As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/39212 http://doi.org/10.14393/ufu.te.2023.7050 |
Resumo: | This research revolves around special education in Brazil, with a particular focus on the municipality of Uberlândia, MG, during the period from 2005 to 2019. The objective is to examine the educational and social inclusion of students with disabilities in regular 1st to 5th-grade classrooms, with a specific emphasis on a municipal school located in the southern zone on the outskirts of the city. The research question aims to understand how this school has promoted the educational and social inclusion of students with disabilities. The central question raised is whether the pedagogical practices in regular classrooms promote inclusion or reproduce inequality and social exclusion. The main goal is to describe and analyze how the education institution has promoted the education and social inclusion of students with disabilities, seeking to understand the relationships within this process using the interpretative paradigm of inclusion, with a focus on the convergence between theory and practice. The methodology employed was a qualitative approach with a historical, descriptive, and content analytical character, utilizing documents, speeches and interviews. Critical analysis was conducted on various sources, including official documents (laws, decrees, resolutions, opinions, regulations, and minutes), semi-structured interviews, questionnaires, and specific and extensive bibliographies related to the topic. The analyses were guided by Bordieu’s concepts such as “excluded from within”, “legitimate culture”, “culture capital”, “rational pedagogy”, and others. The interviews made use of oral history methodologies and techniques, involving eighteen teachers and two analysts. Observation reports were generated during the research period, which were used for analysis and interpretation of the accounts. The research revealed the challenges and limitations faced by the interviewed teachers, including difficulties in relationships between regular classroom teachers and those involved in Specialized Educational Assistance (AEE), the absence of or limited specialized training, limited family participation and collaboration, and overcrowded classrooms. Although the school has had special education as a mode of instruction since its inception in 1994, individual efforts have driven moments of inclusivity with some successful outcomes. In general, social integration still occurs in regular classrooms. Both educational and social inclusion are irreversible paths, and both perspectives, learning and socialization, should go hand in hand while respecting each student’s limitations. It is important to note that the fundamental social function of educational institutions is to facilitate the teaching and learning of all their students. |
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As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019)The Praxis of School Inclusion in a Municipal School in Uberlândia (2005-2019)Educação especialPráticas pedagógicas inclusivasInclusão escolarSpecial educationInclusive pedagogical practicesEducational inclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOHistóriaEducação especial inclusa - Uberlândia (MG)Educação inclusiva - Uberlândia (MG)Práticas pedagógicas - Uberlândia (MG)This research revolves around special education in Brazil, with a particular focus on the municipality of Uberlândia, MG, during the period from 2005 to 2019. The objective is to examine the educational and social inclusion of students with disabilities in regular 1st to 5th-grade classrooms, with a specific emphasis on a municipal school located in the southern zone on the outskirts of the city. The research question aims to understand how this school has promoted the educational and social inclusion of students with disabilities. The central question raised is whether the pedagogical practices in regular classrooms promote inclusion or reproduce inequality and social exclusion. The main goal is to describe and analyze how the education institution has promoted the education and social inclusion of students with disabilities, seeking to understand the relationships within this process using the interpretative paradigm of inclusion, with a focus on the convergence between theory and practice. The methodology employed was a qualitative approach with a historical, descriptive, and content analytical character, utilizing documents, speeches and interviews. Critical analysis was conducted on various sources, including official documents (laws, decrees, resolutions, opinions, regulations, and minutes), semi-structured interviews, questionnaires, and specific and extensive bibliographies related to the topic. The analyses were guided by Bordieu’s concepts such as “excluded from within”, “legitimate culture”, “culture capital”, “rational pedagogy”, and others. The interviews made use of oral history methodologies and techniques, involving eighteen teachers and two analysts. Observation reports were generated during the research period, which were used for analysis and interpretation of the accounts. The research revealed the challenges and limitations faced by the interviewed teachers, including difficulties in relationships