The Specialized school in time of inclusion
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , |
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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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) 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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1799944199623147520 |