Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-18T18:57:50Z No. of bitstreams: 1 2016 - Tamara Fran?a de Almeida.pdf: 2042813 bytes, checksum: 161e11c4e66251eb57f7b5f6f57a7f52 (MD5) / Made available in DSpace on 2016-10-18T18:57:50Z (GMT). No. of bitstreams: 1 2016 - Tamara Fran?a de Almeida.pdf: 2042813 bytes, checksum: 161e11c4e66251eb57f7b5f6f57a7f52 (MD5) Previous issue date: 2016-02-24 / In 2008, the federal government implemented the National Policy for special education with the inclusive education perspective with the intention of guaranteeing the scholar inclusion for enabled/disabled students, global developing disorders and gifted/high owners/highly gifted starting a teaching reorganization system bearing in mind the attendance of the guidelines. In face of this contemporary scenery, this research had investigated the special school process of remodeling mainly in seven municipalities in Baixada Fluminense (Belford Roxo, Duque de Caxias, Nil?polis, Nova Igua?u, Mesquita, Queimados e S?o Jo?o de Meriti) aiming to outline the special scholars education profile. The research also realized a survey about the educational specialized in these educational systems by official registering information available in the Instituto Nacional de Estudos e Pesquisas Educacionais An?sio Teixeira (INEP) database and also in Observat?rio da Educa??o especial e Inclus?o escolar: Pr?ticas Curriculares e Processos de Ensino e aprendizagem (OBEE), the last one supported by Observat?rio da Educa??o da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (Obeduc/Capes). As analysis methodoly we have used the research colaborative prerequisites in consultation with the qualitative referencial information from the federal and local documents analysis about the proposals also named as inclusive being from that point of view developed a descriptive analysis from the collected information. These results among other aspects had shown that the educational and specialized attend realized in classrooms with multifunctional resources and special classes, being the mental disabled people the larger aim- public attented in those spaces. Thus, this investigation besides promoting reflections about the including scholar system, developed, from these indicators, the special education school profile in the public and municipal system in Baixada Fluminense. / No ano de 2008 o governo federal implementou a Pol?tica Nacional de Educa??o Especial na Perspectiva da Educa??o Inclusiva com o intuito de assegurar a inclus?o escolar de alunos com defici?ncias, transtornos globais do desenvolvimento e altas habilidades/superdota??o iniciando uma reorganiza??o dos sistemas de ensino com vista ao atendimento das diretrizes propostas. Diante deste atual panorama, este estudo buscou investigar a reestrutura??o da educa??o especial nas redes de ensino de sete munic?pios da Baixada Fluminense (Belford Roxo, Duque de Caxias, Nil?polis, Nova Igua?u, Mesquita, Queimados e S?o Jo?o de Meriti) objetivando delinear o perfil da educa??o especial nesta regi?o. A pesquisa realizou um mapeamento do atendimento educacional especializado nestes sistemas educacionais por meio de dados de matr?culas oficiais disponibilizados no banco de dados do Instituto Nacional de Estudos e Pesquisas Educacionais An?sio Teixeira (INEP) e no Observat?rio da Educa??o especial e Inclus?o escolar: Pr?ticas Curriculares e Processos de Ensino e aprendizagem (OBEE), este ?ltimo financiado pelo programa Observat?rio da Educa??o da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (Obeduc/Capes). Como metodologia de an?lise utilizamos os pressupostos da pesquisa colaborativa em conson?ncia com os referenciais da pesquisa qualitativa a partir da an?lise dos documentos federais e locais sobre as propostas denominadas inclusivas sendo desenvolvida uma an?lise descritiva a partir dados coletados. Os resultados entre outros aspectos indicaram o atendimento educacional especializado realizado em salas de recursos multifuncionais e classes especiais, sendo a deficiente intelectual o maior p?blico alvo atendido nestes espa?os. Assim, esta pesquisa al?m de promover reflex?es sobre o processo de inclus?o escolar, apurou, a partir da an?lise destes indicadores, o perfil da educa??o especial nas redes p?blicas municipais da Baixada Fluminense.