between regular classroom teachers and those involved in Specialized Educational Assistance (AEE), the absence of or limited specialized training, limited family participation and collaboration, and overcrowded classrooms. Although the school has had special education as a mode of instruction since its inception in 1994, individual efforts have driven moments of inclusivity with some successful outcomes. In general, social integration still occurs in regular classrooms. Both educational and social inclusion are irreversible paths, and both perspectives, learning and socialization, should go hand in hand while respecting each student’s limitations. It is important to note that the fundamental social function of educational institutions is to facilitate the teaching and learning of all their students.Tese (Doutorado)Esta pesquisa se constrói em torno da educação especial no Brasil, com acentuado recorte para o município de Uberlândia, MG, no período de 2005 a 2019. O objeto é a inclusão escolar e social dos estudantes com deficiência na sala de aula comum do ensino regular do 1º ao 5º ano, com foco em uma escola municipal localizada na zona sul, na periferia da cidade. A problemática é compreender como essa escola tem promovido a inclusão escolar e social dos estudantes com deficiência. A questão levantada é: as práticas pedagógicas das salas comuns promovem a inclusão ou a reprodução da desigualdade e exclusão social? O objetivo é descrever e analisar como a instituição escolar tem promovido a inclusão escolar e social dos estudantes com deficiência, buscando compreender as relações presentes neste processo com o paradigma interpretativo da inclusão, com olhar atento para a convergência entre a teoria e a prática. A metodologia utilizada foi a abordagem qualitativa de caráter histórico, descritivo e analítico de conteúdo, documentos e discursos. Foi realizada análise crítica das fontes, documentos oficiais (Leis, Decretos, Resoluções, Pareceres, Normativas, Atas), entrevista semiestruturada, questionário e bibliografias específicas e amplas em torno da temática. As análises têm como fio condutor os conceitos de Bourdieu, como: excluídos do interior, cultura legítima, capital cultural, pedagogia racional e outros. As entrevistas têm como recurso as metodologias e técnicas da história oral, foram entrevistadas dezoito professoras e duas analistas. Foram realizados relatórios de observação durante o período da pesquisa, utilizados para análise e interpretação dos relatos. Foi possível constatar os desafios e os limites das práxis diárias das professoras entrevistadas, como a dificuldade de relacionamentos entre os professores da sala comum e do Atendimento Educacional Especializado – AEE, ausência de ou precária formação específica, pouca participação e colaboração da família, superlotação das salas de aula. Embora a escola tenha a educação especial enquanto modalidade de ensino desde sua criação, em 1994, é a busca individual que promove os momentos inclusivistas com alguns trabalhos exitosos. Assim, de modo geral, nas salas de aula comuns acontece ainda a integração social. A inclusão escolar e social é um caminho sem volta, e as duas perspectivas, aprendizagem e socialização, devem caminhar juntas respeitando os limites de cada estudante, sem perder de vista que a função social básica das instituições escolares é desenvolver o ensino e aprendizagem de todos os seus alunos.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em HistóriaAbreu, Jean Luiz Neveshttp://lattes.cnpq.br/2300258713505621Spini, Ana Paulahttp://lattes.cnpq.br/3188333917470405Almeida, Antônio dehttp://lattes.cnpq.br/2500333681648148Nunes, Celia Maria Fernandeshttp://lattes.cnpq.br/1724159981026056Vilarino, Maria Terezinha Bretashttp://lattes.cnpq.br/3726945999922150Silva, Eliete Antonia da2023-09-26T18:36:53Z2023-09-26T18:36:53Z2022-09-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfSILVA, Eliete Antônia da. As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019). 2022. 192 f. Tese (Doutorado em História) - Universidade Federal de Uberlândia, Uberlândia, 2022. DOI http://doi.org/10.14393/ufu.te.2023.7050.https://repositorio.ufu.br/handle/123456789/39212http://doi.org/10.14393/ufu.te.2023.7050porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2023-09-27T06:34:57Zoai:repositorio.ufu.br:123456789/39212Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2023-09-27T06:34:57Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) The Praxis of School Inclusion in a Municipal School in Uberlândia (2005-2019) |
title |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
spellingShingle |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) Silva, Eliete Antonia da Educação especial Práticas pedagógicas inclusivas Inclusão escolar Special education Inclusive pedagogical practices Educational inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO História Educação especial inclusa - Uberlândia (MG) Educação inclusiva - Uberlândia (MG) Práticas pedagógicas - Uberlândia (MG) |
title_short |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
title_full |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
title_fullStr |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
title_full_unstemmed |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
title_sort |
