Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Research, Society and Development |
| Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/17661 |
Resumo: | Inclusive education has been constituted as an advance in the training of students with special educational needs, differentiating from the segregated model. In Pará, it has developed in regular education with specialized support, in addition to specific institutions. In Breves, in Marajó, activities in this perspective began in the 1980s, through training courses, a gradual and exclusive process, where participation was restricted only to those considered able to develop skills and competence in classes of regular education. In this sense, the objective was to know the current conjuncture of inclusive education in secondary education in the urban state network of Breves. The methodology corresponded to the application of questionnaires with semi-structured interviews to employees of the schools targeted by this study. The results are the constitution and discussion of the school history profiles; Inclusive school education; Profile of students PwD’s and the Profile of school accessibility. The need for pedagogical and structural accessibility in schools is conclusive, where inclusion is not limited to specialized educational services and accessible spaces, but an approach that promotes holistic inclusion, from institutional documents to pedagogical and social practices. |
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Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, ParáPerspectivas de la Educación Inclusiva en la red educativa estatal de Breves, archipiélago de Marajó, ParáPerspectivas de uma Educação Inclusiva na rede estadual de ensino de Breves, arquipélago do Marajó, ParáEducaciónInclusiónPcDEnseñanzaAmazonas.EducaçãoInclusãoPcDEnsinoAmazônia.EducationInclusionPcDTeachingAmazon.Inclusive education has been constituted as an advance in the training of students with special educational needs, differentiating from the segregated model. In Pará, it has developed in regular education with specialized support, in addition to specific institutions. In Breves, in Marajó, activities in this perspective began in the 1980s, through training courses, a gradual and exclusive process, where participation was restricted only to those considered able to develop skills and competence in classes of regular education. In this sense, the objective was to know the current conjuncture of inclusive education in secondary education in the urban state network of Breves. The methodology corresponded to the application of questionnaires with semi-structured interviews to employees of the schools targeted by this study. The results are the constitution and discussion of the school history profiles; Inclusive school education; Profile of students PwD’s and the Profile of school accessibility. The need for pedagogical and structural accessibility in schools is conclusive, where inclusion is not limited to specialized educational services and accessible spaces, but an approach that promotes holistic inclusion, from institutional documents to pedagogical and social practices.La educación inclusiva se ha constituido como un avance en la formación de estudiantes con necesidades educativas especiales, diferenciándose del modelo segregado. En Pará, se ha desarrollado en educación regular con apoyo especializado, además de instituciones específicas. En Breves, en Marajó, las actividades en esta perspectiva se iniciaron en la década de los ochenta, a través de cursos de capacitación, un proceso gradual y exclusivo, donde la participación se restringió solo a aquellos considerados capaces de desarrollar habilidades y competencias en las clases de educación regular. En este sentido, el objetivo fue conocer la coyuntura actual de la educación inclusiva en la educación secundaria en la red urbana estatal de Breves. La metodología correspondió a la aplicación de cuestionarios con entrevistas semiestructuradas a los empleados de las escuelas objetivo de este estudio. Los resultados son la constitución y discusión de los perfiles de historia escolar; Educación escolar inclusiva; Perfil de los alumnos de PwD y perfil de accesibilidad escolar. Concluimos la necesidad de una accesibilidad pedagógica y estructural en las escuelas, donde la inclusión no se limite a servicios educativos especializados y espacios accesibles, sino un enfoque que promueva la inclusión holística, desde los documentos institucionales hasta las prácticas pedagógicas y sociales.A educação inclusiva tem se constituído como um avanço na formação de alunos com necessidades educativas especiais, diferenciando-se do modelo segregado. No Pará, tem se desenvolvido no ensino regular com apoio especializado, além das instituições específicas. Em Breves, no Marajó, atividades nessa perspectiva iniciaram na década de 1980, através de cursos de capacitação, um processo gradativo e excludente, onde a participação era restrita apenas àqueles considerados aptos a desenvolver habilidades e competência em turmas de ensino regular. Neste sentido, objetivou-se conhecer a atual conjuntura da educação inclusiva no ensino médio da rede estadual urbana de Breves. A metodologia correspondeu na aplicação de questionários com entrevistas semiestruturadas a funcionários