Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/24482 http://dx.doi.org/10.14393/ufu.te.2018.910 |
Resumo: | The purpose of this thesis was to analyze the education, performance and surpasses of two hundred and seven professionals who work together with the Specialized Educational Assistance (Atendimento Educacional Especializado - A.E.E.) of municipal schools in Minas Gerais, Uberlandia. The time cut will be from 1990, by the representativeness of the advances in inclusive education since this decade. With regard to problematization, which motivated the study, the inclusive process, but in a relation between capital, society and the world of work, understanding that the contradictions found in these spheres, has a close connection with the theoretical-conceptual framework of Gramsci. In this way, the research method falls within the materialism-historical-dialectic, having problematization this education in the broader context, that is, thinking about the issue of inclusion was also part of the relation between capital and labor, that is, in the binomial: society and education. Therefore, the study proposal is associated with Inclusive Education, in view of its relationship with the State and its function, as mediator of the rise of capitalist relations, as well as its incisive action in the interferences of society and the educational process. Thus, in exercising such a role, it begins to influence the pedagogical work of the teacher and, in particular, the professional who works in the Specialized Educational Service. The methodological aspect mentioned was the Case Study. As a conclusion we can affirm that the research found that the continuing education offered to professionals of the Specialized Educational Assistance developed by the Nucleus of Support to Human Differences (NADH) has allowed them to understand that the resource room is not unlinked from the school context . Also, the subjects of our study claim that the inclusive process depends not only on better material conditions of work but also on the increase of a critical awareness of the work developed, and believe that the continuing education pedagogical meetings that take place during the year, enables them philosophically to refute the discourse of the capitalist system about the spectrum of ideal human being. Also, research has shown that continuing education enables them to analyze their pedagogical practices for a more political view of pedagogical work, allowing this knowledge and the way of transposing it into practice becomes inseparable from the political to the educational act. They defend that the dialogic work between students (with and without disabilities) in the common room facilitates the process of understanding the proposed activities and allows a collective work of cooperation among the students. The teacher of the Specialized Educational Assistance no longer considers himself a executor disconnected from social contradictions, but yes, a political being and inspector of a school that provides everyone with the right to knowledge and social interaction, respecting each human being as the only, because they believe to develop a non-alienating pedagogical work, having the right in their continuing education, of enjoy the knowledge constructed collectively and historically as part of a political process against hegemonic. |
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Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017)Inclusive Education and awareness in process: the experience of the Uberlandia's municipal public network - M.G (1990-2017)Educação InclusivaFormação ContinuadaUberlândiaEscolas MunicipaisEducação permanenteEscolas municipais - Uberlândia (MG).Inclusive educationContinuing EducationMunicipal SchoolCNPQ::CIENCIAS HUMANAS::EDUCACAOThe purpose of this thesis was to analyze the education, performance and surpasses of two hundred and seven professionals who work together with the Specialized Educational Assistance (Atendimento Educacional Especializado - A.E.E.) of municipal schools in Minas Gerais, Uberlandia. The time cut will be from 1990, by the representativeness of the advances in inclusive education since this decade. With regard to problematization, which motivated the study, the inclusive process, but in a relation between capital, society and the world of work, understanding that the contradictions found in these spheres, has a close connection with the theoretical-conceptual framework of Gramsci. In this way, the research method falls within the materialism-historical-dialectic, having problematization this education in the broader context, that is, thinking about the issue of inclusion was also part of the relation between capital and labor, that is, in the binomial: society and education. Therefore, the study proposal is associated with Inclusive Education, in view of its relationship with the State and its function, as mediator of the rise of capitalist relations, as well as its incisive action in the interferences of society and the educational process. Thus, in exercising such a role, it begins to influence the pedagogical work of the teacher and, in particular, the professional who works in the Specialized Educational Service. The methodological aspect mentioned was the Case Study. As a conclusion we can affirm that the research found that the continuing education offered to professionals of the Specialized Educational Assistance developed by the Nucleus of Support to Human Differences (NADH) has allowed them to understand that the resource room is not unlinked from the school context . Also, the subjects of our study claim that the inclusive process depends not only on better material conditions of work but also on the increase of a critical awareness of the work developed, and believe that the continuing education pedagogical meetings that