"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa.
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | https://repositorio.unifesp.br/handle/11600/60849 |
Resumo: | The present research has as main objective to verify how the students without disabilities react, learn and transform themselves in the interaction with colleagues with disabilities, having as research field two elementary school classrooms of a public school located in São Paulo. Secondary questions are: 1) How do children without disabilities understand classroom relationships with a student with disabilities; 2) What are the changes pointed out by students without disabilities in themselves and in students with disabilities from this interaction; 3) How did the children's narratives signify the reflection of all research participants? The theoretical foundation chosen to assist in this path is the Socio-Historical Cultural Theory, developed by LS Vygotsky (1924-1934), with the methodology of the Critical Collaboration Research (MAGALHÃES, 2006) which aims to organize research that has transformative activities and reflective, in addition to the researcher being an active participant in the research process. For this, two tools used: semi-structured interviews and Reflective Sessions carried out based on guiding activities with students aged 6 to 11 years. The results of the research were due to the thorough listening with students without disabilities that pointed out the countless benefits that living together in diversity offers for all involved, among them: students recognize themselves as mediators of the development processes of colleagues with disabilities, becoming their more experienced pairs, placing them in a leading role. This experience, anchored in the heterogeneous community, transformed the students, who recognize changes in themselves due to the presence of the student with a disability through feelings such as generosity and lovingness, as well as happiness in helping, and joy in living with them. It is evident how students affected by living with a disabled colleague, who transforms them and is transformed by them. The students were also polishing this researcher, teaching with its subtleties and smiles, to better elaborate the questions, to be less insistent and, mainly, being able to prove, through reports loaded with emotion, affection and reflection that, yes, students without disabilities benefit from interaction with colleagues with disabilities. All these learnings affected this researcher, who passed through a “school”, having these participants as teachers. In conclusion, all of us, participants in this research, signify ourselves regarding the expansion of knowledge, the space promoted by listening and analyzing our postures. |
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Repositório Institucional da UNIFESP |
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3465 |
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Honora, Márcia [UNIFESP]http://lattes.cnpq.br/4905495550914305http://lattes.cnpq.br/7030396449564631Fidalgo, Sueli [UNIFESP]Guarulhos- SP (on line)2021-04-12T11:40:40Z2021-04-12T11:40:40Z2021-02-01Honora, M. “Todo mundo tem um probleminha”: as ressignificações da ideia de inclusão por crianças sem deficiência. Um estudo na Perspectiva Crítico Colaborativa – Tese de Doutorado. Guarulhos, 2020.https://repositorio.unifesp.br/handle/11600/60849The present research has as main objective to verify how the students without disabilities react, learn and transform themselves in the interaction with colleagues with disabilities, having as research field two elementary school classrooms of a public school located in São Paulo. Secondary questions are: 1) How do children without disabilities understand classroom relationships with a student with disabilities; 2) What are the changes pointed out by students without disabilities in themselves and in students with disabilities from this interaction; 3) How did the children's narratives signify the reflection of all research participants? The theoretical foundation chosen to assist in this path is the Socio-Historical Cultural Theory, developed by LS Vygotsky (1924-1934), with the methodology of the Critical Collaboration Research (MAGALHÃES, 2006) which aims to organize research that has transformative activities and reflective, in addition to the researcher being an active participant in the research process. For this, two tools used: semi-structured interviews and Reflective Sessions carried out based on guiding activities with students aged 6 to 11 years. The results of the research were due to the thorough listening with students without disabilities that pointed out the countless benefits that living together in diversity offers for all involved, among them: students recognize themselves as mediators of the development processes of colleagues with disabilities, becoming their more experienced pairs, placing them in a leading role. This experience, anchored in the heterogeneous community, transformed the students, who recognize changes in themselves due to the presence of the student with a disability through feelings such as generosity and lovingness, as well as happiness in helping, and joy in living with them. It is evident how students affected by living with a disabled colleague, who transforms them and is transformed by them. The students were also polishing this researcher, teaching with its subtleties and smiles, to better elaborate the questions, to be less insistent and, mainly, being able to prove, through reports loaded with