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-14T17:15:18Z No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) / Made available in DSpace on 2018-03-14T17:15:18Z (GMT). No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) Previous issue date: 2017-01-31 / CAPES / This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented. / A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-03T18:17:44Z No. of bitstreams: 1 2017 - Leandro Ferreira da Silva.pdf: 6749285 bytes, checksum: d92cb1b0240e706e2a58105923cd98d9 (MD5) / Made available in DSpace on 2018-08-03T18:17:45Z (GMT). No. of bitstreams: 1 2017 - Leandro Ferreira da Silva.pdf: 6749285 bytes, checksum: d92cb1b0240e706e2a58105923cd98d9 (MD5) Previous issue date: 2017-08-03 / Based on the enrollment data of the School Census, this research aims to characterize the implementation of Public Policies of Special Education in the scope of Inclusive Education, regarding the conditions of schooling of students targeted by Special Education who live in settlement projects of agrarian reform located in the region of Concei??o do Araguaia / PA. We find in the legal provisions the relation of Special Education in the Field Education that favor this interface and allow us to dialogue with these two modalities. In a context of the Paraense Amazon, Special Education in the Field has a great relevance, mainly for being in a region of agrarian profile, the municipality of Concei??o do Araguaia located in the south of Par?, it is one of the cities that have the largest number of settlements of agrarian reform in Brazil. There are 37 (thirty-seven) agrarian reform settlement projects, with 4,270 (four thousand, two hundred and seventy) settled families. As far as Field Education is concerned, about 38% of the total number of students enrolled in the municipal network are included in the Campo schools. There are eight (8) Campo schools linked to the Municipal Education System. In the year 2016, 71 (seventy-one) students were registered as Special Education target in the School Census in the municipality of the study. Although official data point to the existence of this population, the scientific production that addresses this relationship is scarce, resulting in a historical silence between these two modalities. The microdata of the School Census help us to analyze official indicators of Basic Education about the enrollments of the special education target students who study in the urban and rural regions of Concei??o do Araguaia-PA. With the use of SPSS (Statistics Syntax Editor) software, we extract statistical-educational data that are published by the National Institute of Educational Studies and Research An?sio Teixeira (INEP). The results of this study, which was carried out at a Public School Elementary School located in the largest settlement area of the municipality of Concei??o do Araguaia-PA, had as subjects: one (1) member of the management team of the study's locus school, One (1) teacher working in the Specialized Educational Service (AEE) and one (1) teacher from each area of knowledge, as follows: Codes and Languages; Human and Social Sciences; Exact Sciences and Nature; Necessarily acting in classes in which students, target audience of Special Education are included. On the theoreticalmethodological basis, it is structured based on the Critical Theory of Society. In this sense we refer to Theodor Adorno's thought, which is the very method of research, that is, the data collected from the official indicators were analyzed and discussed considering the philosopher's thinking. Our results pointed out that Special Education in settlements in the municipality of Concei??o do Araguaia-PA is carried out in precarious conditions and therefore there is an invisibility of this public, considering that none of the rural schools offers specialized educational services for the target audience of Special Education. It is hoped that this study may foster the debate on the construction of Public Policies that consider the right of people with disabilities, and therefore subsidize proposals for the production of knowledge of the southern region of the Amazon Paraense on the reality of the living conditions of students with disabilities. Disabilities who live and study in the field. / Tendo como base os dados de matr?cula do Censo Escolar, esta pesquisa objetiva caracterizar a implementa??o de Pol?ticas p?blicas de Educa??o Especial no ?mbito da Educa??o Inclusiva, no que se refere ?s condi??es de escolariza??o de estudantes p?blico-alvo da Educa??o Especial que vivem em projetos de assentamentos da reforma agr?ria localizados na regi?o de Concei??o do Araguaia/PA. Encontramos nos dispositivos legais a rela??o da Educa??o Especial na Educa??o do Campo que favorecem essa interface e nos permitem dialogar com essas duas modalidades. Em um contexto da Amaz?nia Paraense, a Educa??o Especial no campo tem uma grande relev?ncia, principalmente por estar em uma regi?o de perfil agr?rio, o munic?pio de Concei??o do Araguaia localizado no sul do Par?, figura uma das cidades que possuem o maior n?mero de assentamentos da reforma agr?ria no Brasil. S?o 37 (trinta e sete) projetos de assentamentos da reforma agr?ria, com 4.270 (quatro mil, duzentas e setenta) fam?lias assentadas. No que se refere a Educa??o do Campo, cerca de 38% do total de estudantes matriculados na rede municipal