Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/tede/6991 |
Resumo: | The inclusion of students with special educational needs in the regular education system represents a viable alternative for social inclusion of this population segment which is historically excluded of its rights as citizens. However the real conditions faced by those who defend and act supporting the proposal of the social inclusion are well known. Objective: The purpose of this study is to analyse the meanings of social inclusion of students with special educational needs in school´s daily life, by the social actors that belongs to the institution. Methodology: A field research has been done, the etnographic type of it, with participating observation and semi-structured interviews at a regular school of fundamental education, located in Joao Pessoa, state of Paraiba, Brazil. The adopted criteria for the school picking was the highest number of enrolled students with special educational needs compared to other schools in the same city. Ninetynine social actors participated in the research, besides fifteen students with special educational needs, fifty-five students without it, ten teachers and nineteen employees of school administrative staff. For data analysis the theme content analysis in lexical and contextual basis was used with support of the ALCESTE system for textual data analysis. Results: The analysis points towards four meanings for the social inclusion of students with special educational needs studied through participating observation in the context of school with teachers and administrative staff: Right to Regular Education-33.33%; Educational Planning and Inclusion-29.17%; What´s Social Exclusion/Inclusion?-16.67%; Commitment: School and Family-20.83%. The meanings of inclusion for students with special educational needs obtained by semi-structured interviews with the special needs students themselves made arise six meanings: the larger percentage was Ethic-Political Suffering (33.33%), followed by Preservation of Oneself (19.44%), Me and the Other (16.67%) in third place, Good and Bad Meetings: Approximation and Removal (11.11%), in fourth place; Equality and Difference (10.19%), in fifth place; Normal Child who studies and Play (9.26%) finally. As for the students without special educational needs, using the semi-structured interviews, the obtained meanings for inclusion of students with special needs were: Equality and Difference (72.29%), followed by Child who studies and Play (11.75%), Family and Daily Life (8.73%) and Exclusion by Poverty (7.23%). We conclude that the meanings for inclusion of students with special educational needs pose as indicators for continuous thinking on what inclusion means in educational contexts, shown by those who experience this situation in the most varied forms in daily life. |
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Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escolaExclusão/inclusãoNecessidades educacionais especiaisSignificados do cotidianoExclusion/inclusionHuman being with special educational needsDaily life meaningsCIENCIAS HUMANAS::PSICOLOGIAThe inclusion of students with special educational needs in the regular education system represents a viable alternative for social inclusion of this population segment which is historically excluded of its rights as citizens. However the real conditions faced by those who defend and act supporting the proposal of the social inclusion are well known. Objective: The purpose of this study is to analyse the meanings of social inclusion of students with special educational needs in school´s daily life, by the social actors that belongs to the institution. Methodology: A field research has been done, the etnographic type of it, with participating observation and semi-structured interviews at a regular school of fundamental education, located in Joao Pessoa, state of Paraiba, Brazil. The adopted criteria for the school picking was the highest number of enrolled students with special educational needs compared to other schools in the same city. Ninetynine social actors participated in the research, besides fifteen students with special educational needs, fifty-five students without it, ten teachers and nineteen employees of school administrative staff. For data analysis the theme content analysis in lexical and contextual basis was used with support of the ALCESTE system for textual data analysis. Results: The analysis points towards four meanings for the social inclusion of students with special educational needs studied through participating observation in the context of school with teachers and administrative staff: Right to Regular Education-33.33%; Educational Planning and Inclusion-29.17%; What´s Social Exclusion/Inclusion?