Reflections on inclusive pedagogical practices with students with intellectual disability
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/69440 |
Resumo: | The school inclusion of students with disability has become a central issue in the educational field, as it involves the inclusion of the target group of special education in common schools. This article is an excerpt from the Master's thesis in Education and aims to propose reflections on inclusive pedagogical practices carried out with students with Intellectual Disability (ID). The methodology involved ethnographic techniques (participant observation, preparation of a field diary, conducting interviews), analysis of documents from the school in the field of investigation and national and municipal legal provisions that guarantee the rights of children with disability to attend and have access to knowledge in common schools of education. Data generation was carried out in 2018 in a municipal public school in Florianopolis – Santa Catarina (SC), which works from an inclusive perspective. The target subjects of the research were three students with ID, enrolled in the 6th and 8th grade. Data analysis permitted to conclude that the school inclusion of students with ID in the researched school is legally guaranteed. However, observations and interviews showed that there are challenges and barriers (pedagogical and attitudinal) that compromise the symbolic accessibility of these students. Furthermore, it was concluded that the three students of the research are able to learn at their own pace and under appropriate conditions, but the ideal of the student, present in the concept of student craft, can contribute both to school failure and to the establishment of soft exclusion practices. |
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Reflections on inclusive pedagogical practices with students with intellectual disabilityReflexiones sobre prácticas pedagógicas inclusivas con estudiantes con discapacidad intelectualReflexões sobre práticas pedagógicas inclusivas com estudantes com deficiência intelectualIntellectual Disability Intellectual Disability (ID)Student craftInclusión escolarDiscapacidad Intelectual (DI)Oficio de alumnoInclusão escolar"Deficiência"Ofício de alunoThe school inclusion of students with disability has become a central issue in the educational field, as it involves the inclusion of the target group of special education in common schools. This article is an excerpt from the Master's thesis in Education and aims to propose reflections on inclusive pedagogical practices carried out with students with Intellectual Disability (ID). The methodology involved ethnographic techniques (participant observation, preparation of a field diary, conducting interviews), analysis of documents from the school in the field of investigation and national and municipal legal provisions that guarantee the rights of children with disability to attend and have access to knowledge in common schools of education. Data generation was carried out in 2018 in a municipal public school in Florianopolis – Santa Catarina (SC), which works from an inclusive perspective. The target subjects of the research were three students with ID, enrolled in the 6th and 8th grade. Data analysis permitted to conclude that the school inclusion of students with ID in the researched school is legally guaranteed. However, observations and interviews showed that there are challenges and barriers (pedagogical and attitudinal) that compromise the symbolic accessibility of these students. Furthermore, it was concluded that the three students of the research are able to learn at their own pace and under appropriate conditions, but the ideal of the student, present in the concept of student craft, can contribute both to school failure and to the establishment of soft exclusion practices.La inclusión escolar de los estudiantes con discapacidad se ha convertido en un tema central en el campo educativo, ya que implica la inclusión del público objetivo de la educación especial en las escuelas regulares. Este artículo es un extracto de una tesis de Maestría en Educación y tiene como objetivo proponer reflexiones sobre prácticas pedagógicas inclusivas realizadas con estudiantes con discapacidad intelectual (DI). La metodología involucró técnicas etnográficas (observación participante, elaboración de diario de campo, realización de entrevistas), análisis de documentos escolares, campo de investigación y disposiciones legales nacionales y municipales que garantizan los derechos de los niños con discapacidad a asistir y tener acceso al conocimiento en escuelas regulares. La generación de datos se realizó en 2018 en una escuela pública de la red municipal de Florianópolis - Santa Catarina (SC), que trabaja desde una perspectiva inclusiva. Los sujetos objetivo de la investigación fueron tres estudiantes con DI, matriculados en el 6º y 8º año. El análisis de los datos permitió concluir que, si la inclusión escolar de los estudiantes con DI en la escuela investigada está garantizada desde el punto de vista legal, las observaciones y entrevistas mostraron que existen desafíos y barreras (pedagógicas y actitudinales) que comprometen la accesibilidad simbólica de estos estudiantes. Además, pueden aprender a su propio ritmo y en condiciones adecuadas, pero el ideal de estudiante, presente en el concepto de oficio de alumno, puede contribuir tanto al fracaso escolar como al establecimiento de prácticas de exclusión leve. A inclusão escolar de estudantes com deficiência se tornou uma questão central no campo educacional, pois envolve a inserção do público-alvo da educação especial em escolas regulares de ensino. Este artigo é um recorte de uma dissertação de Mestrado em Educação e tem por objetivo propor reflexões sobre práticas pedagógicas inclusivas realizadas com estudantes com deficiência intelectual (DI). A metodologia envolveu técnicas da etnografia (observação participante, elaboração de diário de campo, realização