Demands from the school 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/8796 |
Resumo: | From the implementation of public policies on school inclusion, mainly those directed to the target audience of special education, the number of students with special educational needs in common classes has increased. This fact has helped to compose the picture in schools where the limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge able of responding to demands of daily school, concerning living and learning in diversity. Whereas this inclusive process is new in the schools, the study aimed to analyze the demands of teachers from the school inclusion. The research was qualitative and exploratory, and six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education took in it. Technique of participant observation, field diary, semi-structured interview and questionnaire were used for data collection, while analysis of content was used for discussion of the data. The results indicate that there are achievements and contradictions in the reality of schools that themselves propose inclusive; advances and limitations resulting from the municipal politics; that the model of performance of the group of special education, in the context analyzed, may be revised or expanded; and that the teachers has demands with regard to public policy, training, and the psychologist. |
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Demands from the school inclusionDemandas decorrentes da inclusão escolarSpecial EducationSchool InclusionDemands of teachers.Educação EspecialInclusão EscolarDemandas de Professores.From the implementation of public policies on school inclusion, mainly those directed to the target audience of special education, the number of students with special educational needs in common classes has increased. This fact has helped to compose the picture in schools where the limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge able of responding to demands of daily school, concerning living and learning in diversity. Whereas this inclusive process is new in the schools, the study aimed to analyze the demands of teachers from the school inclusion. The research was qualitative and exploratory, and six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education took in it. Technique of participant observation, field diary, semi-structured interview and questionnaire were used for data collection, while analysis of content was used for discussion of the data. The results indicate that there are achievements and contradictions in the reality of schools that themselves propose inclusive; advances and limitations resulting from the municipal politics; that the model of performance of the group of special education, in the context analyzed, may be revised or expanded; and that the teachers has demands with regard to public policy, training, and the psychologist.http://dx.doi.org/10.5902/1984686X8796 Com a implementação das políticas públicas em inclusão escolar, cresce o número de alunos com Necessidades Educacionais Especiais (NEEs) em classes comuns, fato que ajuda a compor um cenário nas escolas que tem desvelado limitações e contradições do sistema educacional brasileiro. Atores e autores educacionais são desafiados a construir saberes capazes de responder às demandas do cotidiano escolar relacionadas à convivência e aprendizagem na diversidade. Considerando que este processo inclusivo é novo nas escolas, o estudo teve como objetivo analisar as demandas dos professores decorrentes da inclusão escolar. A pesquisa foi qualitativa do tipo exploratório, participando seis professoras, seus alunos com NEEs e três profissionais do Núcleo de Educação Inclusiva da Secretaria Municipal de Educação. Para coleta de dados, foram utilizados: técnica de observação participante, diário de campo, entrevista semiestruturada, questionário e, para discussão dos dados, análise de conteúdo. Os resultados indicam que existem conquistas e contradições na realidade das escolas que se propõem inclusivas; avanços e limitações resultantes da política municipal, e que o modelo de atuação da equipe de educação especial, no contexto analisado, pode ser revisto ou ampliado. Indicam que os professores apresentam demandas no domínio da política pública, da formação, e demandas dirigidas ao psicólogo. Palavras chaves: Educação Especial. Inclusão Escolar. Demandas de ProfessoresUniversidade Federal de Santa Maria2014-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/879610.5902/1984686X8796Special Education Magazine; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 27-40Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 27-40Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 27-401984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/8796/pdfMatos, Selma NorbertoMendes, Eniceia Gonçalvesinfo:eu-repo/semantics/openAccess2015-06-02T17:24:31Zoai:ojs.pkp.sfu.ca:article/8796Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:24:31Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Demands from the school inclusion Demandas decorrentes da inclusão escolar |
title |
Demands from the school inclusion |
spellingShingle |
Demands from the school inclusion Matos, Selma Norberto Special Education School Inclusion Demands of teachers. Educação Especial Inclusão Escolar Demandas de Professores. |
title_short |
Demands from the school inclusion |
title_full |
Demands from the school inclusion |
title_fullStr |
Demands from the school inclusion |
title_full_unstemmed |
Demands from the school inclusion |
title_sort |
Demands from the school inclusion |
author |
Matos, Selma Norberto |
author_facet |
Matos, Selma Norberto Mendes, Eniceia Gonçalves |
author_role |
author |
author2 |
Mendes, Eniceia Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Matos, Selma Norberto Mendes, Eniceia Gonçalves |
dc.subject.por.fl_str_mv |
Special Education School Inclusion Demands of teachers. Educação Especial Inclusão Escolar Demandas de Professores. |
topic |
Special Education School Inclusion Demands of teachers. Educação Especial Inclusão Escolar Demandas de Professores. |
description |
From the implementation of public policies on school inclusion, mainly those directed to the target audience of special education, the number of students with special educational needs in common classes has increased. This fact has helped to compose the picture in schools where the limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge able of responding to demands of daily school, concerning living and learning in diversity. Whereas this inclusive process is new in the schools, the study aimed to analyze the demands of teachers from the school inclusion. The research was qualitative and exploratory, and six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education took in it. Technique of participant observation, field diary, semi-structured interview and questionnaire were used for data collection, while analysis of content was used for discussion of the data. The results indicate that there are achievements and contradictions in the reality of schools that themselves propose inclusive; advances and limitations resulting from the municipal politics; that the model of performance of the group of special education, in the context analyzed, may be revised or expanded; and that the teachers has demands with regard to public policy, training, and the psychologist. |
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/8796 10.5902/1984686X8796 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/8796 |
identifier_str_mv |
10.5902/1984686X8796 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/8796/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; 27-40 Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 27-40 Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 27-40 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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1799944199625244672 |