As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019) |
author |
Silva, Eliete Antonia da |
author_facet |
Silva, Eliete Antonia da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Abreu, Jean Luiz Neves http://lattes.cnpq.br/2300258713505621 Spini, Ana Paula http://lattes.cnpq.br/3188333917470405 Almeida, Antônio de http://lattes.cnpq.br/2500333681648148 Nunes, Celia Maria Fernandes http://lattes.cnpq.br/1724159981026056 Vilarino, Maria Terezinha Bretas http://lattes.cnpq.br/3726945999922150 |
dc.contributor.author.fl_str_mv |
Silva, Eliete Antonia da |
dc.subject.por.fl_str_mv |
Educação especial Práticas pedagógicas inclusivas Inclusão escolar Special education Inclusive pedagogical practices Educational inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO História Educação especial inclusa - Uberlândia (MG) Educação inclusiva - Uberlândia (MG) Práticas pedagógicas - Uberlândia (MG) |
topic |
Educação especial Práticas pedagógicas inclusivas Inclusão escolar Special education Inclusive pedagogical practices Educational inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO História Educação especial inclusa - Uberlândia (MG) Educação inclusiva - Uberlândia (MG) Práticas pedagógicas - Uberlândia (MG) |
description |
This research revolves around special education in Brazil, with a particular focus on the municipality of Uberlândia, MG, during the period from 2005 to 2019. The objective is to examine the educational and social inclusion of students with disabilities in regular 1st to 5th-grade classrooms, with a specific emphasis on a municipal school located in the southern zone on the outskirts of the city. The research question aims to understand how this school has promoted the educational and social inclusion of students with disabilities. The central question raised is whether the pedagogical practices in regular classrooms promote inclusion or reproduce inequality and social exclusion. The main goal is to describe and analyze how the education institution has promoted the education and social inclusion of students with disabilities, seeking to understand the relationships within this process using the interpretative paradigm of inclusion, with a focus on the convergence between theory and practice. The methodology employed was a qualitative approach with a historical, descriptive, and content analytical character, utilizing documents, speeches and interviews. Critical analysis was conducted on various sources, including official documents (laws, decrees, resolutions, opinions, regulations, and minutes), semi-structured interviews, questionnaires, and specific and extensive bibliographies related to the topic. The analyses were guided by Bordieu’s concepts such as “excluded from within”, “legitimate culture”, “culture capital”, “rational pedagogy”, and others. The interviews made use of oral history methodologies and techniques, involving eighteen teachers and two analysts. Observation reports were generated during the research period, which were used for analysis and interpretation of the accounts. The research revealed the challenges and limitations faced by the interviewed teachers, including difficulties in relationships between regular classroom teachers and those involved in Specialized Educational Assistance (AEE), the absence of or limited specialized training, limited family participation and collaboration, and overcrowded classrooms. Although the school has had special education as a mode of instruction since its inception in 1994, individual efforts have driven moments of inclusivity with some successful outcomes. In general, social integration still occurs in regular classrooms. Both educational and social inclusion are irreversible paths, and both perspectives, learning and socialization, should go hand in hand while respecting each student’s limitations. It is important to note that the fundamental social function of educational institutions is to facilitate the teaching and learning of all their students. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-28 2023-09-26T18:36:53Z 2023-09-26T18:36:53Z |
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.uri.fl_str_mv |
SILVA, Eliete Antônia da. As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019). 2022. 192 f. Tese (Doutorado em História) - Universidade Federal de Uberlândia, Uberlândia, 2022. DOI http://doi.org/10.14393/ufu.te.2023.7050. https://repositorio.ufu.br/handle/123456789/39212 http://doi.org/10.14393/ufu.te.2023.7050 |
identifier_str_mv |
SILVA, Eliete Antônia da. As práxis de inclusão escolar em uma escola municipal de Uberlândia (2005 – 2019). 2022. 192 f. Tese (Doutorado em História) - Universidade Federal de Uberlândia, Uberlândia, 2022. DOI http://doi.org/10.14393/ufu.te.2023.7050. |
url |
https://repositorio.ufu.br/handle/123456789/39212 http://doi.org/10.14393/ufu.te.2023.7050 |
dc.language.iso.fl_str_mv |
por |
language |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em História |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em História |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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UFU |
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UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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