de entrevistas ), análise de documentos da escola campo da investigação e de dispositivos legais nacionais e municipais que garantem os direitos das crianças com deficiência de frequentar e ter acesso ao conhecimento em escolas regulares de ensino. A geração de dados foi realizada em 2018 numa escola pública da rede municipal de Florianópolis – Santa Catarina (SC), que trabalha na perspectiva inclusiva. Os sujeitos alvo da pesquisa foram três estudantes com DI, matriculadas no 6º e no 8º ano. A análise dos dados permitiu concluir que, se a inclusão escolar dos estudantes com DI na escola pesquisada está garantida do ponto de vista legal, observações e entrevistas demonstraram que existem desafios e barreiras (pedagógicas e atitudinais) que comprometem a acessibilidade simbólica desses estudantes. Ademais, que eles conseguem aprender no seu ritmo e em condições adequadas, mas, o ideal de aluno, presente no conceito de ofício de aluno (MARCHI, 2010; PERRENOUD,1995), pode contribuir tanto para o fracasso escolar quanto para a instauração de práticas de exclusão branda (BOURDIEU & CHAMPAGNE, 2008).Universidade Federal de Santa Maria2023-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6944010.5902/1984686X69440Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-26Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-26Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/69440/51426http://periodicos.ufsm.br/educacaoespecial/article/view/69440/51427Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMonteiro, Janete LopesMarchi, Rita de Cassia2023-02-01T18:05:30Zoai:ojs.pkp.sfu.ca:article/69440Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-02-01T18:05:30Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Reflections on inclusive pedagogical practices with students with intellectual disability Reflexiones sobre prácticas pedagógicas inclusivas con estudiantes con discapacidad intelectual Reflexões sobre práticas pedagógicas inclusivas com estudantes com deficiência intelectual |
title |
Reflections on inclusive pedagogical practices with students with intellectual disability |
spellingShingle |
Reflections on inclusive pedagogical practices with students with intellectual disability Monteiro, Janete Lopes Intellectual Disability Intellectual Disability (ID) Student craft Inclusión escolar Discapacidad Intelectual (DI) Oficio de alumno Inclusão escolar "Deficiência" Ofício de aluno |
title_short |
Reflections on inclusive pedagogical practices with students with intellectual disability |
title_full |
Reflections on inclusive pedagogical practices with students with intellectual disability |
title_fullStr |
Reflections on inclusive pedagogical practices with students with intellectual disability |
title_full_unstemmed |
Reflections on inclusive pedagogical practices with students with intellectual disability |
title_sort |
Reflections on inclusive pedagogical practices with students with intellectual disability |
author |
Monteiro, Janete Lopes |
author_facet |
Monteiro, Janete Lopes Marchi, Rita de Cassia |
author_role |
author |
author2 |
Marchi, Rita de Cassia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Monteiro, Janete Lopes Marchi, Rita de Cassia |
dc.subject.por.fl_str_mv |
Intellectual Disability Intellectual Disability (ID) Student craft Inclusión escolar Discapacidad Intelectual (DI) Oficio de alumno Inclusão escolar "Deficiência" Ofício de aluno |
topic |
Intellectual Disability Intellectual Disability (ID) Student craft Inclusión escolar Discapacidad Intelectual (DI) Oficio de alumno Inclusão escolar "Deficiência" Ofício de aluno |
description |
The school inclusion of students with disability has become a central issue in the educational field, as it involves the inclusion of the target group of special education in common schools. This article is an excerpt from the Master's thesis in Education and aims to propose reflections on inclusive pedagogical practices carried out with students with Intellectual Disability (ID). The methodology involved ethnographic techniques (participant observation, preparation of a field diary, conducting interviews), analysis of documents from the school in the field of investigation and national and municipal legal provisions that guarantee the rights of children with disability to attend and have access to knowledge in common schools of education. Data generation was carried out in 2018 in a municipal public school in Florianopolis – Santa Catarina (SC), which works from an inclusive perspective. The target subjects of the research were three students with ID, enrolled in the 6th and 8th grade. Data analysis permitted to conclude that the school inclusion of students with ID in the researched school is legally guaranteed. However, observations and interviews showed that there are challenges and barriers (pedagogical and attitudinal) that compromise the symbolic accessibility of these students. Furthermore, it was concluded that the three students of the research are able to learn at their own pace and under appropriate conditions, but the ideal of the student, present in the concept of student craft, can contribute both to school failure and to the establishment of soft exclusion practices. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-31 |
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/69440 10.5902/1984686X69440 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/69440 |
identifier_str_mv |
10.5902/1984686X69440 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/69440/51426 http://periodicos.ufsm.br/educacaoespecial/article/view/69440/51427 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
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; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-26 Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-26 Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e7/1-26 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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1799944197769265152 |