description, information, confrontation and reconstruction. From the analyzes it was possible to identify the production of collective resignifications and changes in practices, confirming the thesis that, when guided by the perspectives of the Dialectical Historical Materialist Method and the Socio-Historical Psychology, the collaborative process can emerge mediations that are potent in / for the creation of collective imminent development zones and to provide modifications in the subjective dimension expressed by the meanings and transformations in the revolutionary practices of the participants in a support network for the inclusion of a student with cerebral palsy. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-05 2020-04-10T03:05:10Z 2020-04-10T03:05:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
DOUNIS, Alessandra Bonorandi. Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo. 2020. 321 f. Tese (Doutorado em Educação) – Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2019. http://www.repositorio.ufal.br/handle/riufal/6887 |
identifier_str_mv |
DOUNIS, Alessandra Bonorandi. Rede de apoio à inclusão escolar de uma estudante com paralisia cerebral: mediações de um processo colaborativo. 2020. 321 f. Tese (Doutorado em Educação) – Centro de Educação, Programa de Pós Graduação em Educação, Universidade Federal de Alagoas, Maceió, 2019. |
url |
http://www.repositorio.ufal.br/handle/riufal/6887 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Federal de Alagoas Brasil Programa de Pós-Graduação em Educação UFAL |
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Universidade Federal de Alagoas Brasil Programa de Pós-Graduação em Educação UFAL |
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reponame:Repositório Institucional da Universidade Federal de Alagoas (UFAL) instname:Universidade Federal de Alagoas (UFAL) instacron:UFAL |
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Universidade Federal de Alagoas (UFAL) |
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UFAL |
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UFAL |
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Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
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Repositório Institucional da Universidade Federal de Alagoas (UFAL) |
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Repositório Institucional da Universidade Federal de Alagoas (UFAL) - Universidade Federal de Alagoas (UFAL) |
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ri@sibi.ufal.br |
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