To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings

Detalhes bibliográficos
Autor(a) principal: Streisky de Farias, Elizabeth Regina
Data de Publicação: 2019
Outros Autores: De Carvalho Cruz, Gilmar
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777
Resumo: This text aims to report a survey conducted in two public schools in the municipality of Irati, in the state of Paraná. The research aimed to analyze the school trajectory of students with disabilities and their learning results. The research was carried out in three stages, the first being the observation of school everyday, in the various spaces and times that make up the school. The second stage consisted of observations made in the classroom. The third stage included semi-structured interviews with teachers who agreed to participate in the research, in the search for the identification of teachers' conceptions about the inclusion of students in common teaching. The foundation of this research was based on the historical-cultural approach, which has as reference authors: Vygotsky (1991), Leontiev (1978). We also consulted authors that deal with the learning of students with disabilities, such as Stainbach and Stainbach (1992). It was also used authors who deal with school every day, such as Heller (1970, 1987). The analysis of the results indicated that, although access to school is guaranteed, through current legislation, the daily life of the school did not suffer significant change, which did not contribute to the students' learning success. However, it is understood that the learning of students with disabilities is possible and intervening actions of teachers can contribute significantly to the learning of students with disabilities
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spelling To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meaningsLa inclusión de personas con discapacidad y necesidades educativas especiales en la enseñanza regular: voces y significadosA inclusão de pessoas com deficiência e necessidades educativas especiais no ensino regular: vozes e significadosInclusionSchooling of people with disabilitiesSchool daily.InclusiónEscolarización de personas con discapacidadCotidiano escolar.InclusãoEscolarização de pessoas com deficiênciaCotidiano escolar.This text aims to report a survey conducted in two public schools in the municipality of Irati, in the state of Paraná. The research aimed to analyze the school trajectory of students with disabilities and their learning results. The research was carried out in three stages, the first being the observation of school everyday, in the various spaces and times that make up the school. The second stage consisted of observations made in the classroom. The third stage included semi-structured interviews with teachers who agreed to participate in the research, in the search for the identification of teachers' conceptions about the inclusion of students in common teaching. The foundation of this research was based on the historical-cultural approach, which has as reference authors: Vygotsky (1991), Leontiev (1978). We also consulted authors that deal with the learning of students with disabilities, such as Stainbach and Stainbach (1992). It was also used authors who deal with school every day, such as Heller (1970, 1987). The analysis of the results indicated that, although access to school is guaranteed, through current legislation, the daily life of the school did not suffer significant change, which did not contribute to the students' learning success. However, it is understood that the learning of students with disabilities is possible and intervening actions of teachers can contribute significantly to the learning of students with disabilitiesEste texto objetiva relatar una investigación realizada en dos escuelas públicas del municipio de Irati, en el estado de Paraná. La investigación tuvo como objetivo analizar la trayectoria escolar de alumnos con discapacidad y los resultados de aprendizaje de ellos. La investigación fue realizada en tres etapas, siendo la primera la observación del cotidiano escolar, en los varios espacios y tiempos que componen la escuela. La segunda etapa, consistió en observaciones realizadas en el aula. La tercera etapa contempló las entrevistas semiestructuradas con los profesores que aceptaron participar de la investigación, en la búsqueda de la identificación de las concepciones de los docentes sobre la inclusión de los alumnos en la enseñanza común. La fundamentación de esta investigación partió del abordaje histórico-cultural, que tiene como autores de referencia: Vygotsky (1991), Leontiev (1978). También se consultó a los autores que se ocupan del aprendizaje de alumnos con discapacidad, como Stainbach y Stainbach (1992). Se utilizó también de autores que tratan del cotidiano escolar, como Heller (1970, 1987). El análisis de los resultados indicó que, a pesar del acceso a la escuela está garantizado, por medio de la legislación vigente, el cotidiano de la escuela no sufrió significativo cambio, lo que no contribuyó con el éxito de aprendizaje de los alumnos. Sin embargo, se comprende que el aprendizaje de los alumnos con discapacidad es posible y acciones interventoras de profesores pueden contribuir de forma significativa en el aprendizaje de los alumnos con discapacidad.Este texto objetiva relatar a pesquisa realizada em duas escolas públicas do município de Irati, no estado do Paraná. A pesquisa teve como objetivo analisar a trajetória escolar de alunos com deficiência e os resultados de aprendizagem deles. A pesquisa foi realizada em três etapas, sendo a primeira a observação do cotidiano escolar, nos vários espaços e tempos que compõem a escola. Já a segunda etapa, consistiu em observações realizadas em sala de aula. A terceira etapa contemplou as entrevistas semiestruturadas com os professores que aceitaram participar da pesquisa, na busca da identificação das concepções dos docentes sobre a inclusão dos alunos no ensino comum. A fundamentação desta pesquisa partiu da abordagem histórico-cultura, que tem como autores de referência: Vygotsky (1991), Leontiev (1978). Também foram consultados autores que tratam da aprendizagem de alunos com deficiência, como Stainbach e Stainbach (1992). Utilizou-se também de autores que tratam do cotidiano escolar, como Heller (1970, 1987).  