take place during the year, enables them philosophically to refute the discourse of the capitalist system about the spectrum of ideal human being. Also, research has shown that continuing education enables them to analyze their pedagogical practices for a more political view of pedagogical work, allowing this knowledge and the way of transposing it into practice becomes inseparable from the political to the educational act. They defend that the dialogic work between students (with and without disabilities) in the common room facilitates the process of understanding the proposed activities and allows a collective work of cooperation among the students. The teacher of the Specialized Educational Assistance no longer considers himself a executor disconnected from social contradictions, but yes, a political being and inspector of a school that provides everyone with the right to knowledge and social interaction, respecting each human being as the only, because they believe to develop a non-alienating pedagogical work, having the right in their continuing education, of enjoy the knowledge constructed collectively and historically as part of a political process against hegemonic.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorTese (Doutorado)A presente tese teve por finalidade analisar a formação, atuação, bem como as superações de duzentos e sete profissionais que atuam junto ao Atendimento Educacional Especializado (A.E.E.), das escolas municipais na cidade de Uberlândia-MG. O recorte temporal dar-se-á a partir de 1990, pela representatividade dos avanços advindos na educação inclusiva a partir desta década. No que tange à problematização, o estudo analisa o processo inclusivista numa relação entre capital, sociedade e mundo do trabalho, por entender que as contradições encontradas nessas esferas, têm uma estreita ligação com o quadro teórico-conceitual de Gramsci. Desta forma, o método da pesquisa se enquadra no materialismo-histórico-dialético, analisando a inclusão sob a égide da relação capital e trabalho, isto é, no binômio sociedade e educação. Portanto, proposta do estudo coaduna a Educação Inclusiva, tendo em vista sua relação com o Estado e a função deste, como mediador da ascensão das relações capitalistas, bem como sua ação incisiva nas interferências da sociedade e do processo educacional. Assim, ao exercer tal papel, passa a influenciar o trabalho pedagógico do professor e, em particular, o profissional que atua no Atendimento Educacional Especializado. A vertente metodologia elencada foi o Estudo de Caso. Como conclusões podemos afirmar que a pesquisa constatou que a formação continuada, oferecida aos profissionais do Atendimento Educacional Especializado em sua maioria desenvolvidas pelo Núcleo de Apoio às Diferenças Humanas (NADH) tem permitido a estes, compreender que a sala de recursos não está desvinculada do contexto escolar. Também os sujeitos de nosso estudo alegam que o processo inclusivista, não depende somente de melhores condições materiais de trabalho, mas também da elevação de uma consciência crítica do trabalho desenvolvido, e acreditam que as reuniões pedagógicas de formação continuada que ocorrem durante o ano, os capacitam filosoficamente para refutar o discurso do sistema capitalista quanto ao espectro de ser humano ideal. Também, a pesquisa demostrou que a formação continuada proporciona-lhes analisarem suas práticas pedagógicas para uma visão mais política do trabalho pedagógico, permitindo que esse conhecimento e a forma de transpô-lo na prática, torne-se indissociável o ato político ao educacional. Defendem que o trabalho dialógico entre os alunos com e sem deficiência em sala comum, facilita o processo de compreensão das atividades propostas e permite que haja um trabalho coletivo de cooperação entre os discentes. O professor do Atendimento Educacional Especializado, não mais se considera um profissional executador e desligado das contradições sociais, mas sim, um ser político e fiscalizador de uma escola que proporcione a todos, o direito ao conhecimento e ao convívio social, respeitando cada ser humano como único e irreptível, pois acreditam desenvolver um trabalho pedagógico não alienador, tendo o direito em sua formação continuada, de usufruírem dos conhecimentos construídos coletivamente e historicamente como parte de um processo político contra hegemônico.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoPrevitali, Fabiane Santanahttp://lattes.cnpq.br/8154680248919577Lucena, Carlos Albertohttp://lattes.cnpq.br/9554910126433226Carvalho, Carlos Henriquehttp://lattes.cnpq.br/7463702480768930Vidal, Maria Helena Candelorihttp://lattes.cnpq.br/8771775202734288Fagiani, Cilson Césarhttp://lattes.cnpq.br/4134706977566412Barros, Alaurinda Cristiani de Carvalho2019-03-08T13:29:26Z2019-03-08T13:29:26Z2018-04-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfBARROS, Alaurinda Cristiani. Educação Inclusiva e a conscientização em processo: a experiência da Rede Pública Municipal Uberlândia - M.G (1990-2017). 2018. 184 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://dx.doi.org/10.14393/ufu.te.2018.910https://repositorio.ufu.br/handle/123456789/24482http://dx.doi.org/10.14393/ufu.te.2018.910porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2019-03-08T13:29:26Zoai:repositorio.ufu.br:123456789/24482Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2019-03-08T13:29:26Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) Inclusive Education and awareness in process: the experience of the Uberlandia's municipal public network - M.G (1990-2017) |
title |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
spellingShingle |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) Barros, Alaurinda Cristiani de Carvalho Educação Inclusiva Formação Continuada Uberlândia Escolas Municipais Educação permanente Escolas municipais - Uberlândia (MG). Inclusive education Continuing Education Municipal School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