-16.67%; Commitment: School and Family-20.83%. The meanings of inclusion for students with special educational needs obtained by semi-structured interviews with the special needs students themselves made arise six meanings: the larger percentage was Ethic-Political Suffering (33.33%), followed by Preservation of Oneself (19.44%), Me and the Other (16.67%) in third place, Good and Bad Meetings: Approximation and Removal (11.11%), in fourth place; Equality and Difference (10.19%), in fifth place; Normal Child who studies and Play (9.26%) finally. As for the students without special educational needs, using the semi-structured interviews, the obtained meanings for inclusion of students with special needs were: Equality and Difference (72.29%), followed by Child who studies and Play (11.75%), Family and Daily Life (8.73%) and Exclusion by Poverty (7.23%). We conclude that the meanings for inclusion of students with special educational needs pose as indicators for continuous thinking on what inclusion means in educational contexts, shown by those who experience this situation in the most varied forms in daily life.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA inclusão de alunos com necessidades educacionais especiais no ensino regular, representa uma alternativa viável para a inclusão social dessa parcela da população historicamente excluída dos seus direitos de cidadãos. Contudo, sabe-se das reais condições enfrentadas por aqueles que defendem e atuam dentro da proposta de inclusão social. Objetivo: É propósito deste estudo, analisar os significados da inclusão de alunos com necessidades educacionais especiais no cotidiano da escola, pelos atores sociais que circulam neste tipo de instituição. Metodologia: Foi realizada pesquisa de campo do tipo etnográfica, com aplicação de observação participante e entrevistas semi-estruturadas, numa escola regular do ensino fundamental, localizada na cidade de João Pessoa-PB. O critério adotado para o recorte da escola foi o maior número de alunos matriculados com necessidades educacionais especiais, em comparação às outras escolas de ensino regular da mesma cidade. Participaram da pesquisa 99 atores sociais, 15 alunos com necessidades e 55 alunos sem necessidades educacionais especiais, 10 professores e 19 pessoas da administração da escola. Utilizou-se na análise de dados a análise de conteúdo temática de base lexical e contextual com apoio do sistema ALCESTE de análise de dados textuais. Resultados: A análise realizada aponta para quatro significados da inclusão social de alunos com necessidades educacionais especiais capturados pela observação participante no contexto da escola com professores, pessoal administrativo e de apoio: Direito à Escola Comum com 33.33%; Planejamento Escolar e Inclusão com 29,17%; O que é Exclusão/Inclusão Social? Com 16,67%; Comprometimento: Escola e Família com 20,83%. Os significados da inclusão por alunos com necessidades educacionais especiais capturados pela entrevista semi-estruturada com os próprios alunos com necessidades especiais, configuraram-se em seis significados: o significado que obteve maior percentual foi Sofrimento Ético-Político (33,33%), seguido pela Preservação de Si (19,44%), Eu e o Outro com (16,67%) ocupa o terceiro lugar, Bons e Maus encontros: Aproximação e Afastamento (11,11%), em quarto lugar; Igualdade e Diferença (10,19%), em quinto lugar, Criança Normal que Brinca e Estuda (9,26%). Quanto aos alunos sem necessidades educacionais especiais configuraram pela entrevista semi-estruturada a inclusão social de alunos com necessidades educacionais especiais como Igualdade e Diferença (72,29%), seguindo-se pelo significado, Criança que Brinca e Estuda (11,75%), Família e Cotidiano (8,73%) e Exclusão pela Pobreza (7,23%). Conclui-se que os significados da inclusão de alunos com necessidades educacionais especiais colocam-se como indicadores para a reflexão continua do que é inclusão em contextos escolares, evidenciada pelos que vivenciam nas mais diferentes formas, essa situação no cotidiano.Universidade Federal da ParaíbaBRPsicologia SocialPrograma de Pós-Graduação em Psicologia SocialUFPBCatão, Maria de Fhátima Martinshttp://lattes.cnpq.br/4175831624626991Silva, Daniele Aparecida da2015-05-14T13:16:32Z2018-07-23T20:02:22Z2010-03-302018-07-23T20:02:22Z2009-04-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSILVA, Daniele Aparecida da. Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola. 2009. 159 f. Dissertação (Mestrado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2009.https://repositorio.ufpb.br/jspui/handle/tede/6991porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T00:32:44Zoai:repositorio.ufpb.br:tede/6991Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T00:32:44Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
title |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