est?o inseridos nas escolas do Campo. S?o 08 (oito) escolas do Campo vinculados ao Sistema Municipal de Ensino. No ano 2016, foram cadastrados 71 (setenta e um) estudantes p?blico-alvo da Educa??o Especial no Censo Escolar no munic?pio l?cus do estudo. Apesar dos dados oficiais apontarem a exist?ncia desta popula??o, ? escassa a produ??o cientifica que aborda essa rela??o, resultando num sil?ncio hist?rico entre essas duas modalidades. Os microdados do Censo Escolar nos ajudam analisar indicadores oficiais da Educa??o B?sica acerca das matr?culas dos estudantes p?blico-alvo da Educa??o Especial que estudam nas regi?es urbanas e rurais de Concei??o do Araguaia-PA. Com a utiliza??o do software SPSS (Statistics Syntax Editor), extra?mos os dados estat?sticoseducacionais que s?o divulgados pelo Instituto Nacional de Estudos e Pesquisas Educacionais An?sio Teixeira ? INEP. Os resultados deste estudo, que foi realizado em uma Escola de Ensino Fundamental da rede p?blica inserida na maior ?rea de assentamento do munic?pio de Concei??o do Araguaia-PA, teve como sujeitos: um (1) membro da equipe gestora da escola l?cus do estudo, um (1) professor atuante no Atendimento Educacional Especializado (AEE) e um (1) professor de cada ?rea do conhecimento, a seguir: C?digos e Linguagens; Ci?ncias Humanas e Sociais; Ci?ncias Exatas e da Natureza; necessariamente atuantes em turmas em que estudantes, p?blico-alvo da Educa??o Especial estejam inclu?dos. Sobre a fundamenta??o te?rico-metodol?gico, a mesma se estrutura com base na Teoria Cr?tica da Sociedade. Nesse sentido recorremos ao pensamento de Theodor Adorno, que se constitui no pr?prio m?todo da pesquisa, ou seja, os dados levantados dos indicadores oficias foram analisados e discutidos considerando o pensamento do fil?sofo citado. Nossos resultados apontaram que a Educa??o Especial em assentamentos do munic?pio de Concei??o do Araguaia-PA se realiza em condi??es prec?rias e, por conseguinte h? uma invisibilidade deste p?blico, considerando que nenhuma das escolas do campo at? 2016 oferecia o Atendimento Educacional Especializado para o p?blico alvo da Educa??o Especial. Espera-se que este estudo possa fomentar o debate da constru??o de Pol?ticas p?blicas que considerem o direito das pessoas com defici?ncia, e subsidiem propostas para a produ??o do conhecimento da regi?o sul da Amaz?nia Paraense sobre a realidade das condi??es de vida dos estudantes com defici?ncia que vivem e estudam no campo.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T20:56:04Z No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T19:10:38Z (GMT) No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Made available in DSpace on 2017-11-24T19:10:38Z (GMT). No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) Previous issue date: 2017-05-22 / Esta Tese inscreve-se na tem?tica da avalia??o de pol?ticas p?blicas. Demarcou como objeto de estudo o Programa Incluir: acessibilidade na educa??o superior, orientando-se pela seguinte pergunta de pesquisa: Como o Programa Incluir est? sendo implementado na Universidade Federal do Rio Grande do Norte (UFRN)? Estabeleceu como objetivo (geral) avaliar o processo de implementa??o do Programa Incluir na UFRN, e como objetivos espec?ficos: identificar os fatores que facilitam e os fatores que obstacularizam a implementa??o do Programa Incluir e que condicionam o alcance dos objetivos do mesmo na UFRN; conhecer os servi?os, recursos e apoios t?cnicos existentes e disponibilizados pela Programa Incluir na perspectiva de viabilizar a inclus?o educacional dos acad?micos com defici?ncia nessa IFES; detectar as barreiras (arquitet?nica, pedag?gica, de comunica??o e informa??o e atitudinal) que dificultam o processo de implementa??o do Programa Incluir na UFRN; identificar as estrat?gias de implementa??o do Programa Incluir nessa IFES. A hip?tese enunciada para nortear o estudo afirmou que O Programa Incluir implementa recursos, servi?os, apoios t?cnicos que minimizam as barreiras arquitet?nicas, pedag?gicas e de comunica??o e informa??o, viabilizando parcialmente a inclus?o educacional de acad?micos com defici?ncia na UFRN. Os procedimentos metodol?gicos utilizados para o alcance do objetivo proposto consistiram em revis?o da literatura, pesquisa documental, observa??o sistem?tica e pesquisa de campo. A pesquisa de natureza qualitativa utilizou para a coleta de dados entrevista semiestruturada aplicada aos sujeitos constituintes do quadro amostral, quais sejam: discentes com defici?ncia f?sica, auditiva, visual, intelectual e m?ltipla, professores, presidente e t?cnicos da Comiss?o Permanente de Apoio a Estudantes com Necessidades Especiais (CAENE), bolsistas e monitor. A tese conclui que o processo de implementa??o do Programa Incluir na UFRN efetiva apoios t?cnicos, servi?o de int?rprete de LIBRAS, recursos pedag?gicos em formato acess?vel, recursos