emotion, affection and reflection that, yes, students without disabilities benefit from interaction with colleagues with disabilities. All these learnings affected this researcher, who passed through a “school”, having these participants as teachers. In conclusion, all of us, participants in this research, signify ourselves regarding the expansion of knowledge, the space promoted by listening and analyzing our postures.A presente pesquisa tem como objetivo principal verificar de que maneira os alunos sem deficiência reagem, aprendem e se transformam na interação com colegas com deficiência, tendo como campo de pesquisa duas salas de aula de Ensino Fundamental I de uma escola pública localizada na Grande São Paulo. As perguntas secundárias são: 1) De que forma as crianças sem deficiência compreendem as relações da sala de aula com um aluno com deficiência; 2) Quais as mudanças apontadas pelos alunos sem deficiência neles mesmos e nos alunos com deficiência a partir dessa interação; 3) De que forma as narrativas das crianças ressignificaram a reflexão de todos os participantes da pesquisa? A fundamentação teórica escolhida para auxiliar neste caminho é a Teoria Sócio-Histórica Cultural, desenvolvida por L. S. Vygotsky (1924-1934), tendo como metodologia a Pesquisa Crítica de Colaboração (MAGALHÃES, 2006) que tem o intuito de organizar pesquisas que tenham atividades transformadoras e reflexivas, além de ser o pesquisador um participante ativo do processo de pesquisa. Para isso, foram usadas duas ferramentas: entrevistas semiestruturadas, e Sessões Reflexivas realizadas a partir de atividades norteadoras com os alunos de 6 a 11 anos. Os resultados da pesquisa ocorreram pela minuciosa escuta com alunos sem deficiência que apontaram os inúmeros benefícios que o convívio na diversidade oferece para todos os envolvidos, entre eles: os alunos se reconhecerem como mediadores dos processos de desenvolvimento dos colegas com deficiência, tornando-se seus pares mais experientes, colocando-os em situação de protagonismo. Essa experiência, ancorada na coletividade heterogênea, transformou os alunos, os quais reconhecem mudanças neles próprios pela presença da aluna com deficiência através de sentimentos como generosidade e amorosidade, bem como felicidade ao ajudar, e alegria na convivência com a mesma. Fica evidente como os alunos são afetados pela convivência com a colega com deficiência, que os transforma e é transformada por eles. Os alunos também foram lapidando esta pesquisadora, ensinando com suas sutilezas e sorrisos, a elaborar melhor as perguntas, a ser menos insistente e, principalmente, podendo comprovar, através de relatos carregados de emoção, carinho e reflexão que sim, os alunos sem deficiência se beneficiam da interação com colegas com deficiência. Todos estes aprendizados impactaram esta pesquisadora, que passou por uma “escola”, tendo como professores estes participantes. Concluindo, todos nós, participantes desta pesquisa, nos ressignificamos quanto à expansão de conhecimento, ao espaço promovido pela escuta e à análise de nossas posturas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)301 f.porUniversidade Federal de São PauloEducação InclusivaTeoria Sócio-Histórico CulturalAluno com deficiênciaPesquisa Crítica de Colaboração"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa.“EVERYBODY HAS A PROBLEM”: the reframing of the idea of inclusion by children without deficiency. A study in the critical-collaborative perspective.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPEscola de Filosofia, Letras e Ciências Humanas (EFLCH)Educação e Saúde na Infância e na AdolescênciaInclusão e VulnerabilidadesBiblioteca da Escola de Filosofia, Letras e Ciências HumanasLICENSElicense.txtlicense.txttext/plain; charset=utf-85514${dspace.ui.url}/bitstream/11600/60849/3/license.txt55fed8583402f69bfc063198e42ca35fMD53open accessTermo_Autorização_depósito_doutorado_RI_Unifesp_Portaria_Prograd._nA.pdfTermo_Autorização_depósito_doutorado_RI_Unifesp_Portaria_Prograd._nA.pdfapplication/pdf104155${dspace.ui.url}/bitstream/11600/60849/5/Termo_Autoriza%c3%a7%c3%a3o_dep%c3%b3sito_doutorado_RI_Unifesp_Portaria_Prograd._nA.pdf3768b6d486ff747bbeb189cb9ce18b4aMD55open accessTermo_de_Responsabilidade_e_Autencidade_TCC_Unifesp_Portaria_Prograd._n._3-2021A.pdfTermo_de_Responsabilidade_e_Autencidade_TCC_Unifesp_Portaria_Prograd._n._3-2021A.pdfapplication/pdf75733${dspace.ui.url}/bitstream/11600/60849/6/Termo_de_Responsabilidade_e_Autencidade_TCC_Unifesp_Portaria_Prograd._n._3-2021A.pdf436b6c78122f1371c8747ce862e7dae9MD56open accessORIGINALTodo mundo tem um probleminha - as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. Márcia Honora - 2021 - pdf_a.pdfTodo mundo tem um probleminha - as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. Márcia Honora - 2021 - pdf_a.pdfapplication/pdf8882577${dspace.ui.url}/bitstream/11600/60849/4/Todo%20mundo%20tem%20um%20probleminha%20-%20as%20ressignifica%c3%a7%c3%b5es%20da%20ideia%20de%20inclus%c3%a3o%20por%20alunos%20sem%20defici%c3%aancia.%20Um%20estudo%20na%20perspectiva%20cr%c3%adtico%20colaborativa.%20M%c3%a1rcia%20Honora%20-%202021%20%20-%20pdf_a.pdfde465f6d475c66eb0f5c8021d928aaf9MD54open accessTEXTTodo mundo tem um probleminha - as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. Márcia Honora - 2021 - pdf_a.pdf.txtTodo mundo tem um probleminha - as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. 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InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestopendoar:34652023-05-25T16:37:53Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.pt_BR.fl_str_mv |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