spellingShingle |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola Silva, Daniele Aparecida da Exclusão/inclusão Necessidades educacionais especiais Significados do cotidiano Exclusion/inclusion Human being with special educational needs Daily life meanings CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
title_full |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
title_fullStr |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
title_full_unstemmed |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
title_sort |
Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola |
author |
Silva, Daniele Aparecida da |
author_facet |
Silva, Daniele Aparecida da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Catão, Maria de Fhátima Martins http://lattes.cnpq.br/4175831624626991 |
dc.contributor.author.fl_str_mv |
Silva, Daniele Aparecida da |
dc.subject.por.fl_str_mv |
Exclusão/inclusão Necessidades educacionais especiais Significados do cotidiano Exclusion/inclusion Human being with special educational needs Daily life meanings CIENCIAS HUMANAS::PSICOLOGIA |
topic |
Exclusão/inclusão Necessidades educacionais especiais Significados do cotidiano Exclusion/inclusion Human being with special educational needs Daily life meanings CIENCIAS HUMANAS::PSICOLOGIA |
description |
The inclusion of students with special educational needs in the regular education system represents a viable alternative for social inclusion of this population segment which is historically excluded of its rights as citizens. However the real conditions faced by those who defend and act supporting the proposal of the social inclusion are well known. Objective: The purpose of this study is to analyse the meanings of social inclusion of students with special educational needs in school´s daily life, by the social actors that belongs to the institution. Methodology: A field research has been done, the etnographic type of it, with participating observation and semi-structured interviews at a regular school of fundamental education, located in Joao Pessoa, state of Paraiba, Brazil. The adopted criteria for the school picking was the highest number of enrolled students with special educational needs compared to other schools in the same city. Ninetynine social actors participated in the research, besides fifteen students with special educational needs, fifty-five students without it, ten teachers and nineteen employees of school administrative staff. For data analysis the theme content analysis in lexical and contextual basis was used with support of the ALCESTE system for textual data analysis. Results: The analysis points towards four meanings for the social inclusion of students with special educational needs studied through participating observation in the context of school with teachers and administrative staff: Right to Regular Education-33.33%; Educational Planning and Inclusion-29.17%; What´s Social Exclusion/Inclusion?-16.67%; Commitment: School and Family-20.83%. The meanings of inclusion for students with special educational needs obtained by semi-structured interviews with the special needs students themselves made arise six meanings: the larger percentage was Ethic-Political Suffering (33.33%), followed by Preservation of Oneself (19.44%), Me and the Other (16.67%) in third place, Good and Bad Meetings: Approximation and Removal (11.11%), in fourth place; Equality and Difference (10.19%), in fifth place; Normal Child who studies and Play (9.26%) finally. As for the students without special educational needs, using the semi-structured interviews, the obtained meanings for inclusion of students with special needs were: Equality and Difference (72.29%), followed by Child who studies and Play (11.75%), Family and Daily Life (8.73%) and Exclusion by Poverty (7.23%). We conclude that the meanings for inclusion of students with special educational needs pose as indicators for continuous thinking on what inclusion means in educational contexts, shown by those who experience this situation in the most varied forms in daily life. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-04-24 2010-03-30 2015-05-14T13:16:32Z 2018-07-23T20:02:22Z 2018-07-23T20:02:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Daniele Aparecida da. Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola. 2009. 159 f. Dissertação (Mestrado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2009. https://repositorio.ufpb.br/jspui/handle/tede/6991 |
identifier_str_mv |
SILVA, Daniele Aparecida da. Inclusão social de alunos com necessidades educacionais especiais em contexto escolar por atores sociais da escola. 2009. 159 f. Dissertação (Mestrado em Psicologia Social) - Universidade Federal da Paraíba, João Pessoa, 2009. |
url |
https://repositorio.ufpb.br/jspui/handle/tede/6991 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba BR Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba BR Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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