Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments
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Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/1147 |
Resumo: | This paper refers to a master thesis that aimed to investigate how the special educational needs of students with visual impairments were addressed in the curriculum and worked in a regular classroom at a municipal school of Belo Horizonte, whose pedagogical proposal was advertised as inclusive. To this article will be presented the analysis of the prescribed curriculum of the investigated school, identifying how this school addresses the issue inclusion in its official documents, and explaining how these documents define the principles of inclusive education and special educational needs of students enrolled in that school. Knowing the importance of curriculum in the educational process, and that its reformulation is the key to inclusion, the research has developed around the implications of the curriculum in the educational process of students with visual impairments. For this study, we sought an approach between theories of curriculum and the principles of inclusion, in order to check the convergence of their discourses and the representations that are entangled in the curriculum discourse of the investigated school , from the propositions that took visibility in the speeches of inclusive education, listed in the institutional documents of that school. |
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Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairmentsO currículo prescrito para a educação inclusiva: a proposta curricular e a inclusão dos alunos com deficiência visual CurriculumVisual impairmentInclusion.This paper refers to a master thesis that aimed to investigate how the special educational needs of students with visual impairments were addressed in the curriculum and worked in a regular classroom at a municipal school of Belo Horizonte, whose pedagogical proposal was advertised as inclusive. To this article will be presented the analysis of the prescribed curriculum of the investigated school, identifying how this school addresses the issue inclusion in its official documents, and explaining how these documents define the principles of inclusive education and special educational needs of students enrolled in that school. Knowing the importance of curriculum in the educational process, and that its reformulation is the key to inclusion, the research has developed around the implications of the curriculum in the educational process of students with visual impairments. For this study, we sought an approach between theories of curriculum and the principles of inclusion, in order to check the convergence of their discourses and the representations that are entangled in the curriculum discourse of the investigated school , from the propositions that took visibility in the speeches of inclusive education, listed in the institutional documents of that school.Este trabalho refere-se à pesquisa de mestrado que objetivava investigar como as necessidades educacionais especiais dos educandos com deficiência visual eram abordadas no currículo e trabalhadas em uma sala de aula comum da rede municipal de ensino de Belo Horizonte, cuja proposta pedagógica fosse anunciada como inclusiva. Para o presente artigo, será apresentada a análise do currículo prescrito da escola investigada, identificando como esta aborda o tema inclusão em seus documentos oficiais, e apontando como estes documentos definem os princípios da educação inclusiva e as necessidades educacionais especiais dos educandos matriculados na mesma. Sabendo da importância do currículo no processo educacional, e que a reformulação deste é a chave para a inclusão, a pesquisa se desenvolveu em torno das implicações do currículo no processo educacional dos alunos com deficiência visual. Para a realização deste estudo, buscou-se uma aproximação entre as teorias do currículo e os princípios da inclusão, a fim de verificar a convergência de seus discursos e as representações que se enredam no discurso curricular da instituição investigada, a partir das proposições que tomaram visibilidade nos discursos da educação inclusiva, enunciados nos documentos institucionais da escola. Palavras-chave: Currículo. Deficiência visual. Inclusão. Universidade Federal de Santa Maria2010-10-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/114710.5902/1984686X1147Special Education Magazine; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 20101984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/1147/1270Miotto, Ana Cristina Felipeinfo:eu-repo/semantics/openAccess2014-05-09T19:50:32Zoai:ojs.pkp.sfu.ca:article/1147Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T19:50:32Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments O currículo prescrito para a educação inclusiva: a proposta curricular e a inclusão dos alunos com deficiência visual |
title |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
spellingShingle |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments Miotto, Ana Cristina Felipe Curriculum Visual impairment Inclusion. |
title_short |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
title_full |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
title_fullStr |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
title_full_unstemmed |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
title_sort |
Prescribed curriculum for inclusive education: curriculum proposal and inclusion of students with visual impairments |
author |
Miotto, Ana Cristina Felipe |
author_facet |
Miotto, Ana Cristina Felipe |
author_role |
author |
dc.contributor.author.fl_str_mv |
Miotto, Ana Cristina Felipe |
dc.subject.por.fl_str_mv |
Curriculum Visual impairment Inclusion. |
topic |
Curriculum Visual impairment Inclusion. |
description |
This paper refers to a master thesis that aimed to investigate how the special educational needs of students with visual impairments were addressed in the curriculum and worked in a regular classroom at a municipal school of Belo Horizonte, whose pedagogical proposal was advertised as inclusive. To this article will be presented the analysis of the prescribed curriculum of the investigated school, identifying how this school addresses the issue inclusion in its official documents, and explaining how these documents define the principles of inclusive education and special educational needs of students enrolled in that school. Knowing the importance of curriculum in the educational process, and that its reformulation is the key to inclusion, the research has developed around the implications of the curriculum in the educational process of students with visual impairments. For this study, we sought an approach between theories of curriculum and the principles of inclusion, in order to check the convergence of their discourses and the representations that are entangled in the curriculum discourse of the investigated school , from the propositions that took visibility in the speeches of inclusive education, listed in the institutional documents of that school. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-10-13 |
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/1147 10.5902/1984686X1147 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/1147 |
identifier_str_mv |
10.5902/1984686X1147 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/1147/1270 |
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. 23, n. 37, maio/ago. 2010 Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010 Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010 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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1799944198201278464 |