Indicadores da qualidade na educação infantil relacionados à criança com deficiência
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/22673 |
Resumo: | There are numerous changes in recent decades, both in relation to early childhood education as the modality of Special Education in Brazil. Such changeshave been the core of social movements for the right to education for all, from birth, in addition to that undertaken by the family. Education has suffered by the transformations caused by the systematization of new public policies, as well as by the search for quality in early childhood education. The aim of this study is to characterize the view of educators regarding the Quality Indicators in Early Childhood Education (MEC-2009), highlighting the aspects related to children with disabilities. The method was ruled by a qualitative, exploratory technique, using semi-structured interview based on the Indicators of Quality in Early Childhood Education, which contained the words children with disabilities. The research was conducted with 16 teachers, linked to four different educational institutions in the city of São Paulo / SP. The interviews were analyzed and results presented and discussed in four different categories: Participation / Interaction, Special Care, and Accessibility Guidelines for Teachers. From the analysis of categories it became clear that the teachers indicated more hindering than facilitators in relation to the understanding of the proposed indicators. It was also possible to evaluate the instrument proves to be somewhat inchoate as to conceptions in relation to questions directed to children with disabilities. |
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2016-03-15T19:40:52Z2020-03-19T15:20:27Z2011-01-182020-03-19T15:20:27Z2010-08-10http://dspace.mackenzie.br/handle/10899/22673There are numerous changes in recent decades, both in relation to early childhood education as the modality of Special Education in Brazil. Such changeshave been the core of social movements for the right to education for all, from birth, in addition to that undertaken by the family. Education has suffered by the transformations caused by the systematization of new public policies, as well as by the search for quality in early childhood education. The aim of this study is to characterize the view of educators regarding the Quality Indicators in Early Childhood Education (MEC-2009), highlighting the aspects related to children with disabilities. The method was ruled by a qualitative, exploratory technique, using semi-structured interview based on the Indicators of Quality in Early Childhood Education, which contained the words children with disabilities. The research was conducted with 16 teachers, linked to four different educational institutions in the city of São Paulo / SP. The interviews were analyzed and results presented and discussed in four different categories: Participation / Interaction, Special Care, and Accessibility Guidelines for Teachers. From the analysis of categories it became clear that the teachers indicated more hindering than facilitators in relation to the understanding of the proposed indicators. It was also possible to evaluate the instrument proves to be somewhat inchoate as to conceptions in relation to questions directed to children with disabilities.Nas ultimas décadas, inúmeras são as mudanças, tanto em relação a Educação Infantil como na modalidade da Educação Especial no Brasil. Tais mudanças tem sido frutos de movimentos sociais em prol do direito a educação para todos, desde seu nascimento em complemento aquela realizada pela família. As transformações sofridas pela Educação congregaram-se na sistematização de novas políticas publicas, como também pela busca da qualidade na Educação Infantil. O objetivo do presente estudo foi de caracterizar a visão dos educadores em relação aos Indicadores da Qualidade na Educação Infantil (MEC-2009), destacando-se os aspectos relacionados a criança com deficiência. O método foi pautado em uma abordagem qualitativa, de caráter exploratório, a partir da técnica de entrevista semiestruturada com base nos Indicadores da Qualidade na Educação Infantil que continham a expressão criança com deficiência. A pesquisa foi realizada com 16 educadoras, vinculadas a quatro diferentes instituições de Educação Infantil na Cidade de São Paulo/SP. As entrevistas foram analisadas e seus resultados apresentados e discutidos em quatro diferentes categorias: Participação/Interação, Atendimento Especial, Acessibilidade e Orientações as Professoras. Com base na analise das categorias, pode-se evidenciar que as educadoras apontaram mais dificultadores do que facilitadores em relação a compreensão da proposta dos Indicadores. Também foi possível avaliar que o instrumento revelou-se um tanto incipiente quanto as concepções em relação as questões direcionadas a criança com deficiência.