Inclusão educacional de crianças com deficiências: notas do chão da escola

Detalhes bibliográficos
Autor(a) principal: Freitas, Marcos Cezar de
Data de Publicação: 2019
Outros Autores: Jacob, Rosângela Nezeiro da Fonseca
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/157589
Resumo: The subject of this article is the inclusion of children with disabilities in public education. The research question originates in the debates about inclusive school life and concerns the tangible situations that were analyzed in the daily life of two schools. The main objective was to follow the access of children in whose enrollment are mentioned as having multiple disabilities and cerebral palsy. The strategy of observing the different modes of participation and recording was organized around this main objective, for detailed analysis, including the scenes in which the access did not lead to actual inclusive school life and the scenes that, in the opposite direction, revealed a dynamic of participation that resulted in inclusive procedures. Methodologically, the collection of information, recorded in field notebooks, and the many hours observation resulted from ethnographies, conducted since 2014 in public schools previously identified for the study. Anthropological references were used. The main results were obtained through inventories of gestures and procedures collected on a microscopic scale, and they indicated that inclusive strategies depend on approaches focusing on the pedagogical work as a whole and for all students. When the approach was limited to isolating children to prevent their particularities from disturbing others, access clearly did not offer a way of joining in the activities compatible with an inclusive school life. The text concludes with an analysis of scenes observed and, based on the study conducted, and argues that access does not always result in inclusion.
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spelling Inclusão educacional de crianças com deficiências: notas do chão da escolaEducational inclusion of children with disabilities: notes from the school floorAccessParticipationInclusive school lifeAcessoParticipaçãoVida escolar inclusivaThe subject of this article is the inclusion of children with disabilities in public education. The research question originates in the debates about inclusive school life and concerns the tangible situations that were analyzed in the daily life of two schools. The main objective was to follow the access of children in whose enrollment are mentioned as having multiple disabilities and cerebral palsy. The strategy of observing the different modes of participation and recording was organized around this main objective, for detailed analysis, including the scenes in which the access did not lead to actual inclusive school life and the scenes that, in the opposite direction, revealed a dynamic of participation that resulted in inclusive procedures. Methodologically, the collection of information, recorded in field notebooks, and the many hours observation resulted from ethnographies, conducted since 2014 in public schools previously identified for the study. Anthropological references were used. The main results were obtained through inventories of gestures and procedures collected on a microscopic scale, and they indicated that inclusive strategies depend on approaches focusing on the pedagogical work as a whole and for all students. When the approach was limited to isolating children to prevent their particularities from disturbing others, access clearly did not offer a way of joining in the activities compatible with an inclusive school life. The text concludes with an analysis of scenes observed and, based on the study conducted, and argues that access does not always result in inclusion.O tema deste artigo é a inclusão de crianças com deficiência na educação pública. O problema de pesquisa apresentado tem origem nos debates sobre a vida escolar inclusiva e diz respeito às situações concretas que foram analisadas no cotidiano de duas escolas. O objetivo principal foi acompanhar o acesso de crianças em cujo registro de matrícula são mencionadas deficiência múltipla ou paralisia cerebral. Desse objetivo, foi organizada a estratégia de observar os diferentes modos de participação e registrar, para análise em detalhes, as cenas em que o acesso não conduziu a uma vida escolar inclusiva e as cenas que, em sentido oposto, revelaram uma dinâmica de participação que resultou em procedimentos inclusivos. Metodologicamente, a coleta de informações, o registro em cadernos de campo e as muitas horas de observação resultaram de etnografias realizadas a partir de 2014 nas escolas públicas identificadas previamente para a pesquisa. Referências antropológicas foram utilizadas. Os principais resultados foram