Escolas para educação de jovens e adultos: acessibilidade arquitetônica e práticas pedagógicas

• Autor(a) principal: Petrucelli, Letícia Barboza [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203098; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912301.pdf
• topic: Educação especial; Educação de adultos; Prática de ensino; Special education

The inclusion of schooling was foreseen in the 1988 Constitution. Since then, the question of the students Special Education Needs - SEN in all modalities of teaching, the present work has focused on the Education of Young and Adults. To ensure the SEN nationally, we have the 2008 National Special Education Policy and the Brazilian Inclusion Law of 2015, so we seek to investigate accessibility issues to guarantee inclusive schools for all students. There are many difficulties for the existence of an effectively inclusive education about this target public, the reasons are several: lack of resources, curricular adaptations, professional unpreparedness or irregular architectural aspects in the environment. Thus, the objective of the study was to analyze the teaching conditions offered to the SEN students considering the architectural aspects, available materials and the pedagogical practices developed. The participants were: the director of the institution, the teacher of the room observed, a student SEN and his classmates. The study was conducted at an Education Young and Adults institution in the city of Bauru - SP. The instruments used for data collection were an observation script; interviews with school managers and teachers. The data were collected through interviews and observation of the pedagogical practice used in the institution class, observing the teacher-student and student-student relationship. The results were relevant when pointing out that the institution presents basic characteristics of an adapted environment, however before the understanding of inclusive education, attention needs to be paid to aspects related to accessibility and pedagogical adequacy, which consequently will provide an inclusive education in order to SEN and all students.