dc.title.alternative.en.fl_str_mv |
“EVERYBODY HAS A PROBLEM”: the reframing of the idea of inclusion by children without deficiency. A study in the critical-collaborative perspective. |
title |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
spellingShingle |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. Honora, Márcia [UNIFESP] Educação Inclusiva Teoria Sócio-Histórico Cultural Aluno com deficiência Pesquisa Crítica de Colaboração |
title_short |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
title_full |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
title_fullStr |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
title_full_unstemmed |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
title_sort |
"Todo mundo tem um probleminha": as ressignificações da ideia de inclusão por alunos sem deficiência. Um estudo na perspectiva crítico colaborativa. |
author |
Honora, Márcia [UNIFESP] |
author_facet |
Honora, Márcia [UNIFESP] |
author_role |
author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/4905495550914305 |
dc.contributor.advisorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/7030396449564631 |
dc.contributor.author.fl_str_mv |
Honora, Márcia [UNIFESP] |
dc.contributor.advisor1.fl_str_mv |
Fidalgo, Sueli [UNIFESP] |
contributor_str_mv |
Fidalgo, Sueli [UNIFESP] |
dc.subject.por.fl_str_mv |
Educação Inclusiva Teoria Sócio-Histórico Cultural Aluno com deficiência Pesquisa Crítica de Colaboração |
topic |
Educação Inclusiva Teoria Sócio-Histórico Cultural Aluno com deficiência Pesquisa Crítica de Colaboração |
description |
The present research has as main objective to verify how the students without disabilities react, learn and transform themselves in the interaction with colleagues with disabilities, having as research field two elementary school classrooms of a public school located in São Paulo. Secondary questions are: 1) How do children without disabilities understand classroom relationships with a student with disabilities; 2) What are the changes pointed out by students without disabilities in themselves and in students with disabilities from this interaction; 3) How did the children's narratives signify the reflection of all research participants? The theoretical foundation chosen to assist in this path is the Socio-Historical Cultural Theory, developed by LS Vygotsky (1924-1934), with the methodology of the Critical Collaboration Research (MAGALHÃES, 2006) which aims to organize research that has transformative activities and reflective, in addition to the researcher being an active participant in the research process. For this, two tools used: semi-structured interviews and Reflective Sessions carried out based on guiding activities with students aged 6 to 11 years. The results of the research were due to the thorough listening with students without disabilities that pointed out the countless benefits that living together in diversity offers for all involved, among them: students recognize themselves as mediators of the development processes of colleagues with disabilities, becoming their more experienced pairs, placing them in a leading role. This experience, anchored in the heterogeneous community, transformed the students, who recognize changes in themselves due to the presence of the student with a disability through feelings such as generosity and lovingness, as well as happiness in helping, and joy in living with them. It is evident how students affected by living with a disabled colleague, who transforms them and is transformed by them. The students were also polishing this researcher, teaching with its subtleties and smiles, to better elaborate the questions, to be less insistent and, mainly, being able to prove, through reports loaded with emotion, affection and reflection that, yes, students without disabilities benefit from interaction with colleagues with disabilities. All these learnings affected this researcher, who passed through a “school”, having these participants as teachers. In conclusion, all of us, participants in this research, signify ourselves regarding the expansion of knowledge, the space promoted by listening and analyzing our postures. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-04-12T11:40:40Z |
dc.date.available.fl_str_mv |
2021-04-12T11:40:40Z |
dc.date.issued.fl_str_mv |
2021-02-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Honora, M. “Todo mundo tem um probleminha”: as ressignificações da ideia de inclusão por crianças sem deficiência. Um estudo na Perspectiva Crítico Colaborativa – Tese de Doutorado. Guarulhos, 2020. |
dc.identifier.uri.fl_str_mv |
https://repositorio.unifesp.br/handle/11600/60849 |
identifier_str_mv |
Honora, M. “Todo mundo tem um probleminha”: as ressignificações da ideia de inclusão por crianças sem deficiência. Um estudo na Perspectiva Crítico Colaborativa – Tese de Doutorado. Guarulhos, 2020. |
url |
https://repositorio.unifesp.br/handle/11600/60849 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
301 f. |
dc.coverage.spatial.pt_BR.fl_str_mv |
Guarulhos- SP (on line) |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UNIFESP instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Repositório Institucional da UNIFESP |
collection |
Repositório Institucional da UNIFESP |
bitstream.url.fl_str_mv |
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Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP) |
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