das escolas alvo deste estudo. Tem-se como resultados a constituição e discussão dos perfis Histórico escolar; Educação inclusiva da escola; Perfil dos alunos PcD’s e o Perfil de acessibilidade escolar. É conclusivo a necessidade de uma acessibilidade pedagógica e estrutural nas escolas, onde faça-se com que a inclusão não se limite a atendimentos educacionais especializados e espaços acessíveis, mas uma abordagem que promova uma inclusão holística, de documentos institucionais a práticas pedagógicas e sociais.Research, Society and Development2021-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1766110.33448/rsd-v10i9.17661Research, Society and Development; Vol. 10 No. 9; e4910917661Research, Society and Development; Vol. 10 Núm. 9; e4910917661Research, Society and Development; v. 10 n. 9; e49109176612525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17661/15884Copyright (c) 2021 Essia de Paula Romão-Torres; Julia Siqueira Moreau; Gabrielly Costa Lino; Kevin Washington Azevedo da Cruzhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRomão-Torres, Essia de PaulaMoreau, Julia Siqueira Lino, Gabrielly Costa Cruz, Kevin Washington Azevedo da 2021-09-12T14:28:06Zoai:ojs.pkp.sfu.ca:article/17661Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:57.342879Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
| dc.title.none.fl_str_mv |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará Perspectivas de la Educación Inclusiva en la red educativa estatal de Breves, archipiélago de Marajó, Pará Perspectivas de uma Educação Inclusiva na rede estadual de ensino de Breves, arquipélago do Marajó, Pará |
| title |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| spellingShingle |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará Romão-Torres, Essia de Paula Educación Inclusión PcD Enseñanza Amazonas. Educação Inclusão PcD Ensino Amazônia. Education Inclusion PcD Teaching Amazon. |
| title_short |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| title_full |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| title_fullStr |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| title_full_unstemmed |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| title_sort |
Perspectives of Inclusive Education in the state school system of Breves, archipelago of Marajó, Pará |
| author |
Romão-Torres, Essia de Paula |
| author_facet |
Romão-Torres, Essia de Paula Moreau, Julia Siqueira Lino, Gabrielly Costa Cruz, Kevin Washington Azevedo da |
| author_role |
author |
| author2 |
Moreau, Julia Siqueira Lino, Gabrielly Costa Cruz, Kevin Washington Azevedo da |
| author2_role |
author author author |
| dc.contributor.author.fl_str_mv |
Romão-Torres, Essia de Paula Moreau, Julia Siqueira Lino, Gabrielly Costa Cruz, Kevin Washington Azevedo da |
| dc.subject.por.fl_str_mv |
Educación Inclusión PcD Enseñanza Amazonas. Educação Inclusão PcD Ensino Amazônia. Education Inclusion PcD Teaching Amazon. |
| topic |
Educación Inclusión PcD Enseñanza Amazonas. Educação Inclusão PcD Ensino Amazônia. Education Inclusion PcD Teaching Amazon. |
| description |
Inclusive education has been constituted as an advance in the training of students with special educational needs, differentiating from the segregated model. In Pará, it has developed in regular education with specialized support, in addition to specific institutions. In Breves, in Marajó, activities in this perspective began in the 1980s, through training courses, a gradual and exclusive process, where participation was restricted only to those considered able to develop skills and competence in classes of regular education. In this sense, the objective was to know the current conjuncture of inclusive education in secondary education in the urban state network of Breves. The methodology corresponded to the application of questionnaires with semi-structured interviews to employees of the schools targeted by this study. The results are the constitution and discussion of the school history profiles; Inclusive school education; Profile of students PwD’s and the Profile of school accessibility. The need for pedagogical and structural accessibility in schools is conclusive, where inclusion is not limited to specialized educational services and accessible spaces, but an approach that promotes holistic inclusion, from institutional documents to pedagogical and social practices. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-07-20 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/17661 10.33448/rsd-v10i9.17661 |
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https://rsdjournal.org/index.php/rsd/article/view/17661 |
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10.33448/rsd-v10i9.17661 |
| dc.language.iso.fl_str_mv |
por |
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por |
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https://rsdjournal.org/index.php/rsd/article/view/17661/15884 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development; Vol. 10 No. 9; e4910917661 Research, Society and Development; Vol. 10 Núm. 9; e4910917661 Research, Society and Development; v. 10 n. 9; e4910917661 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
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rsd.articles@gmail.com |
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