A análise dos resultados indicou que, apesar do acesso à escola esteja garantido, por meio da legislação vigente, o cotidiano da escola não sofreu significativa mudança, o que não contribuiu com o sucesso de aprendizagem dos alunos. Porém, compreende-se que a aprendizagem dos alunos com deficiência é possível e ações interventoras de professores podem contribuir de forma significativa no aprendizado dos alunos com deficiência. Faculdade de Ciências e Letras/Unesp2019-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionARTIGOapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1177710.21723/riaee.v14i3.11777Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 3, jul./set.; 1139-1151Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 3, jul./set.; 1139-11511982-55872446-860610.21723/riaee.v14i3reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/8249https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/8560https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/9043Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessStreisky de Farias, Elizabeth ReginaDe Carvalho Cruz, Gilmar2020-05-21T22:50:59Zoai:ojs.pkp.sfu.ca:article/11777Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2020-05-21T22:50:59Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
La inclusión de personas con discapacidad y necesidades educativas especiales en la enseñanza regular: voces y significados
A inclusão de pessoas com deficiência e necessidades educativas especiais no ensino regular: vozes e significados
title To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
spellingShingle To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
Streisky de Farias, Elizabeth Regina
Inclusion
Schooling of people with disabilities
School daily.
Inclusión
Escolarización de personas con discapacidad
Cotidiano escolar.
Inclusão
Escolarização de pessoas com deficiência
Cotidiano escolar.
title_short To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
title_full To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
title_fullStr To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
title_full_unstemmed To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
title_sort To include of pessoas com deficiency and educational necessities especiais not ensino regular: voices and meanings
author Streisky de Farias, Elizabeth Regina
author_facet Streisky de Farias, Elizabeth Regina
De Carvalho Cruz, Gilmar
author_role author
author2 De Carvalho Cruz, Gilmar
author2_role author
dc.contributor.author.fl_str_mv Streisky de Farias, Elizabeth Regina
De Carvalho Cruz, Gilmar
dc.subject.por.fl_str_mv Inclusion
Schooling of people with disabilities
School daily.
Inclusión
Escolarización de personas con discapacidad
Cotidiano escolar.
Inclusão
Escolarização de pessoas com deficiência
Cotidiano escolar.
topic Inclusion
Schooling of people with disabilities
School daily.
Inclusión
Escolarización de personas con discapacidad
Cotidiano escolar.
Inclusão
Escolarização de pessoas com deficiência
Cotidiano escolar.
description This text aims to report a survey conducted in two public schools in the municipality of Irati, in the state of Paraná. The research aimed to analyze the school trajectory of students with disabilities and their learning results. The research was carried out in three stages, the first being the observation of school everyday, in the various spaces and times that make up the school. The second stage consisted of observations made in the classroom. The third stage included semi-structured interviews with teachers who agreed to participate in the research, in the search for the identification of teachers' conceptions about the inclusion of students in common teaching. The foundation of this research was based on the historical-cultural approach, which has as reference authors: Vygotsky (1991), Leontiev (1978). We also consulted authors that deal with the learning of students with disabilities, such as Stainbach and Stainbach (1992). It was also used authors who deal with school every day, such as Heller (1970, 1987). The analysis of the results indicated that, although access to school is guaranteed, through current legislation, the daily life of the school did not suffer significant change, which did not contribute to the students' learning success. However, it is understood that the learning of students with disabilities is possible and intervening actions of teachers can contribute significantly to the learning of students with disabilities
publishDate 2019
dc.date.none.fl_str_mv 2019-10-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
ARTIGO
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777
10.21723/riaee.v14i3.11777
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777
identifier_str_mv 10.21723/riaee.v14i3.11777
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/8249
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/8560
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11777/9043
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2019) v. 14, n. 3, jul./set.; 1139-1151
Revista Ibero-Americana de Estudos em Educação; (2019) v. 14, n. 3, jul./set.; 1139-1151
1982-5587
2446-8606
10.21723/riaee.v14i3
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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