School inclusion: educational and shool psychologists conceptions

Detalhes bibliográficos
Autor(a) principal: Fonseca, Thaisa da Silva
Data de Publicação: 2018
Outros Autores: Freitas, Camila Siqueira Cronemberger, Negreiros, Fauston
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/30410
Resumo: This study aimed to investigated the educational and school psychologist conception about school inclusion. The study was accomplished in a qualitative and descriptive field in which participated ten educational and school psychologists who worked in Basic Education in private schools. The data collected were made through a semi-structured schedule interview. They were analyzed from the content analysis method. Through the analysis, five categories were obtained: school inclusion as relevant and challenging; school inclusion as legal obligation; promotion of school inclusion; school as a space for learning and / or socialization; and benefits of school inclusion. The results have showed that educational and school psychologists watch the school inclusion as beneficial, challenging and relevant process for all those involved on it. The challenges approach aspects mainly related to necessity of a governmental human and pshysical support for and effective school. All those involved in the school ambit, studentes and profissionals earned benefits.
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spelling School inclusion: educational and shool psychologists conceptionsInclusão escolar: concepções de psicólogos escolares e educacionaisInclusive EducationSpecial EducationEducational Psychology.Educação InclusivaEducação EspecialPsicologia da Educação.This study aimed to investigated the educational and school psychologist conception about school inclusion. The study was accomplished in a qualitative and descriptive field in which participated ten educational and school psychologists who worked in Basic Education in private schools. The data collected were made through a semi-structured schedule interview. They were analyzed from the content analysis method. Through the analysis, five categories were obtained: school inclusion as relevant and challenging; school inclusion as legal obligation; promotion of school inclusion; school as a space for learning and / or socialization; and benefits of school inclusion. The results have showed that educational and school psychologists watch the school inclusion as beneficial, challenging and relevant process for all those involved on it. The challenges approach aspects mainly related to necessity of a governmental human and pshysical support for and effective school. All those involved in the school ambit, studentes and profissionals earned benefits.Esse estudo teve como objetivo investigar a concepção de psicólogos escolares e educacionais sobre a inclusão escolar. Tratou-se de um estudo de campo, qualitativo, descritivo, que teve como participantes dez psicólogos escolares e educacionais que atuavam na Educação Básica em escolas da rede privada de ensino. O instrumento de coleta de dados utilizado foi um roteiro de entrevista semiestruturada, analisado pelo método da análise de conteúdo. Mediante a análise, obtiveram-se cinco categorias: inclusão escolar como relevante e desafiadora; inclusão escolar como obrigatoriedade legal; promoção da inclusão escolar; escola como espaço de aprendizagem e/ou socialização; e benefícios da inclusão escolar. Os resultados apontaram que os psicólogos escolares e educacionais concebem a inclusão escolar como um processo relevante, desafiador e benéfico para os envolvidos. Os desafios abrangeram aspectos relacionados principalmente à necessidade de suporte físico, humano e governamental para a efetivação da inclusão escolar. Os benefícios direcionaram-se para todos os alunos e para os profissionais que atuam no ambiente escolar. Universidade Federal de Santa Maria2018-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3041010.5902/1984686X30410Special Education Magazine; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-616Revista de Educación Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-616Revista Educação Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-6161984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/30410/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessFonseca, Thaisa da SilvaFreitas, Camila Siqueira CronembergerNegreiros, Fauston2018-09-25T15:44:24Zoai:ojs.pkp.sfu.ca:article/30410Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-09-25T15:44:24Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv School inclusion: educational and shool psychologists conceptions
Inclusão escolar: concepções de psicólogos escolares e educacionais
title School inclusion: educational and shool psychologists conceptions
spellingShingle School inclusion: educational and shool psychologists conceptions
Fonseca, Thaisa da Silva
Inclusive Education
Special Education
Educational Psychology.
Educação Inclusiva
Educação Especial
Psicologia da Educação.
title_short School inclusion: educational and shool psychologists conceptions
title_full School inclusion: educational and shool psychologists conceptions
title_fullStr School inclusion: educational and shool psychologists conceptions
title_full_unstemmed School inclusion: educational and shool psychologists conceptions
title_sort School inclusion: educational and shool psychologists conceptions
author Fonseca, Thaisa da Silva
author_facet Fonseca, Thaisa da Silva
Freitas, Camila Siqueira Cronemberger
Negreiros, Fauston
author_role author
author2 Freitas, Camila Siqueira Cronemberger
Negreiros, Fauston
author2_role author
author
dc.contributor.author.fl_str_mv Fonseca, Thaisa da Silva
Freitas, Camila Siqueira Cronemberger
Negreiros, Fauston
dc.subject.por.fl_str_mv Inclusive Education
Special Education
Educational Psychology.
Educação Inclusiva
Educação Especial
Psicologia da Educação.
topic Inclusive Education
Special Education
Educational Psychology.
Educação Inclusiva
Educação Especial
Psicologia da Educação.
description This study aimed to investigated the educational and school psychologist conception about school inclusion. The study was accomplished in a qualitative and descriptive field in which participated ten educational and school psychologists who worked in Basic Education in private schools. The data collected were made through a semi-structured schedule interview. They were analyzed from the content analysis method. Through the analysis, five categories were obtained: school inclusion as relevant and challenging; school inclusion as legal obligation; promotion of school inclusion; school as a space for learning and / or socialization; and benefits of school inclusion. The results have showed that educational and school psychologists watch the school inclusion as beneficial, challenging and relevant process for all those involved on it. The challenges approach aspects mainly related to necessity of a governmental human and pshysical support for and effective school. All those involved in the school ambit, studentes and profissionals earned benefits.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-14
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 http://periodicos.ufsm.br/educacaoespecial/article/view/30410
10.5902/1984686X30410
url http://periodicos.ufsm.br/educacaoespecial/article/view/30410
identifier_str_mv 10.5902/1984686X30410
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/30410/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-616
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-616
Revista Educação Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 603-616
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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