financeiros sistem?ticos, os quais, associados a um conjunto de estrat?gias institucionais, como cria??o de normatiza??es relativas ? inclus?o educacional, instala??o de laborat?rios de acessibilidade, disponibiliza??o de tecnologias assistivas, materializa??o de parcerias intrainstitucionais, apoio da Reitoria, constituem fatores facilitadores do processo de implementa??o do programa avaliado. Por outro lado, constatamos desproporcionalidade na produ??o, adapta??o e disponibilidade de recursos did?ticos pedag?gicos em formato acess?vel em rela??o aos tipos de defici?ncia, certo desconhecimento/invisibilidade do Programa Incluir, multiplicidade de objetivos, p?blico-alvo distinto do preconizado no documento oficial, subestima??o da participa??o dos professores na condi??o de implementadores (in)diretos do Programa, o que, associado ao formalismo do parecer t?cnico emitido pela CAENE, sem a devida media??o entre t?cnicos da CAENE, professores e coordenadores de cursos, evidencia o que cunhamos como barreira burocr?tica. Essa coexiste com as remanescentes barreiras atitudinal, de infraestrutura, pedag?gica e de comunica??o e informa??o. Esses fatores inscrevem-se como obst?culos ? implementa??o do Programa Incluir na UFRN. A despeito dos mesmos, podemos inferir que o Programa Incluir contribui com o percurso de forma??o profissional e a participa??o parcial dos acad?micos com defici?ncia na UFRN. / This thesis is a part of the public policies evaluation. It is demarcated as study object the Include Program: accesibility in higher education, being guided by the following research question: How the Include Program is being implemented at the Federal University of Rio Grande do Norte (UFRN)? It established as (general) objective to evaluate the process of implementation of the Include Program at UFRN, and as specific objectives: to identify the factors that facilitate and the factors that obstruct the implementation of the Include Program, and that condition the achievement of its objectives at UFRN; to know the services, resources and technical support existing and made available by the Include Program in the perspective of enabling the educational inclusion of disabled students in this IFES; to detect barriers (architectural, pedagogical, communication and information and attitudinal) that hinder the implementation process of the Include Program at UFRN; to identify the implementation strategies of the Include Program in this IFES. The hypothesis enunciated to guide the study stated that the Include Program implements resources, services, technical support that minimize architectural, pedagogical and communication and information barriers, partially enabling the educational inclusion of disabled students in UFRN. The methodological procedures used to reach the proposed objective consisted of literature review, documentary research, systematic observation and field research. The qualitative research used for the data collection semistructured interview applied to the constituent subjects of the sample frame, namely: students with physical, auditory, visual, intellectual and multiple disabilities; teachers; president and technicians of the Permanent Commission to Support Students with Special Needs (CAENE); and scholarship holders and monitor. The thesis concludes that the implementation process of the Include Program at UFRN provides technical support, a LIBRAS interpreter service, pedagogical resources in an accessible format, systematic financial resources, which, together with a set of institutional strategies, such as creation of norms related to educational inclusion, Installation of accessibility laboratories, provision of assistive technologies, materialization of intra-institutional partnerships, support of the Rectory, are factors that facilitate the implementation process of the Include Program. Besides, we find disproportionality in the production, adaptation and availability of pedagogical didactic resources in relation to the types of disability, a lack of awareness/invisibility in the Include Program, multiplicity of objectives, different target audience from the official document, underestimation of the participation of teachers in the condition of (in)direct implementers of the Program, witch, together with the technical opinion formalism issued by CAENE, without proper mediation between CAENE technicians, teachers and course coordinators, shows what we have classified as a bureaucratic barrier. This coexists with the remaining attitudinal, infrastructure, pedagogical and communication and information barriers. These factors are inscribed as obstacles to the implementation of the Include Program at UFRN. Notwithstanding to this, we can infer that the Include Program contributes to the vocational training course and the partial participation of disabled academics in UFRN.

