The Specialized school in time of inclusion

Detalhes bibliográficos
Autor(a) principal: Santos, Roseli Albino dos
Data de Publicação: 2014
Outros Autores: Mendonça, Suelene Regina Donola, Oliveira, Mercia Cunha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/8755
Resumo: This study has the objective to investigate the meanings about school inclusion and disability, produced by a group of professionals engaged in a specialized school located in a city in the state of São Paulo. The metodology used was semi-structured and structured interviews with the director of the institution, two pedagogical coordinators and five teachers. Data were subjected to a descriptive-interpretative analysis. The results indicated that professionals attribute the responsibility for self development, only to students with intellectual disabilities . The emphasis of the speeches falls on the inability of the student and the immutability of disability. It is observed that the narratives do not reveal critical positioning of professional educational processes involving this population. The professionals who work in specialized institution still have a conception of disability based on the inability of the student and, despite defending the right of these students to school inclusion, these professionals still manifest fear of what they will find outside the walls of the institution, revealing attitudes and overprotection ignorance of the role of specialized institution in times of inclusion. We conclude that the conceptions about intellectual disability and inclusive education presented by professionals can contribute much more to the reiteration of school exclusion, historically focused on this population than for its actual inclusion in the school system of education.
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spelling The Specialized school in time of inclusionA instituição especializada em tempos de inclusãoSpecialized schoolDisabilityInclusionProfessionals.Instituição especializadaDeficiênciaInclusãoprofissionais.This study has the objective to investigate the meanings about school inclusion and disability, produced by a group of professionals engaged in a specialized school located in a city in the state of São Paulo. The metodology used was semi-structured and structured interviews with the director of the institution, two pedagogical coordinators and five teachers. Data were subjected to a descriptive-interpretative analysis. The results indicated that professionals attribute the responsibility for self development, only to students with intellectual disabilities . The emphasis of the speeches falls on the inability of the student and the immutability of disability. It is observed that the narratives do not reveal critical positioning of professional educational processes involving this population. The professionals who work in specialized institution still have a conception of disability based on the inability of the student and, despite defending the right of these students to school inclusion, these professionals still manifest fear of what they will find outside the walls of the institution, revealing attitudes and overprotection ignorance of the role of specialized institution in times of inclusion. We conclude that the conceptions about intellectual disability and inclusive education presented by professionals can contribute much more to the reiteration of school exclusion, historically focused on this population than for its actual inclusion in the school system of education. http://dx.doi.org/10.5902/1984686X8755 Este estudo buscou investigar os significados e sentidos sobre inclusão escolar e deficiência produzidos por um grupo de profissionais que atuam um uma instituição especializada localizada em um município do interior do Estado de São Paulo.Para a coleta dos dados foi utilizado um roteiro de entrevista semi-estruturada aplicada a diretora da instituição, duas coordenadoras pedagógicas e cinco professoras. Os dados foram submetidos a uma análise do tipo descritivo-interpretativo. Os resultados indicaram que as profissionais atribuem unicamente aos alunos com deficiência intelectual e suas condições pessoais a responsabilidade pelo seu desenvolvimento e inclusão escolar. A ênfase dos discursos recaem sobre a incapacidade do aluno e na imutabilidade da deficiência. Observa-se que as narrativas, não revelam posicionamento crítico das profissionais aos processos educativos voltados a esta população. As profissionais que atuam na instituição especializada ainda apresentam uma concepção de deficiência baseada na incapacidade do aluno e, apesar defenderem o direito desses alunos a inclusão escolar, ainda manifestam receio do que estes irão encontrar fora dos muros da instituição, revelando atitudes de superproteção e desconhecimento do papel da instituição especializada em tempos de inclusão. Conclui-se que as concepções sobre a deficiência intelectual e a inclusão escolar apresentadas pelos profissionais podem contribuir muito mais para a reiteração da exclusão escolar historicamente voltada a essa população, do que para sua efetiva inclusão no sistema escolar de ensino. Palavras-chave: instituição especializada, deficiência, inclusão, profissionais. Universidade Federal de Santa Maria2014-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/875510.5902/1984686X8755Special Education Magazine; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 41-52Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 41-52Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 41-521984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/8755/pdfSantos, Roseli Albino dosMendonça, Suelene Regina DonolaOliveira, Mercia Cunhainfo:eu-repo/semantics/openAccess2015-06-02T17:24:04Zoai:ojs.pkp.sfu.ca:article/8755Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:24:04Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The Specialized school in time of inclusion
A instituição especializada em tempos de inclusão
title The Specialized school in time of inclusion
spellingShingle The Specialized school in time of inclusion
Santos, Roseli Albino dos
Specialized school
Disability
Inclusion
Professionals.
Instituição especializada
Deficiência
Inclusão
profissionais.
title_short The Specialized school in time of inclusion
title_full The Specialized school in time of inclusion
title_fullStr The Specialized school in time of inclusion
title_full_unstemmed The Specialized school in time of inclusion
title_sort The Specialized school in time of inclusion
author Santos, Roseli Albino dos
author_facet Santos, Roseli Albino dos
Mendonça, Suelene Regina Donola
Oliveira, Mercia Cunha
author_role author
author2 Mendonça, Suelene Regina Donola
Oliveira, Mercia Cunha
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Roseli Albino dos
Mendonça, Suelene Regina Donola
Oliveira, Mercia Cunha
dc.subject.por.fl_str_mv Specialized school
Disability
Inclusion
Professionals.
Instituição especializada
Deficiência
Inclusão
profissionais.
topic Specialized school
Disability
Inclusion
Professionals.
Instituição especializada
Deficiência
Inclusão
profissionais.
description This study has the objective to investigate the meanings about school inclusion and disability, produced by a group of professionals engaged in a specialized school located in a city in the state of São Paulo. The metodology used was semi-structured and structured interviews with the director of the institution, two pedagogical coordinators and five teachers. Data were subjected to a descriptive-interpretative analysis. The results indicated that professionals attribute the responsibility for self development, only to students with intellectual disabilities . The emphasis of the speeches falls on the inability of the student and the immutability of disability. It is observed that the narratives do not reveal critical positioning of professional educational processes involving this population. The professionals who work in specialized institution still have a conception of disability based on the inability of the student and, despite defending the right of these students to school inclusion, these professionals still manifest fear of what they will find outside the walls of the institution, revealing attitudes and overprotection ignorance of the role of specialized institution in times of inclusion. We conclude that the conceptions about intellectual disability and inclusive education presented by professionals can contribute much more to the reiteration of school exclusion, historically focused on this population than for its actual inclusion in the school system of education.
publishDate 2014
dc.date.none.fl_str_mv 2014-04-11
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/8755
10.5902/1984686X8755
url http://periodicos.ufsm.br/educacaoespecial/article/view/8755
identifier_str_mv 10.5902/1984686X8755
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/8755/pdf
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 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. 27, n. 48, jan./abr. 2014; 41-52
Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 41-52
Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 41-52
1984-686X
reponame:Revista Educação Especial (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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