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieDistúrbios do DesenvolvimentoUPMBRPsicologiaindicadores de qualidadecriança com deficiênciaeducação infantileducação especialquality indicatorsdisabled childearly childhood educationspecial educationCNPQ::CIENCIAS HUMANAS::PSICOLOGIAIndicadores da qualidade na educação infantil relacionados à criança com deficiênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCarvalho, Sueli Galego dehttp://lattes.cnpq.br/1645252855599015Fiamenghi Jr, Geraldo Antôniohttp://lattes.cnpq.br/6680842792627452Stroili, Maria Helena Melhadohttp://lattes.cnpq.br/9778554377422677http://lattes.cnpq.br/2327898402700158Miranda, Caroline Fagundes Schalchhttp://tede.mackenzie.br/jspui/retrieve/4066/Caroline%20Fagundes%20Schalch%20Miranda.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/1758/1/Caroline%20Fagundes%20Schalch%20Miranda.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/226732020-03-19 12:20:27.344Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
title |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
spellingShingle |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência Miranda, Caroline Fagundes Schalch indicadores de qualidade criança com deficiência educação infantil educação especial quality indicators disabled child early childhood education special education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
title_full |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
title_fullStr |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
title_full_unstemmed |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
title_sort |
Indicadores da qualidade na educação infantil relacionados à criança com deficiência |
author |
Miranda, Caroline Fagundes Schalch |
author_facet |
Miranda, Caroline Fagundes Schalch |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carvalho, Sueli Galego de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1645252855599015 |
dc.contributor.referee1.fl_str_mv |
Fiamenghi Jr, Geraldo Antônio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6680842792627452 |
dc.contributor.referee2.fl_str_mv |
Stroili, Maria Helena Melhado |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9778554377422677 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2327898402700158 |
dc.contributor.author.fl_str_mv |
Miranda, Caroline Fagundes Schalch |
contributor_str_mv |
Carvalho, Sueli Galego de Fiamenghi Jr, Geraldo Antônio Stroili, Maria Helena Melhado |
dc.subject.por.fl_str_mv |
indicadores de qualidade criança com deficiência educação infantil educação especial |
topic |
indicadores de qualidade criança com deficiência educação infantil educação especial quality indicators disabled child early childhood education special education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
quality indicators disabled child early childhood education special education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
There are numerous changes in recent decades, both in relation to early childhood education as the modality of Special Education in Brazil. Such changeshave been the core of social movements for the right to education for all, from birth, in addition to that undertaken by the family. Education has suffered by the transformations caused by the systematization of new public policies, as well as by the search for quality in early childhood education. The aim of this study is to characterize the view of educators regarding the Quality Indicators in Early Childhood Education (MEC-2009), highlighting the aspects related to children with disabilities. The method was ruled by a qualitative, exploratory technique, using semi-structured interview based on the Indicators of Quality in Early Childhood Education, which contained the words children with disabilities. The research was conducted with 16 teachers, linked to four different educational institutions in the city of São Paulo / SP. The interviews were analyzed and results presented and discussed in four different categories: Participation / Interaction, Special Care, and Accessibility Guidelines for Teachers. From the analysis of categories it became clear that the teachers indicated more hindering than facilitators in relation to the understanding of the proposed indicators. It was also possible to evaluate the instrument proves to be somewhat inchoate as to conceptions in relation to questions directed to children with disabilities. |
publishDate |
2010 |
dc.date.issued.fl_str_mv |
2010-08-10 |
dc.date.available.fl_str_mv |
2011-01-18 2020-03-19T15:20:27Z |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:40:52Z 2020-03-19T15:20:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/22673 |
url |
http://dspace.mackenzie.br/handle/10899/22673 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.publisher.program.fl_str_mv |
Distúrbios do Desenvolvimento |
dc.publisher.initials.fl_str_mv |
UPM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.source.none.fl_str_mv |
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Universidade Presbiteriana Mackenzie (MACKENZIE) |
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MACKENZIE |
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MACKENZIE |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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