Made available in DSpace on 2014-12-17T14:36:40Z (GMT). No. of bitstreams: 1 SelmaAPB_DISSERT.pdf: 1738542 bytes, checksum: a4836045f601da5db70942c61b239a84 (MD5) Previous issue date: 2012-03-12 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossor?/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community / A presente disserta??o tem por objetivo analisar o atendimento educacional especializado, implantado em quatro escolas da rede municipal de ensino de Mossor?/RN, com aten??o ao processo de colabora??o entre professores de sala de recursos multifuncionais e professores de salas regulares. Como referencial te?rico utilizamos as obras de Vygotsky e de autores que tratam de Educa??o Inclusiva e Colabora??o. Para a realiza??o da investiga??o optamos por uma abordagem qualitativa, utilizando como recursos metodol?gicos : o estudo de caso, a pesquisa bibliogr?fica, documental e de campo. Na pesquisa de campo realizamos observa??es em salas de recursos multifuncionais e em salas de aula regular. Produzimos entrevistas coletivas com professores de sala de recursos multifuncionais e professoras de sala de aula regular. Pelas an?lises realizadas identificamos que as concep??es e as pr?ticas dos professores das salas regulares variam, com predomin?ncia aquelas que tem como base os princ?pios da integra??o. As professoras do atendimento educacional especializado apresentaram concep??es mais inclusivas e maior investimento em forma??o continuada do que as professoras de sala regular. As pr?ticas das professoras de sala regular apresentavam-se mais tradicionais dificultando a participa??o e aprendizagem dos alunos. Os alunos com defici?ncia e transtornos globais do desenvolvimento, apresentavam maior dificuldade pela pouca intera??o em sala. Com as professoras de atendimento educacional especializado a pr?tica pedag?gica era mais interativa e criativa, contudo, o atendimento era mais individual. Em tr?s, das quatro escolas investigadas destacam-se tentativas de colabora??o das professoras especialistas com as professores de sala regular por meio de estudos, intera??o por bilhetes, emails, telefonemas e compartilhamento de recursos. Em uma escola a rela??o estabelecida entre as professoras de AEE e as professoras de sala regular apresentou-se com uma perspectiva mais colaborativa. A escola que menos repercutiu em melhoria, foi aquela em que as a??es das professoras de AEE ficaram limitadas a a??es em sala de recursos multifuncionais. A resist?ncia a esses profissionais foi identificada nos enunciados das professoras de sala regular. Outra quest?o levantada foi a dificuldade de tempo para os professores de AEE realizarem a??es que contribuam com o processo escolar dos alunos, pois, seu hor?rio de trabalho fica restrito ao turno inverso do aluno na escola. Dificuldades de transporte para o aluno freq?entar a sala de recursos multifuncionais e aus?ncia de di?logo com a ?rea da sa?de foram desafios nas quatro escolas investigadas. J? a participa??o da fam?lia na escola, por meio das professoras de AEE constituiu-se pr?tica interativa constante nas quatro escolas. Assim, consideramos que a presen?a do atendimento educacional especializado na escola pode trazer contribui??es ao processo educacional, por?m, torna-se necess?rio ficar atento a poss?veis processos colaborativos entre os professores desse segmento e demais agentes da comunidade escolar