obtidos com inventários de gestos e procedimentos recolhidos em escala microscópica, que indicaram haver dependência entre estratégias inclusivas e abordagens com foco no trabalho pedagógico como um todo e para todos os alunos. Quando a abordagem restringiu-se ao isolamento das crianças para evitar que suas particularidades atrapalhassem os demais, o acesso claramente não ofereceu um modo de participar compatível com uma vida escolar inclusiva. O texto apresenta, em suas conclusões, uma análise sobre as cenas focadas e, com base na pesquisa feita, sustenta que acesso nem sempre resulta em inclusão.Universidade de São Paulo. Faculdade de Educação2019-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/15758910.1590/s1678-4634201945186303Educação e Pesquisa; v. 45 (2019); e186303Educação e Pesquisa; Vol. 45 (2019); e186303Educação e Pesquisa; Vol. 45 (2019); e1863031678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/157589/152883https://www.revistas.usp.br/ep/article/view/157589/156238Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessFreitas, Marcos Cezar deJacob, Rosângela Nezeiro da Fonseca2021-06-13T21:31:26Zoai:revistas.usp.br:article/157589Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Inclusão educacional de crianças com deficiências: notas do chão da escola
Educational inclusion of children with disabilities: notes from the school floor
title Inclusão educacional de crianças com deficiências: notas do chão da escola
spellingShingle Inclusão educacional de crianças com deficiências: notas do chão da escola
Freitas, Marcos Cezar de
Access
Participation
Inclusive school life
Acesso
Participação
Vida escolar inclusiva
title_short Inclusão educacional de crianças com deficiências: notas do chão da escola
title_full Inclusão educacional de crianças com deficiências: notas do chão da escola
title_fullStr Inclusão educacional de crianças com deficiências: notas do chão da escola
title_full_unstemmed Inclusão educacional de crianças com deficiências: notas do chão da escola
title_sort Inclusão educacional de crianças com deficiências: notas do chão da escola
author Freitas, Marcos Cezar de
author_facet Freitas, Marcos Cezar de
Jacob, Rosângela Nezeiro da Fonseca
author_role author
author2 Jacob, Rosângela Nezeiro da Fonseca
author2_role author
dc.contributor.author.fl_str_mv Freitas, Marcos Cezar de
Jacob, Rosângela Nezeiro da Fonseca
dc.subject.por.fl_str_mv Access
Participation
Inclusive school life
Acesso
Participação
Vida escolar inclusiva
topic Access
Participation
Inclusive school life
Acesso
Participação
Vida escolar inclusiva
description The subject of this article is the inclusion of children with disabilities in public education. The research question originates in the debates about inclusive school life and concerns the tangible situations that were analyzed in the daily life of two schools. The main objective was to follow the access of children in whose enrollment are mentioned as having multiple disabilities and cerebral palsy. The strategy of observing the different modes of participation and recording was organized around this main objective, for detailed analysis, including the scenes in which the access did not lead to actual inclusive school life and the scenes that, in the opposite direction, revealed a dynamic of participation that resulted in inclusive procedures. Methodologically, the collection of information, recorded in field notebooks, and the many hours observation resulted from ethnographies, conducted since 2014 in public schools previously identified for the study. Anthropological references were used. The main results were obtained through inventories of gestures and procedures collected on a microscopic scale, and they indicated that inclusive strategies depend on approaches focusing on the pedagogical work as a whole and for all students. When the approach was limited to isolating children to prevent their particularities from disturbing others, access clearly did not offer a way of joining in the activities compatible with an inclusive school life. The text concludes with an analysis of scenes observed and, based on the study conducted, and argues that access does not always result in inclusion.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-30
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/157589
10.1590/s1678-4634201945186303
url https://www.revistas.usp.br/ep/article/view/157589
identifier_str_mv 10.1590/s1678-4634201945186303
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/157589/152883
https://www.revistas.usp.br/ep/article/view/157589/156238
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 45 (2019); e186303
Educação e Pesquisa; Vol. 45 (2019); e186303
Educação e Pesquisa; Vol. 45 (2019); e186303
1678-4634
1517-9702
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