Inclusão escolar, deficiência intelectual e educação infantil: Uma discussão dos subsídios do MEC sobre o tema (1996-2010)

• Autor(a) principal: Cirilo, Camila Paixão [UNIFESP]
• Data de Publicação: 2010
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://repositorio.unifesp.br/handle/11600/67948
• topic: Scholar Inclusion; Intellectual disabilities; Childhood Education; Inclusão escolar; Deficiência intelectual; Educação Infantil

This dissertation has its foundations based in the many questions arisen by the issue of the scholar inclusion of children with disabilities, related to what we have learned in this pedagogy course and how through its teachings the actions of professionals are guided in the field of scholar inclusion for these children. It is proposed to seek, lift, highlight and discuss among which the MEC (Ministry of Education and Culture) has to offer on this subject, the recommendations and suggestions, explicit and implicit in the official discourse on the inclusion of children with intellectual disabilities in early childhood education. To accomplish this survey, we chose a temporal cut that comprehends the period from the promulgation of the “LDBEN” (Law of Directives and Bases of National Education) in 1996, through 2010, highlighting the range of materials which is aimed for the teaching of children with intellectual disabilities and from this set, selecting those that are directed to early childhood education and describe them by setting its specificity, its provenance, authorship and objectives. The discussion goes through the similarities, differences and contradictions that these materials keep among themselves and about the ways of thinking about child development and early childhood education which have based our academic formation through out our pedagogy course. To approach these issues and the relationship between early childhood education, child development, intellectual impairment and school enrollment, we have worked with contributions from the sociology of education and cultural-historical psychology of Vygotsky, based on the contributions from Brazilian researchers from these theoretical stream‟s debate. In this dissertation‟s survey process, it has taken place the realization, among other things, that the scope of the subsidies provided by the MEC for "early childhood education - school enrollment - intellectual disability" has not been properly addressed, characterizing the lack of reference to the specificities that define intellectual disabilities and childhood education. This observation has allowed us to reflect on our initial assumptions, expectations and goal seeking, questioning them and going forward onto the building, through and implementation of this monograph‟s dissertation program, of the knowledge, and subsidies which allow us to think differently about children with intellectual disabilities, their development and education.