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaCBV_DISSERTA_capa_ate_pag96.pdf: 4077466 bytes, checksum: 733f282e2e9320e3ab5bdf6a219346cf (MD5) Previous issue date: 2011-07-04 / On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educa??o de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective / Nesta pesquisa qualitativa se discute as trilhas da inclus?o escolar percorridas por uma aluna com paralisia cerebral, que chamamos de LIZ, e que foi o sujeito refer?ncia e indireto deste estudo. Para a representa??o das paisagens encontradas, segue-se por caminhos hist?ricos, pol?ticos e pedag?gicos, recolhendo-se atrav?s do m?todo de estudo de caso, refer?ncias do atual contexto educacional brasileiro, analisando-se, quais as concep??es atribu?das ? inclus?o e quais as pr?ticas pedag?gicas desenvolvidas por gestores e professores de uma escola regular da Cidade do Natal/RN. A teoria que fundamenta esta pesquisa ? sustentada nas ideias centrais de Vygotski (1991; 1997; 2004) e de seus seguidores. Ademais, foi essencial trazer para este caminhar investigativo uma pesquisa bibliogr?fica que dialogasse com os aspectos mais relevantes da abordagem hist?rico-cultural, ressaltando os pressupostos de uma tend?ncia progressista de educa??o, a qual promove o envolvimento do sujeito em sua a??o no mundo e para o mundo. Dessa forma, foi necess?rio, buscar respaldo te?rico na tecnologia assistiva e na comunica??o alternativa, no sentido de mostrar a import?ncia do estabelecimento de comunica??es outras, ou seja, que fujam do padr?o convencional estabelecido pela escola. Nesta jornada recorreu-se a procedimentos para a constru??o de dados, como: a observa??o; a realiza??o de entrevistas semiestruturadas e question?rios; e, a an?lise de documentos que respaldam e legitimam a inclus?o, al?m do permanente registro em di?rios de campo. Nas trilhas de acesso a essa paisagem- adentrou-se na Educa??o de Jovens e Adultos (EJA), procurando estabelecer um di?logo entre a Educa??o de Jovens e Adultos e a Educa??o Especial. Verificou-se que, ainda, as grandes lacunas na articula??o dessas pol?ticas. Dentre os resultados obtidos foram levantadas discuss?es acerca de um novo cen?rio, em que a EJA desponta como modalidade de destaque nas rela??es estabelecidas pelo processo de inclus?o escolar. Foram alvos de reflex?es: a sistem?tica de planejamento e avalia??o, a articula??o pedag?gica entre os professores da educa??o de jovens e adultos e das a??es da sala de recursos multifuncionais e a import?ncia da forma??o continuada dos educadores envolvidos. Considerou-se, assim, que as media??es necess?rias ? inclus?o escolar podem ser sustentadas se os caminhantes envolvidos estiverem em permanente contato com a natureza de uma proposta da Educa??o Especial na perspectiva inclusiva

Made available in DSpace on 2015-04-14T14:22:43Z (GMT). No. of bitstreams: 1 404972.pdf: 2504685 bytes, checksum: 6f6a89d2d80f6ce50ca6e6bbe816dbba (MD5) Previous issue date: 2008-07-08 / A presente disserta??o analisa o processo de avalia??o da aprendizagem de estudantes do ensino superior com necessidades educativas especiais (NEEs), na perspectiva da inclus?o acad?mica. Com tal prop?sito, e embasado em autores que comungam com um fazer pedag?gico voltado para a??es avaliativas inclusivas nos espa?os educativos, este trabalho se organiza em quatro cap?tulos. O primeiro apresenta os caminhos percorridos atrav?s do uso da metodologia de estudo de caso dentro do paradigma qualitativo. O segundo cap?tulo aborda marcos normativos legais referentes ? diversidade e ? inclus?o e as pol?ticas de inclus?o do Governo Federal e do Centro Universit?rio Metodista, do Instituto Porto Alegre da Igreja Metodista, onde a pesquisa foi realizada. O cap?tulo tr?s entrela?a paradigmas de avalia??o da aprendizagem na perspectiva da inclus?o com as concep??es advindas da pr?tica exercida na realidade investigada, que ? exposta na an?lise dos dados atrav?s das falas dos discentes NEEs e docentes entrevistados. Ao final, no cap?tulo quarto, s?o apresentadas algumas id?ias conclusivas que prop?em possibilidades e desafios ? reflex?o de quem, comprometido com o processo de educa??o inclusiva, tamb?m se compromete com a inclus?o social.