title_full |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
title_fullStr |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
title_full_unstemmed |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
title_sort |
Educação inclusiva e a conscientização em processo: a experiência da rede pública municipal de Uberlândia - M.G (1990-2017) |
author |
Barros, Alaurinda Cristiani de Carvalho |
author_facet |
Barros, Alaurinda Cristiani de Carvalho |
author_role |
author |
dc.contributor.none.fl_str_mv |
Previtali, Fabiane Santana http://lattes.cnpq.br/8154680248919577 Lucena, Carlos Alberto http://lattes.cnpq.br/9554910126433226 Carvalho, Carlos Henrique http://lattes.cnpq.br/7463702480768930 Vidal, Maria Helena Candelori http://lattes.cnpq.br/8771775202734288 Fagiani, Cilson César http://lattes.cnpq.br/4134706977566412 |
dc.contributor.author.fl_str_mv |
Barros, Alaurinda Cristiani de Carvalho |
dc.subject.por.fl_str_mv |
Educação Inclusiva Formação Continuada Uberlândia Escolas Municipais Educação permanente Escolas municipais - Uberlândia (MG). Inclusive education Continuing Education Municipal School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Inclusiva Formação Continuada Uberlândia Escolas Municipais Educação permanente Escolas municipais - Uberlândia (MG). Inclusive education Continuing Education Municipal School CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this thesis was to analyze the education, performance and surpasses of two hundred and seven professionals who work together with the Specialized Educational Assistance (Atendimento Educacional Especializado - A.E.E.) of municipal schools in Minas Gerais, Uberlandia. The time cut will be from 1990, by the representativeness of the advances in inclusive education since this decade. With regard to problematization, which motivated the study, the inclusive process, but in a relation between capital, society and the world of work, understanding that the contradictions found in these spheres, has a close connection with the theoretical-conceptual framework of Gramsci. In this way, the research method falls within the materialism-historical-dialectic, having problematization this education in the broader context, that is, thinking about the issue of inclusion was also part of the relation between capital and labor, that is, in the binomial: society and education. Therefore, the study proposal is associated with Inclusive Education, in view of its relationship with the State and its function, as mediator of the rise of capitalist relations, as well as its incisive action in the interferences of society and the educational process. Thus, in exercising such a role, it begins to influence the pedagogical work of the teacher and, in particular, the professional who works in the Specialized Educational Service. The methodological aspect mentioned was the Case Study. As a conclusion we can affirm that the research found that the continuing education offered to professionals of the Specialized Educational Assistance developed by the Nucleus of Support to Human Differences (NADH) has allowed them to understand that the resource room is not unlinked from the school context . Also, the subjects of our study claim that the inclusive process depends not only on better material conditions of work but also on the increase of a critical awareness of the work developed, and believe that the continuing education pedagogical meetings that take place during the year, enables them philosophically to refute the discourse of the capitalist system about the spectrum of ideal human being. Also, research has shown that continuing education enables them to analyze their pedagogical practices for a more political view of pedagogical work, allowing this knowledge and the way of transposing it into practice becomes inseparable from the political to the educational act. They defend that the dialogic work between students (with and without disabilities) in the common room facilitates the process of understanding the proposed activities and allows a collective work of cooperation among the students. The teacher of the Specialized Educational Assistance no longer considers himself a executor disconnected from social contradictions, but yes, a political being and inspector of a school that provides everyone with the right to knowledge and social interaction, respecting each human being as the only, because they believe to develop a non-alienating pedagogical work, having the right in their continuing education, of enjoy the knowledge constructed collectively and historically as part of a political process against hegemonic. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-26 2019-03-08T13:29:26Z 2019-03-08T13:29:26Z |
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 |
BARROS, Alaurinda Cristiani. Educação Inclusiva e a conscientização em processo: a experiência da Rede Pública Municipal Uberlândia - M.G (1990-2017). 2018. 184 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://dx.doi.org/10.14393/ufu.te.2018.910 https://repositorio.ufu.br/handle/123456789/24482 http://dx.doi.org/10.14393/ufu.te.2018.910 |
identifier_str_mv |
BARROS, Alaurinda Cristiani. Educação Inclusiva e a conscientização em processo: a experiência da Rede Pública Municipal Uberlândia - M.G (1990-2017). 2018. 184 f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2019. DOI http://dx.doi.org/10.14393/ufu.te.2018.910 |
url |
https://repositorio.ufu.br/handle/123456789/24482 http://dx.doi.org/10.14393/ufu.te.2018.910 |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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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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