Made available in DSpace on 2016-04-04T18:33:00Z (GMT). No. of bitstreams: 1 Clementina Terezinha de Jesus Monfardini.pdf: 473375 bytes, checksum: edf40dae3e17e45d8d6b100d774675a3 (MD5) Previous issue date: 2003-10-29 / This Masters Thesis is inscribed under the research approach named: University and preparation of teachers for Elementary and Middle school levels. Analyzing two state elementary schools 1st to 4th grades) in the state of So Paulo, this project discusses the challenges and dilemmas set before the preparation of educators, considering the complexity of the educational context, where various assessment strategies often result in the production of failure, as seen in signs of exclusion and discrimination, both in special education, and in regular education. While focusing on strategies and mechanisms schools use to move children from regular education to special education, and vice-versa, we are able to perceive how discrimination grows, leading to failure in school. This issue underlines the need to promote teacher training in a mode that avoids classification, selection and discrimination processes of children who are mostly from underprivileged classes. In the case of the schools we studied, such crystallized processes are evident in the sending of students to the SAPEs (Specialized pedagogical support services), a governmental program. Throughout the ten months we followed the assessment procedures, we were able to show that decisions about sending special classes and resource classes are defined beforrehand, by the school team or health care specialists. This investigation indicates that teacher preparation is one of the major pathways for meaningful change of this landscape that along with changes in working conditions, teacher salaries and higher value for teaching as a career choice. / A presente disserta??o insere-se na linha de pesquisa "Universidade e Forma??o de Professores para o Ensino Fundamental e M?dio". Objetiva analisar, por meio do estudo de duas unidades escolares de 1a a 4a s?ries da rede estadual de ensino do Estado de S?o Paulo, os desafios e dilemas postos para a forma??o dos educadores, em fun??o da complexidade dos contextos escolares. O foco recai principalmente sobre as formas de avalia??o que, muitas vezes, resultam na produ??o do fracasso escolar, expresso em suas marcas excludentes e discriminadoras, tanto para a Educa??o Especial como para o Ensino Regular. Ao atentarmos para as estrat?gias e mecanismos utilizados pela escola, quando se colocam "crian?as em tr?nsito" do Ensino Regular para a Educa??o Especial e vice-versa, percebemos a reprodu??o de formas de discrimina??o, j? mencionada, configurando a produ??o do fracasso escolar. Esta problem?tica aponta para a necessidade de se promover uma forma??o docente que rompa com os processos de classifica??o, sele??o e discrimina??o de crian?as, em sua maioria, origin?rias das camadas populares. No caso dessas escolas, esses processos perpassam, inclusive, pelos procedimentos estratificados de encaminhamento dos alunos para os Servi?os de Apoio Pedag?gico Especializado (classes especiais e salas de recursos) SAPEs criados pelo poder p?blico. No decorrer de dez meses de acompanhamento dos mecanismos de avalia??o, evidenciou-se que as decis?es sobre o encaminhamento dos educandos para a classe especial e sala de recursos s?o definidas a priori pela pr?pria equipe escolar ou pelos especialistas da ?rea de sa?de. Esta investiga??o vislumbra a forma??o de professores como uma das vias mais importantes para altera??es significativas desse quadro, aliada ?s mudan?as na condi??o de trabalho e de sal?rio do educador e na valoriza??o da carreira do magist?rio.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-09T19:03:28Z No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) / Made available in DSpace on 2017-06-09T19:03:28Z (GMT). No. of bitstreams: 1 2016 - Patr?cia Ferreira de Andrade.pdf: 2739383 bytes, checksum: 4ef99b3a1e0c6cd9e74b662e4f2751c4 (MD5) Previous issue date: 2016-02-24 / CAPES / This dissertation consisted in investigating the Municipal Plan of Education of Itagua?/RJ, which was reformulated in the year 2015 and will be current until the year 2025. For this purpose, acknowledging the relevance of the PME (2015) from Itaguai/RJ, (because it acts in a sense of re-orientating the education in the municipality) this study researched the reorientation of that document regarding pedagogical and educational assistance of the target-public students of the special education program of the municipality, and overall of the CEMAEE (Centro Municipal de Atendimento Educacional Especializado, in english "Municipal Centre of Specialized Educational Assistance"). Our researched issues were: Does the Municipal Plan of Education of Ituaguai (2015) contribute to the democratization process of the education system? How is the political-pedagogical organization set in the (re) orientation included in the PME (2015) of Itagua?, regarding the assistance to the target-public students in special education programs? Is the PME Itagua? (2015) in line with the PNE (National Education Plan)? Which are the perspectives of improvement that the PME Itagua? could establish in the CEMAEE's assistance? Which are the difficulties that the participants in this study have found for the implementation of the inclusive orientation for the target-public of the special education program? What do the participants of this study think/know about the current Public Policy of Inclusive Education concerning the special education target-public students? The methodological conception of this research was the "undissociability" between method and theory exposed in the Teor?a Critica (Critical Theory) of education. The thought of Theodor Adorno inspired our analysis, as well as Damasceno and Costa, commentators of his thought. Regarding the methodological procedures, we divided them in two moments, the first moment consisted in the documental analysis, in which we evaluated the previous PME of Itagua? (2010-2020) and the current (2015-2025) and we characterized the Documento de Forma??o (Formation Document) from 2010 from the CEMAEE. In the second moment, we accomplished the interviews with the subjects of the study, as follows: Ex-secretary of Education, Ex-sub-secretary of Education, Secretary of education, manager of the CEMAEE and the teacher of the CEMAEE, and we applied the characterization to them. In our final considerations, we identified that the PME (2015) represents a very important achievement for the education of the Municipality, since it presents political-pedagogical disposals that collaborate with the school inclusion of the target-public students of special education. Nevertheless Itagua? still faces challenges that raise obstacles to reach education for everyone, thus becoming urgent that what was instituted by the PME (2015) is implemented in the sphere of the institutive of the municipal network of Itagua?. We emphasize the importance of this and other researches that have the objective of studying the operational ability of the process of the school inclusion of the target-public individuals/students in the special education programs, in tune with the movement of democratization of the education. / Esta disserta??o tem como objeto de investiga??o o Plano Municipal de Educa??o de Itagua?/RJ, que foi reformulado no ano de 2015, com validade at? o ano de 2025. Para tal, tomando conhecimento da relev?ncia do PME (2015) de Itagua?, no que se refere a (re)orienta??o da educa??o do Munic?pio, este estudo pesquisou/problematizou os impactos deste documento no atendimento pedag?gico e educacional dos estudantes p?blico-alvo da educa??o especial do Munic?pio e, sobretudo, no CEMAEE (Centro Municipal de Atendimento Educacional Especializado). Nossas quest?es de investiga??o, derivadas de nosso objetivos, foram: O Plano Municipal de Educa??o de Itagua? (2015) contribui para o processo de democratiza??o no sistema de ensino? Como est? posta a organiza??o pol?tico-pedag?gica na (re) orienta??o inclusiva do PME (2015) de Itagua?, no que tange ao atendimento dos estudantes p?blico-alvo da educa??o especial? O PME de Itagua? (2015) est? em conson?ncia com o PNE? Quais as perspectivas de aperfei?oamento que o PME de Itagua? poder? instituir no atendimento do CEMAEE? Quais as dificuldades que os profissionais da educa??o, participantes deste estudo, tem encontrado para a implementa??o da orienta??o inclusiva para o p?blico-alvo da educa??o especial? O que pensam/sabem os sujeitos participantes do estudo sobre as atuais Pol?ticas p?blicas de Educa??o Inclusiva no que se refere aos estudantes p?blico-alvo da educa??o especial? A concep??o metodol?gica desta pesquisa se fundamenta na indissociabilidade entre teoria e m?todo posta na Teoria Cr?tica da educa??o. O pensamento de Theodor Adorno subsidiou nossas an?lises, assim como as reflex?es de Damasceno e Costa, comentadores de seu pensamento. Quanto aos instrumentos e procedimentos metodol?gicos, os dividimos em duas etapas: a primeira consistiu na an?lise documental, onde analisamos o PME de Itagua? (2010-2020) e o atual (2015-2025), al?m do Documento de Forma??o (2010) do CEMAEE. Na segunda etapa, realizamos as entrevistas com os sujeitos de estudo, a saber: Ex-secret?ria de educa??o, Ex-subsecret?ria de educa??o, Atual Secret?ria de educa??o, Gestor do CEMAEE e uma Docente do CEMAEE. Em nossas considera??es finais de pesquisa identificamos que o PME (2015) representa uma significativa conquista para a educa??o do Munic?pio, pois apresenta disposi??es pol?tico-pedag?gicas que colaboram com a inclus?o escolar de estudantes p?blico-alvo da educa??o especial. Entretanto, Itagua? ainda possui in?meros desafios que obstaculizam a afirma??o de uma educa??o para todos, tornando-se urgente que o institu?do no PME (2015) se implemente na esfera instituinte dos movimentos democr?ticos desta rede de ensino. Destacamos a import?ncia desta e outras pesquisas que possuem como objeto de estudo a operacionalidade do processo de inclus?o escolar de indiv?duos/estudantes p?blico-alvo da modalidade de educa??o especial, consent?neo ao movimento de democratiza??o da educa??o na contemporaneidade.